arizonastateuniversity aborsummaryreports … documents/item 22... · 2015. 9. 19. · arizona...

ARIZONA STATE UNIVERSITY ABOR Summary Reports

2013-‐2014 Academic Program Reviews & Accreditations

Table of Contents

1. School of Nursing, College of Nursing and Health Innovation

2. School of Historical, Philosophical and Religious Studies, College of Liberal

Arts and Sciences, Humanities

3. School of Social Transformation, College of Liberal Arts and Sciences, Social Sciences

4. School of Social Work, College of Public Service & Community Solutions

5. Speech and Hearing Sciences, College of Health Solutions

6. W. P. Carey School of Business

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2013-14 ACADEMIC PROGRAM REVIEW REPORT

Part I: Narrative

Unit for Review College of Nursing and Health Innovation College/School College of Nursing and Health Innovation University Arizona State University

A. Scope of the Accreditation Review Bachelor of Science in Nursing; Master of Science in Nursing; and Doctor of Nursing Practice.

B. Quality Improvements Since Previous Accreditation Year of previous accreditation: 2003-2004 The BSN and MS nursing programs maintained accreditation with NLN until the baccalaureate and master’ s degree programs were awarded accreditation by the Commission on Collegiate Nursing Education (CCNE) in 2003. The college achieved full accreditation, without recommendations, for 10 years until 2014. The Continuous Improvement Progress Report (CIPR) submitted in 2009 affirmed continued compliance with accreditation standards. The Continuous Improvement for NP Programs Progress Report confirmed that NP programs met all criteria for accreditation in 2010. The Doctor of Nursing Practice Program (DNP) was accredited in 2010 by CCNE until June 2016.

C. Outcomes of the Most Recent Accreditation Review

Strengths: The mission, goals, and expected aggregate student and faculty outcomes are congruent with those of the parent Institution, reflect professional nursing standards and guidelines, and consider the needs and expectations of the community of Interest. Policies of the parent institution and nursing program clearly support the program's mission, goals, and expected outcomes. The faculty and students of the program are involved In the governance of the program and in the ongoing efforts to Improve program quality. The parent institution demonstrates ongoing commitment and support for the nursing program. The institution makes available resources to enable the program to achieve its mission, goals, and expected aggregate student and faculty outcomes. The faculty, as a resource of the program, enables the achievement of the mission, goals, and expected aggregate student outcomes. The curriculum is developed in accordance with the mission, goals, and expeted aggregate student outcomes and reflects professional nursing standards and guidelines and the needs and expectations of the community of interest. Teaching-learning practices are congruent with expected aggregate student learning outcomes and expected aggregate student outcomes. The environment for teaching-learning fosters achievement of expected individual student learning outcomes.

Concerns/Recommendations: Other than one grievance that was documented in 2011 in the Baccalaureate Program which resulted in re-affirmation of the need for all faculty to provide timely feedback to students regarding their academic performance, no other grievances were documented. The grievance process was also revisited, requires students to complete an informal conflict resolution process prior to requesting a grievance review.

D. Quality Improvements Planned No other required improvements were expressed by the accrediting team. A Continuous Improvement Progress Report (CIPR) will be submitted at the mid-point of the ten-year accreditation term

E. Low Productive Degree Programs (If applicable)

Not applicable

F. Program Fee Information

Nursing and Health Innovation Differential Tuition

Undergraduate programs Undergraduate $750/semester

Nursing and Health Innovation Program Fee Doctor of Nursing Practice Graduate $2,000/semester Nursing and Health Innovation Program Fee Master of Healthcare Innovation Graduate $2,000/semester

Nursing and Health Innovation Program Fee MS Clinical Research Management Graduate $250/credit (maximum $2,000)

Nursing and Health Innovation Program Fee MS Nursing Graduate $750/semester Nursing and Health Innovation Program Fee Nursing Graduate Certificates Graduate $250/credit

Nursing and Health Innovation Program Fee PhD in Nursing and Healthcare Innovation Graduate $2,000/semester

Nursing and Health Innovation Program Fee Master of Public Health Graduate $2,500/semester

Nursing and Health Innovation Program Fee Second Degree Students Pursing BSN Undergraduate $5,500/semester

Nursing and Health Innovation Program Fee Undergraduate BSN Pre-‐Licensure Undergraduate $1,000/semester

Arizona State UniversityAcademic Program ReviewSection II: Data Summary

University Office of Institutional Analysis8/14/15

College of Nursing and Health Innovattion

Full-Time Equivalent (Fall Adjusted) 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate 877 949 1,578 2,224 763 811 996 1,030

Graduate 164 146 349 355 280 292 299 355Total * 1,041 1,095 1,927 2,578 1,043 1,103 1,295 1,384

* FTE may not total exactly due to rounding

Student Majors Headcount (Fall) 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate 1,629 1,800 2,619 4,372 1,085 1,238 1,497 1,629

Graduate 217 217 422 445 385 374 380 432Masters 117 70 161 184 166 123 135 181Doctoral 62 114 235 231 177 229 222 221

Non-Degree 38 33 26 30 42 22 23 30Total 1,846 2,017 3,041 4,817 1,470 1,612 1,877 2,061

Degrees 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Baccalaureate 349 319 542 824 323 374 446 -

Graduate 60 48 139 130 108 117 109 -Masters 60 19 114 102 85 63 48 -Doctoral - 29 25 28 23 54 61 -

Total 409 367 681 954 431 491 555 -

State Funds Personnel (Fall Census) 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Faculty FTE 41.8 48.5 74.8 70.2 63.0 64.1 76.1 92.1

Tenured/Tenure-track FTE 23.3 23.8 38.1 38.8 33 31.5 35.5 37Lecturers and Instructors FTE 0 0 12 16 27.5 31.7 39.7 52.3

Regular Faculty Assoc./Faculty Research Assoc. FTE 18.5 24.8 24.6 15.5 2.5 0.9 0.8 2.7Regular Faculty Assoc./Faculty Research Assoc. FTE - - - - - - - -

Staff FTE 69.2 84.3 91.3 108.5 71.7 83.9 88.1 109.7

Graduate Assistant FTE 3.0 0.1 16.4 26.1 12.1 14.6 14.8 14.5

University Office of Institutional Analysis 08/14/15


Part I: Narrative

Unit for Review School of Historical, Philosophical and Religious Studies College/School College of Liberal Arts and Sciences University Arizona State University

A. Scope of the Program Review The program offers the following degrees: Undergraduate: Bachelor of Arts (BA) degrees in Asia Studies (East Asia); Asia Studies (Southeast Asia); History; Jewish Studies; Philosophy; Religious Studies. Minor in History; Philosophy; and Religious Studies. Certificate in Ethics; Islamic Studies; Religion & Conflict; and Symbolic Systems. Graduate: Master of Arts (MA) degrees in History; Philosophy; Religious Studies; and American Studies. Doctor of Philosophy (PhD) in History; Philosophy; and Religious Studies. Graduate Certificate in Medieval Studies; Scholarly Publishing; Religion & Conflict; and Symbolic Systems.

B. Quality Improvements Since Previous APR Year of previous review: The school was formed in 2009-10. The school remains in transition as an administrative unit.

C. Outcomes of the Most Recent APR

Strengths: • (2011-‐2012) introduced online courses in history, religious studies, and philosophy which

have begun to be a significant source of revenue for the school • Transition into multi-‐disciplinary school – great progress made integrating the

administration, staff and committees – leading to greater oversight of budgets, strategic planning, annual reviews for faculty, tenure and promotion evaluation and faculty governance

• Research grants represented by faculty are impressive for a humanities unit • Though budget has been significantly decreased; the development team has secured a $10K

gift to support faculty research, $50K gift to establish a graduate fellowship and $1.2M grant to establish a research center

Concerns/Recommendations:

• Static/declining on-‐ground student enrollments and majors (especially religious studies) • Need more engagement by the faculty with the issues of quality, curricular development

and the future of online learning • Size of faculty has declined (especially senior faculty) • Need to focus on important fields of study and research necessary for a broader humanities

education and strategic growth

D. Quality Improvements Planned • More robust internal communications to facilitate engagement across disciplines

• Hired a new director for the Public History program who has worked with the history graduate committee and will be facilitating the integration of Public History into the history PhD program.

• Continue to develop online programming; new tenure-‐line faculty will be expected to participate in online education.

• The director will make appointments to the Executive Committee to be more representative of the school.

• The Director will continue his open-‐door policies to facilitate transparency in communication.


F. Program Fee Information If the program has a program fee or differential tuition, please indicate the amount of the fee, when it was approved and the impact on the program.



Department: Historical, Philosophical & Religious StudiesCollege: Liberal Arts and Sciences, Humanities

Full-Time Equivalent (Fall Adjusted) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate - 2,457 2,192 2,037 2,193 2,323 2,329

Graduate - 144 139 118 102 87 86Total * - 2,601 2,331 2,155 2,295 2,410 2,415


Student Majors Headcount (Fall) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate - 931 915 1,033 1,003 1,027 1,002

Graduate - 209 193 194 183 175 168Masters - 58 51 55 50 49 54Doctoral - 148 139 134 131 122 113

Non-Degree - 3 3 5 2 4 1Total Degree Seeking - 1,140 1,108 1,227 1,186 1,202 1,170

Degrees 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Baccalaureate 259 272 232 271 264 267 -

Graduate 38 34 41 37 30 29 -Masters 23 24 25 23 17 15 -Doctoral 15 10 16 14 13 14 -

Total 297 306 273 308 294 296 -

State Funds Personnel (Fall Census) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Faculty FTE - 70.5 66.5 64.9 64.3 66.7 66.6

Tenured/Tenure-track FTE - 61.7 61.5 57.3 55.8 60.8 59.1Lecturers and Instructors FTE - 5.5 5 6.7 6.1 5.5 7.5

Regular Faculty Assoc./Faculty Research Assoc. FTE - 3.3 0 1 2.4 0.4 0

Staff FTE - 15.5 16.5 14.6 16.6 14.6 14.7

Graduate Assistant FTE - 43.5 46.4 32.3 31.3 32.5 26.8



Part I: Narrative

Unit for Review School of Social Transformation College/School College of Liberal Arts & Sciences University Arizona State University

A. Scope of the Program Review This review was measured more as a “progress-‐to-‐date” report as SST has only been an academic unit for 5 years. The program consists of four sub-‐units: African and African American Studies, Asian Pacific American Studies, Justice and Social Inquiry, and Women and Gender Studies. The Center for Indian Education is also a part of this program.

B. Quality Improvements Since Previous APR Year of previous review: N/A


Strengths: The Site Visit Team was impressed with the programs faculty, affirming that they had excellent teaching, service and research productivity. The staff is professional, productive and processes are efficient. Students, both undergraduate and graduate, are pleased with the quality of instruction and with their relationships with faculty and staff. A particular strength of the School of Social Transformation (SST) is the diversity of both students and faculty. Also a strength is the ease with which undergraduate students can search for and secure internships. Most of the graduate teaching assistants feel adequately prepared by faculty for teaching. New graduate degrees emerging from SST such as M.A. in Cultural and Social Pedagogy and the new M.A. in Women, Leadership, and Development are particularly innovative and exciting according to the site team. They note it is indicative of SST’s clear ability to think creatively.

Concerns/Recommendations: Site visitors recommend that the school find a way to better balance the needs of the individual programs and the overall school. They recommend the programs be more equally valued and resourced. SST should better articulate the school’s mission and vision, both internally and externally. They recommend a better communication structure between the leadership team and school faculty, staff and students. The visitors recommended the school develop a more robust research infrastructure to make progress towards ABOR’s 2020 funding goals. The site visitors recommend the graduate programs have better visibility, enhanced TA training/placement and mentoring opportunities, and a review of stipend levels. The undergraduate programs needs to streamline curriculum, simplify degree offerings, and find a way to measure the quality of online offerings. While the wide number of course offerings highlights a strong commitment on the part of SST to innovation and to critically engaging students at all levels, the continual creation of offerings is not matched increasing faculty numbers.

D. Quality Improvements Planned To address the faculty size the school plans to hire 10 new faculty members over the next three to five years. These hires will help address the challenge of programs being equally valued and resourced. There will be a faculty workshop to revise the schools mission/vision and develop clear benchmarks for success. Marketing materials will be developed and redesigned based on the redefined vision. The effort to improve the communication structure will include a weekly message from the school director, revision of the school’s website, revised monthly newsletter and an overall strategy to focus more on the student experience and alumni. SST will create a more robust research infrastructure by hiring a full-‐time research administrator who will focus on assisting faculty in pre-‐award functions: locating funding sources, developing timelines/calendar, managing a database housing funding opportunities, assistance in grant writing, and an internal peer-‐review of proposal submissions. To improve the quality of graduate placements the school will include more information regarding non-‐academic career paths in professional development activities and highlight alumni on the website to improve the quality of graduate placements. By focusing recruitment efforts in the 12 western states that will be eligible for in-‐state tuition (Fall 2014) SST will increase visibility of the graduate programs offered. Training will be required for first and second year TAs with quality courses designed by SST instructors; goal is to review and revise stipends by 2015-‐2016 academic year. To better enhance opportunities for mentoring, more focus will be given to the topic during graduate student orientation and professional development seminars. SST will create a special taskforce to review the quality and content of online undergraduate offerings. To better restructure online and in-‐person undergraduate offerings, a curriculum review will be implemented at both the school and program level. The reviewers felt the African and African American Studies program lacks visibility within SST and ASU due to the reorganization that led to the creation of SST. To increase the program’s visibility, the school is planning to renovate a space for AAAS that will serve as a central community space and resource for students.


F. Program Fee Information N/A



Department: School of Social TransformationCollege: College of Liberal Arts and Sciences, Social Science

Full-Time Equivalent (Fall Adjusted) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate - 1,052 1,117 1,170 1,200 1,347 1,328

Graduate - 61 59 127 83 87 91Total * - 1,114 1,176 1,298 1,283 1,435 1,419


Student Majors Headcount (Fall) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate - 650 654 653 571 511 552

Graduate - 82 80 83 81 104 114Masters - 24 26 26 25 42 49Doctoral - 58 54 56 55 62 64

Non-Degree - - - 1 1 - 1Total Degree Seeking - 732 734 736 652 615 666



Total 215 182 196 194 185 191 -

State Funds Personnel (Fall Census) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Faculty FTE - 38.6 50.8 52.5 47.1 46.4 45.4

Tenured/Tenure-track FTE - 34.6 46.8 47.5 42.1 42.4 41.4Lecturers and Instructors FTE - 4 4 5 5 4 4

Regular Faculty Assoc./Faculty Research Assoc. FTE - 0 0 0 0 0 0

Staff FTE - 15.0 17.0 16.9 14.5 13.2 13.7

Graduate Assistant FTE - 14.0 16.3 14.3 14.5 14.5 13.0



Part I: Narrative

Unit for Review School of Social Work College/School College of Public Programs University Arizona State University

A. Scope of the Program Review The School of Social Work (SSW) offers the following degree programs: Bachelor of Social Work (BSW); Master of Social Work (MSW); Doctor of Philosophy in Social Work (Ph.D.); Child Welfare Training Program; Social Welfare undergraduate minor; and Advanced Standing Master of Social Work. SSW offers the following certificate programs: Assessment of Integrative Health Modalities; Gerontology; Latino Cultural & Linguistic Competency; Treating Animal Abuse Professional Development (non-‐credit, on-‐line); and a Graduate Certificate in Trauma and Bereavement.

B. Quality Improvements Since Previous APR Year of previous review: 2004-2005 The school moved from the Tempe campus to the new Downtown Phoenix campus in 2006 to embed the school within the community they serve. Program growth has resulted due to the merger in 2008 with the ASU West Department of Social work. The merger created a unified program that provides a more coherent identity and focus for the program. Program growth has also been seen in the increased diversity of the student population.


Strengths: The school is successful in serving its community needs and recruiting/enrolling a student population that reflects the population they serve. The school provides an education that is not only academically sound but relevant to the community it serves. Flexible scheduling options have been set to accommodate the needs of nontraditional students enrolled in the programs. Collaboration with local community colleges allows for students to complete the first two years of their degree program at the community college level prior to enrolling at ASU. Interdisciplinary collaborations have been formed within the college and across the university to create dual degree opportunities. The PhD program is very well conceptualized and has the appropriate sequencing of courses. The program prepares students for a competitive job market through its emphasis on interdisciplinary and research training. Exceptional and highly productive faculty members have deep, broad, and long-‐standing relationships with non-‐profits, hospitals, state agencies, government units and tribal councils. The move downtown helped propel the closeness to community agencies that is reflected in both research and teaching. Concerns/Recommendations: The site visit team expressed concern that the number of students, maintenance of the quality of education, and rapid growth has brought strains on infrastructure, ensuring adequate field placements, advising of students, and classroom space. Faculty and staff size has not increased at a rate equal enrollment growth, resulting in substantial workloads for faculty and staff. Additional plans for growth call for an increase

in infrastructure. The suggestion was made to develop a Center for Interprofessional Education and Practice. The team suggested adequate resources should be provided to support field placement, advising/support of student body, and that the director has adequate release time for administration to be in compliance with accreditation standards.

D. Quality Improvements Planned

The school plans to improve marketing efforts related to publicizing the work of the school. Growth has created the need for five new faculty positions for FY 14-‐15 to help develop larger and more sophisticated research projects and develop quality curriculum. The school has begun to address some of the field placement issues raised by purchasing of a new software system that should significantly improve efficiency and quality in field placement decisions. Modest increases in advising staff are warranted as well as support for field operations. The requested increase in faculty and staff will lead to a higher quality curriculum across the diverse offerings the school provides and should allow more sufficient implementation of these curriculums. The school is looking for more innovative ways of offering training both in-‐person and online. The school is investigating the possibility of implementing the suggestion by the review team to develop a Center for Interprofessional Training and the possibility of collaborating with criminal justice faculty on a certificate.

E. Low Productive Degree Programs (If applicable) N/A

F. Program Fee Information UG Social Work - $325 per semester MSW - $650 per semester



Department: School of Social WorkCollege: Colege of Public Service & Community Solutions

Full-Time Equivalent (Fall Adjusted) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate 225 397 534 741 801 825 825

Graduate 543 791 831 797 807 803 897Total * 768 1,188 1,365 1,538 1,608 1,628 1,722


Student Majors Headcount (Fall) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate 264 457 544 626 660 668 663

Graduate 515 704 722 680 681 670 741Masters 483 673 698 651 649 633 711Doctoral 22 20 22 26 28 32 30

Non-Degree 10 11 2 3 4 5 -Total Degree Seeking 779 1,161 1,266 1,306 1,341 1,338 1,404



Total 391 408 464 456 517 519 -

State Funds Personnel (Fall Census) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Faculty FTE 38.6 36.5 37.2 32.5 41.3 39.0 33.2

Tenured/Tenure-track FTE 29.3 33.7 29.5 31.2 33.5 32 27.2Lecturers and Instructors FTE 2.8 2.3 7.8 1.3 7.8 7 6

Regular Faculty Assoc./Faculty Research Assoc. FTE 6.6 0.5 0 0 0 0 0

Staff FTE 22.4 20.9 15.3 13.9 4.6 5.8 9.1

Graduate Assistant FTE 3.5 0.0 0.0 0.0 8.7 1.0 0.8



Part I: Narrative

Unit for Review Speech and Hearing Sciences College/School College of Health Solutions University Arizona State University

A. Scope of the Program Review The department offers: a BS degree in Speech and Hearing Science; MS in Communicative Disorders; AuD graduate clinical degrees as a Speech-‐language Pathologist or Audiologist; PhD in Speech and Hearing Science; Speech-‐language Pathology Assistant Program; bilingual or multicultural certificates; American Sign Language Program. In 2013 the department moved from College of Liberal Arts and Sciences to College of Health Solutions. The programs are accredited by the Council on Academic Accreditation (CAA) of the American Speech-‐Language-‐Hearing Association (ASHA); ranked among the top 25 programs in the country (by US News and World Report).

B. Quality Improvements Since Previous APR Year of previous review: 2006-07. The undergraduate program has experienced a 48% increase in enrollment since the last review. An undergraduate Speech and Hearing Sciences research seminar was started in 2005-‐06 and has been extremely successful. The seminar combines instruction on research basics and careers; students choose a lab and faculty mentor for their research project based on faculty member presentations. Graduate students in Speech-‐Language Pathology and Audiology have a 100% pass rate on the national clinical examination, which is consistent with other top programs in the country.


Strengths: Exceptional research in quality and productivity with a total grant portfolio of about $19M – the level of external funding “rivals the highest ranked programs in the country” according to the site visit report. “This reflects the well-‐recognized expertise and prominence of tenure-‐track faculty across a range of subspecialties in the field” according to the site visit report. Student recruitment is outstanding; diversity is excellent and higher than the national average for both race/ethnicity and representation of males in the program. Community outreach and engagement along with interdisciplinary interaction and collaboration is active. The unit provides a solid education to a large cohort of students

Concerns/Recommendations: There is a shortage of PhD applicants and a low graduation rate for undergraduate students. The unit needs to fill open tenure-‐track and clinical positions along with a need to add more faculty and space to accommodate increased enrollment goals. The unit should continue to assure high quality education in light of increased enrollment goals. Site Visitors suggested adding information to the schools webpage to display research strengths.

D. Quality Improvements Planned Low graduation rate by undergraduate students is being addressed by providing more support for challenging entry level classes and keeping class size below 100. The plan is to utilize the Downtown campus to address the unit’s growths needs. The unit plans to modify programs and maintain high educational standards utilizing assessment data and redefining student learning objectives. The unit is actively working to fill four open faculty positions and has requested two new faculty lines specifically for teaching.


F. Program Fee Information UG Speech and Hearing Sciences - $400 per semester UG Language Pathology Assistant Certificate - $250 per credit MS in Communication Disorders - $600 per semester Aud.D. - $600 per semester



Department: Speech & Hearing ScienceCollege: College of Health Solutions


Graduate 178 175 176 178 145 131 158Total * 468 497 501 521 472 443 444




Non-Degree - - - 2 4 3 5Total Degree Seeking 417 479 513 538 467 471 461



Total 95 121 127 139 151 126 -


Tenured/Tenure-track FTE 8.6 9.1 8.2 9.2 7.1 13 8Lecturers and Instructors FTE 5.2 5.2 5.2 5.8 6 12 5

Regular Faculty Assoc./Faculty Research Assoc. FTE 0 0 1 0.6 0 0 0

Staff FTE 8.8 8.8 9.0 8.9 9.2 20.3 9.7




Part I: Narrative

Unit for Review W. P. Carey School of Business College/School W. P. Carey School of Business University Arizona State University

A. Scope of the Accreditation Review Bachelor of Arts, Business (Communication), Bachelor of Arts, Business (Communication), Bachelor of Arts, Business (Global Politics), Bachelor of Arts, Business (Legal Studies), Bachelor of Arts, Business (Public Service & Public Policy), Bachelor of Arts, Business (Sustainability), Bachelor of Arts, Business (Technology), Bachelor of Arts, Business (Tourism), Bachelor of Arts, Business (Urban Policy), Bachelor of Science, Accountancy; Bachelor of Science, Computer Information Systems; Bachelor of Science, Economics; Bachelor of Science, Finance; Bachelor of Science, Management; Bachelor of Science, Management: Entrepreneurship; Bachelor of Science, Marketing; Bachelor of Science, Real Estate; Bachelor of Science, Supply Chain Management; Master of Accountancy, Accountancy; Master of Business Administration, MBA: Online; Master of Business Administration, MBA: Shanghai; Master of Business Administration, MBA: Tempe; Master of Science, Management; Master of Science, Information Management: Tempe; Master of Science, Information Management: Online; Master of Taxation, Taxation; Doctor of Philosophy, Accountancy; Doctor of Philosophy, Computer Information Systems; Doctor of Philosophy, Economics; Doctor of Philosophy, Finance; Doctor of Philosophy, Management; Doctor of Philosophy, Marketing; Doctor of Philosophy, Supply Chain Management; and Doctor of Business Administration, Global Financial Management.

B. Quality Improvements Since Previous Accreditation

Year of previous accreditation: 2008-09 C. Outcomes of the Most Recent Accreditation Review

Strengths: The Carey School introduced a Bachelor of Arts (BA) degree that requires the entire business core, but the major or concentration is offered typically outside of business in disciplines such as communication, global politics, or sports and media studies. The traditional Bachelor of Science (BS) degree has higher entrance requirements, so the BA was originally introduced to provide business education to a greater number of students. Interestingly, the differences in the student profiles in the BA and BS programs are narrowing as more highly qualified students are attracted to the interdisciplinary nature of the BA. Each year the Carey School enrolls over 2000 new freshmen, many from low income families and first-generation to college. The school has a number of initiatives to improve retention and success through building community. These

activities include orientation, Freshmen Success Course, living/learning communities in the dorms, and targeted events for students, tutoring resources, and student organizations. A very effective program is Camp Carey. Before the first ASU class, freshmen meet future classmates, faculty, deans and staff in a highly interactive outdoor, three-day experience, with team activities. Carey’s initiatives are serving as a model for other units at ASU. Other strengths include: Carey has a firm footing as a top ranked business school in all platforms; Increased demand for specialized master’s degrees in business; a growing presence in China, the world’s fastest growing economy; an Increased demand for business education from international students; a strong demand for business undergraduate degrees; strong corporate support of the School, both locally and nationally; a large and growing alumni base and engagement; ASU’s unique differentiated position as the New American University; and a strong entrepreneurial culture.

Concerns/Recommendations: The Carey School has a well-developed AOL program with closing the loop evident across programs. The School recently added a Doctor of Business Administration program to its portfolio of graduate programs offered in China. Inclusion of the DBA in AOL and further refinement of learning goals and assurance of learning processes for the China MBA programs should be implemented before the next review. Arizona State University’s vision is “to establish ASU as the model for the New American University” with the joint goals of accessibility (“measured not by who we exclude, but rather by who we include and how they succeed”) and excellence. Under the leadership of a new dean in 2013, the Carey School revisited its mission, vision, and values. In the next review, the School should further document (a) the alignment of the School’s goals with those of the University and (b) the engagement of stakeholders in the business community in developing key strategic initiatives. The School should continue to benchmark and align its faculty qualification standards with those adopted by top research universities and further refine the criteria for faculty based on their deployment in achieving the school’s mission. The School achieved accreditation for five additional years. The next on-site continuous improvement review occurs in the fifth year, 2018-2019


The school has a continuous improvement review timeline covering July 1, 2014 through June 30, 2019 that will be meticulously followed in order to collect appropriate data and implement all strategic plans in preparation for the next accreditation.


Not applicable


Business Program Fee W.P. Carey MBA: Evening W.P. Carey MBA: Full-‐time W.P. Carey MBA: Online

Graduate $15,250/year $15,000/year $15,250/year

Business Program Fee W.P. Carey MBA: Executive Graduate $13,125/semester Business Program Fee Master in Management Graduate $6,500/semester

Business Program Fee Master Science Information Management Graduate $15,250/year

Business Program Fee Program Facility Fee Undergraduate $125/semester

Business Program Fee Master Business Analytics Graduate $10,000/semester Business Program Fee Master Business Analytics -‐ Online Graduate $12,000/semester Business Program Fee Master Finance Graduate $10,000/semester Business Program Fee Master Global Logistics Graduate $10,000/semester



College: W P Carey School of Business

Full-Time Equivalent (Fall Adjusted) 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate 4,210 4,512 6,255 5,769 5,634 5,674 6,282 6,935

Graduate 1,900 1,934 2,146 2,211 1,972 1,810 1,826 1,574Total * 6,110 6,446 8,401 7,980 7,606 7,484 8,108 8,509


Student Majors Headcount (Fall) 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate 5,656 6,039 8,799 8,436 8,390 8,647 9,564 10,432

Graduate 1,587 1,634 1,858 1,779 1,554 1,487 1,506 1,481Masters 1,400 1,493 1,663 1,629 1,423 1,349 1,361 1,336Doctoral 132 122 107 128 113 121 134 129

Non-Degree 55 19 88 22 18 17 11 16Total 7,243 7,673 10,657 10,215 9,944 10,134 11,070 11,913

Degrees 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Baccalaureate 1,294 1,227 2,248 2,129 1,940 2,148 2,390 -

Graduate 805 997 1,054 1,206 965 1,042 1,125 -Masters 787 969 1,040 1,181 952 1,024 1,112 -Doctoral 18 28 14 25 13 18 13 -

Total 2,099 2,224 3,302 3,335 2,905 3,190 3,515 -

State Funds Personnel (Fall Census) 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Faculty FTE 156.7 148.3 195.8 183.5 151.9 146.5 157.4 160.0

Tenured/Tenure-track FTE 131.9 124.3 169.1 158.3 128.8 127.9 131.6 141.7Lecturers and Instructors FTE 23.5 22.8 26.1 25.2 23.1 18.6 25.7 18.3

Regular Faculty Assoc./Faculty Research Assoc. FTE 1.3 1.1 0.6 0 0 0 0 0Regular Faculty Assoc./Faculty Research Assoc. FTE - - - - - - - -

Staff FTE 164.2 159.7 168.5 159.2 94.2 97.4 98.9 105.5



ARIZONA STATE UNIVERSITY ABOR Summary Reports

2014-‐2015 Academic Program Reviews & Accreditations

Table of Contents

1. Aviation Programs, Fulton Schools of Engineering

2. Community Resources & Development, College of Public Service &

Community Solutions

3. Human Systems Engineering, The Polytechnic School, Fulton Schools of Engineering

4. School of Music, Herberger Institute for Design and the Arts

5. T. Denny Sanford School of Social and Family Dynamics, College of Liberal

Arts and Sciences, Social Sciences


Part I: Narrative

Unit for Review Aviation Program, The Polytechnic School College/School Ira A. Fulton Schools of Engineering University Arizona State University

A. Scope of the Accreditation Review Aviation Programs at ASU include the Bachelor of Science in Air Traffic Management, Air Transportation Management, Professional Flight and Unmanned Aerial Systems (UAS); Bachelor of Applied Science in Aviation Management Technology; and a Master of Science in Technology in Aviation Management and Human Factors.

B. Quality Improvements Since Previous Accreditation Review Year of previous review: 2009-2010 Noted throughout the review is the transfer of the Aviation programs to the Ira A. Fulton Schools of Engineering from the College of Technology and Innovation in July 2014 and how that change has affected the Aviation program. The main focus of this visit was student criteria. The site visitors reviewed the overall Aviation Unit including: students, program mission and educational goals, student learning outcomes, curriculum, faculty and staff, facilities, equipment and services, institutional structure and support, aviation safety culture and program, and relations with industry.

C. Outcomes of the Most Recent Accreditation Review

Strengths: Site visitors report that students in the Aviation program are passionate, excited and engaged in their program. They categorize the quality of their education as stellar. Students have initiated a Mentoring program, displaying the depth of their engagement. Faculty and staff are well respected by students who consider them both knowledgeable and accessible. Volunteer Student Advocates are effective with potential students and view their role as tour guide an excellent marketing tool for the programs. Site visitors report that Faculty members are dedicated, optimistic and creative, aircraft are well maintained and sufficient to meet the needs of the program, and technology and building space is utilized in an effective and sufficient manner. Students report that the Aviation faculty relationships with industry make them the best source of career information. Academic advisors (non-‐faculty) are outside of the Aviation program which limits their knowledge and insight of the industry.

Concerns/Recommendations: The Aviation Programs should develop and publish a plan for assessment, evaluation and continual improvement of the program educational goals, once the program goals are established and approved within the Fulton Schools of Engineering. Implement the process developed by UOEEE. Review (and revise, if necessary) the program outcomes. Create a five-year plan for assessment, evaluation and program improvement (AABI criteria. It was

recommended that the programs designate, through formal contract or written agreement, the faculty member(s) who administer the Professional Flight Program, the flight standards pilot, and each person’s responsibilities to ensure that the Program meets or exceeds the AABI performance requirements. Site visitors recommend the programs ensure that the contractual agreement between ATP and ASU concerning VA student’s funding and scheduling of flight training is being followed. Visitors suggest a review of faculty and staff salaries, and a workload assessment for alignment with the standards of the Fulton Schools of Engineering faculty. They also encourage the creation of a comprehensive program for oversight of the contract provider, ATP Flight School.


Recommendations are being address in the following ways: there is a new director of advising, larger budget, and plans to improve advising space; aviation faculty will be asked to develop goals for the program, university and students; utilizing the assessment process developed by UOEEE, all learning outcomes are being reviewed; all Professional Flight program administrators and flight standards pilots have been identified and listed on a shared document; changes to the VA funding criteria are communicated to students through the efforts of the ASU Pat Tillman’s Veteran Center as well as ASU Student Business Services staff to ensure appropriate implementation; ATP has provided ASU Aviation faculty with access through their ATP Extranet application allowing faculty to view ATP flight instructor credentials – the portal is continually updated; an analysis will be conducted to ensure faculty salary ranges and workload fall into the same ranges as comparable positions within Fulton Schools of Engineering; the relationship between ATP and the ASU Aviation program is described in detail in the contractual agreement and regular meetings are held between the two parties.

E. Low Productive Degree Programs (If applicable) Not applicable

F. Program Fee Information UG -‐ $400 per semester; GR -‐ Fall 2015 -‐ $100 for full-‐time and pro-‐rated for part-‐time Spring 2016 -‐ $150 for full time and pro-‐rated for part-‐time Fall 2016 -‐ $225 for full-‐time and pro-‐rated for part-‐time Spring 2017 -‐ $300 for full-‐time and pro-‐rated for part-‐time Full fee ($400 for full-‐time) effective fall 2017. Summer 2017 would be based on spring.



Department: Aviation ProgramsCollege: Fulton Schools of Engineering


Graduate 6 8 6 5 5 2 3Total * 206 213 241 214 234 235 218



Masters 7 15 13 18 14 8 10Total Degree Seeking 304 330 367 360 403 418 401

Degrees 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate 44 49 75 62 53 72

Masters 1 2 1 3 3 2Total 45 51 76 65 56 74 -

State Funds Personnel (Fall Census) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Faculty FTE - - - - - - -

Tenured/Tenure-track FTE 2 2 2 1 1 2 1Lecturers and Instructors FTE 7 6 5 7.5 6 8 8

Regular Faculty Assoc./Faculty Research Assoc. FTE 0.9 0.5 0.5 0.3 0.8Clinical Prof & Prof of Practice 2 2 1 1 1 1 1

Staff FTE - 1 2 2 2 2 2




Part I: Narrative

Unit for Review School of Community Resources and Development College/School College of Public Service and Community Solutions University Arizona State University

A. Scope of the Accreditation Review This was a review of the School of Community Resources and Development in the College of Public Service and Community Solutions. The two programs that were reviewed for accreditation were: Bachelor of Science in Parks and Recreation Management and The Therapeutic Recreation Program. The Council on Accreditation: Parks, Recreation, Tourism and Related Professions conducted the review.

B. Quality Improvements Since Previous Accreditation Review Year of previous review: 2010-11 The improvements include: Two online graduate certificates – Certificate in Social Entrepreneurship and Community Development and the Certificate in Sustainable Tourism; An undergraduate Certificate in Child Life developed in conjunction with the School of Family and Social Dynamics; an online Masters degree in Sustainable Tourism was added; the College of Public Programs hired a new Dean, Dr. Jonathan Koppel, former Director of the School of Public Affairs; The Tourism Development and Management program began a restructuring process integrating it’s a-list/Hotel and Resort Leadership program into the curriculum; a new Professional Development Coordinator was hired to serve all three programs, including supervision of internships; and the Parks and Recreation Management program proposed and was granted permission to institute a new undergraduate major in Community Sports Management beginning Fall 2014;


Strengths: Community engagement, the faculty commitment to student learning and success, in addition to accessible and competent academic advisors, and an excellent partnership with ASU Services were the top strengths of the programs according to the accreditation report. The programs are very student-‐entered and student engagement is high. The report also states that the programs’ mission, vision and values statement are very comprehensive. Accreditation visitors found that faculty members are actively engaged both professionally and within the community. They also point out that student and administrative support staff are highly regarded by students.

Concerns/Recommendations: Some of the concerns raised in the review included the following: “The assessment plan for both the Parks and Recreation Management program and Therapeutic Recreation

Concentration are in the emerging stage, metrics need to be refined, data from the assessment process needs to be used in the decision making process and assessment data needs to be posted on the program website.” (Series 2.0). Evidence was not provided to show metrics used for assessments or evidence showing how the program uses learning outcomes data to inform decisions. Programs are not posting assessment data on their program website that reflects program academic quality and student achievements. Information informing the public about the harm of degree and accreditation mills needs to be added to the website. The programs’ COAPRT accreditation status also needs to be updated on the website.

D. Quality Improvements Planned The program is in the process of revising their assessment plan and collecting their assessment data, the faculty plans to review the data and determine the changes that need to be made (spring 2014). Within their strategic plan, faculty members have started to develop a system for evaluating core competencies through the use of an ePortfolio.


F. Program Fee Information UG – None; Master of Non-Profit Studies - $350 per semester



Department: School of Community Resources & DevelopmentCollege: College of Public Service & Community Solutions


Graduate 67 70 80 78 94 97 103Total * 493 703 712 799 881 845 808



Non-Degree - 1 - 1 - - -


Non-Degree 1 4 6 6 9 7 11Total Degree Seeking 514 642 629 606 597 583 626



Total 173 225 204 166 174 176 -


Tenured/Tenure-track FTE 15.7 18 17.8 17.6 19.2 17.3 15.8Lecturers and Instructors FTE 0.5 0 2 2.3 2.5 2.5 2.6

Regular Faculty Assoc./Faculty Research Assoc. FTE 1.2 0.4 0 0 0 0 0

Staff FTE 11.8 7.3 6.6 10.2 8.3 8.4 9.5




Part I: Narrative

Unit for Review Human Systems Engineering, The Polytechnic School College/School Ira A. Fulton Schools of Engineering University Arizona State University

A. Scope of the Program Review The Human Systems Engineering (HSE) unit in the Polytechnic School (formerly Applied Psychology) was founded in 1999 and integrated into the Fulton Schools of Engineering (FSE) in 2014 with an emphasis on the design of products in applied cognitive science. The unit includes human systems that relate to the larger sociotechnical systems including: healthcare and military and educational systems. HSE offers the following degrees: Bachelor of Science in Industrial and Organizational Psychology; Master of Science in Applied Psychology; and a PhD in Simulation, Modeling and Applied Cognitive Science.

B. Quality Improvements Since Previous APR Year of previous review: 2007-‐2008. Undergraduate headcount has increased by 56% and the graduate student headcount has remained constant. The rigor of the program has increased through the application of systematic human factors design. Affiliations with local industry continue. The PhD program was established. The program was integrated into the Fulton Schools of Engineering in 2014. That integration increased interaction with related departments at multiple ASU campuses. Curriculum outcomes including design and programming for BS and MS degrees were redefined, as well as the overall program being redefined as Human Systems Engineering.


Strengths: The programs faculty, outstanding research programs and undergraduate involvement in research were cited as the unit’s greatest strength. The integration of the “human factor” into engineering programs supported by the Dean and ASU administration is unique and innovative will lead the way for peer institutions as the demands of intradisciplinary approach to design thinking methodology increases. Providing a general introductory course to human performance to all engineering is strategically positive and applauded by the site visitors. Students find the faculty extremely approachable and available. Faculty diversity is adequately addressed.

Concerns/Recommendations: The cross-‐disciplinary nature of the program creates risks for faculty development and promotion and could be facilitated by hiring a senior faculty member who has experience with multiple academic disciplines and can mentor junior faculty in managing those cultural differences. More administrative stability is needed. A greater awareness of the Human

Systems Engineering program and related career opportunities should be cultivated among students, advisors and colleagues. Site visitors recommend a means by which psychology majors could be exposed to Human Systems Engineering and recommend consideration of an Honors section of Human Systems Engineering. They suggest development of strategic objectives that focus on integrating the unit’s research with the Fulton Schools of Engineering’s broader research programs. Visitors recommend Human Systems Engineering serve as an integrated program offering various concentrations and tracks. Industry engagement should continue to be a focus. They recommend curriculum development with greater emphasis on topics pertaining to user interface design principles and foundations, prototyping, and design thinking practice and application.


The unit agrees with the value of hiring a senior faculty member with experience across multiple academic disciplines who could help mentor junior faculty in navigating cultural differences between disciplines. If HSE 101 course increases as expected, the unit agrees with the site visitors that consideration should be given to a professor who specializes in teaching large enrollment survey courses. Human Systems Engineering will continue to develop brochures and presence on Fulton Schools of Engineering website to increase awareness of the program and career opportunities. Leadership will discuss development of an honors section with Barrett’s administration. The unit will continue to develop strategies with the communications team to make more faculty members at other universities and professional organizations aware of the available programming. A PhD program in Systems Engineering is currently being proposed and the unit will keep integrated programming in mind. The unit is planning a Career Exploration Day to bring industry leaders to campus to discuss collaboration and jumpstart the formation of a new Industry Advisory Board.





Department: Human Systems EngineeringCollege: Fulton Schools of Engineering Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 College Total

Full-Time Equivalent (Fall Adjusted) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2014-15

Undergraduate 150 116 146 0 0 0 81Graduate 8 8 10 5 2 8 20

Total* 158 124 156 5 2 8 101 20,520

Student Majors Headcount (Fall) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2014-15Undergraduate (Degr/Non-Degr) 59 57 56 54 60 63 74

Graduate (Degr/Non-Degr) 11 8 13 16 19 24 31Masters 11 8 13 12 10 11 17Doctoral 0 0 0 4 9 13 14

Total Degree Seeking 70 65 69 70 79 87 105 20,520

Degrees Granted 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2014-15

Baccalaureate 14 16 15 11 12 14 N/AGraduate 4 3 3 3 7 4 N/AMasters 4 3 3 3 7 4 N/ADoctoral 0 0 0 0 0 0 N/A

Total 18 19 18 14 19 18 N/A 0

State Funds Personnel (Fall Census) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2014-15

Faculty FTE* 7.0 7.0 5.0 6.0 7.0 7.0 9.0 1072.0Tenured/Tenure-track FTE 6.0 6.0 5.0 6.0 7.0 7.0 8.0

Lecturers and Instructors FTEFaculty Assoc./Faculty Research Assoc. FTE

Staff FTE 3.5 3.6 1.5 1.0 2.0 2.0 1.0


*FTE may not total exactly due to rounding.**Degree Postings are still in progress



Part I: Narrative

Unit for Review School of Music College/School Herberger Institute for Design and the Arts University Arizona State University

A. Scope of the Program Review This was a review of the School of Music for renewal of Membership in the National Association of Schools of Music (NASM). The following programs/degrees were reviewed for final approval: Bachelor of Arts in Music (General), Bachelor of Music in Music Therapy, Performance (Collaborative Piano, Guitar, Jazz, Keyboard, Musical Theatre, Orchestral Instruments, Voice), Theory and Composition (Composition, Theory); Master of Arts in Ethnomusicology, Music History and Literature; Master of Music in Music Composition, Music Education, Performance (Collaborative Piano, Instrumental, Keyboard, Voice, Instrumental Jazz), Musical Theatre/Opera (Musical Theatre, Opera, Musical Theatre Direction), Performance Pedagogy (Instrumental, Keyboard, Voice); Doctor of Musical Arts in Compositions, Conducting (Wind Band, Orchestra/Opera, Choral), Performance (Collaborative Piano, Instrumental, Keyboard, Voice, Piano Pedagogy); and Doctor of Philosophy in Music Education. The following program/degree reviewed for plan approval: Bachelor of Arts in Music (Individualized). Programs/degrees reviewed for final approval for listing: Master of Music in Music Composition (Interdisciplinary Digital Media and Performance) and Music Therapy (2 year). Programs/Degrees reviewed for renewal of plan approval: Master of Music in Performance (Conducting) – tracks: Wind Band, Orchestral; Bachelor of Music in Music Education; Master of Music in Music Therapy (3 year); Doctor of Musical Arts in Music (Interdisciplinary Digital Media and Performance).

B. Quality Improvements Since Previous APR Year of previous review for membership: 2004-05


Strengths: According to the Visitors’ Report, NASM standards seem to be met. The School of Music is wholly focused on student learning, has fiscally sound management, excellent record keeping, significant community involvement and well-‐conceived, designed, and executed academic programs. Student ensembles, opera, and musical theater productions are at the elite music school level. The school offers a very diverse curriculum, providing students opportunities to individualize their interests. The director is well respected and offers a leadership style that is effective and efficient. Clear and transparent communication is found throughout the school, attributing to the positive experiences had by faculty, staff, and students. The School of Music has a high retention rate of 85% that has been influenced by the established high quality instruction, strong reliable support staff, and adequate training for teaching assistants.

Concerns/Recommendations: The visitors found that due to the size of the School of Music, additional full-‐time faculty support is recommended. They report difficulty finding a practice room is frustrating for both students and faculty. Visitors express a concern about the decline in funds for scholarship support. There are concerns about adequate building maintenance and meeting the standards requiring appropriate acoustical treatments (jazz rehearsal room). The visitors found that it is not clear that all courses that carry a separate undergraduate and graduate designation or number have specific published requirements for graduate students. The following degrees/programs are unclear and in question:

• Bachelor of Music in Theory and Composition (Theory) only three hours of composition required, the degree title does not seem appropriate. The title does not seem to be consistent with the content of required curriculum – does not appear to meet NASM standards.

• Bachelor of Arts in Music, Individualized Focus track – unclear how performance competencies are met; school does not require an audition, examination or other evaluation consistent with the purpose of the degree as part of the admission decision.

• Master of Arts in Music (Ethnomusicology, History and Literature) not clear that this curriculum ensures sufficient breadth of competence for all students in the program.

• Master of Music in Composition (Interdisciplinary Digital Media and Performance) and Doctor of Musical Arts in Music (Interdisciplinary Digital Media and Performance) titles of the program are not consistent with the content; no performance study involved. The curriculum is currently under review.

• Doctor of Musical Arts -‐ not clear how conductors in the program acquire language/diction skills sufficient enough to coach singers in different languages (French, German, Italian, English, and Latin).


N/A


F. Program Fee Information UG lower division student -‐ $150 per semester; UG upper division student -‐ $300 per semester; GR -‐ $400 per semester



Department: School of MusicCollege: Herberger Institute for Design and the Arts

Full-Time Equivalent (Fall Adjusted) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate 1,486 1,241 1,220 1,180 1,046 1,223 1,450

Graduate 288 305 293 316 290 300 306Total * 1,774 1,547 1,514 1,496 1,336 1,523 1,757




Total Degree Seeking 877 890 748 731 722 687 767



Total 187 185 208 193 205 204 -


Tenured/Tenure-track FTE 60 58 58 56 55 50 49.3Lecturers and Instructors FTE 3 2.5 2.5 5 4 4.8 6.4

Regular Faculty Assoc./Faculty Research Assoc. FTE 4.8 2.2 0 0.5 0 0 4.9

Staff FTE 23.0 18.0 18.2 15.4 13.6 16.1 17.0




Part I: Narrative

Unit for Review T. Denny Sanford School of Social & Family Dynamics College/School College of Liberal Arts & Sciences University Arizona State University

A. Scope of the Program Review T. Denny Sanford School of Social & Family Dynamics (SSFD) was launched in 2006 as part of the New American University initiative. Initially created as a merger between the former Department of Family and Human Development (FHD) and the Department of Sociology (SOC), SSFD reflects both the origins of FHD and SOC (Self Study, 4). SSFD offers the following Undergraduate degrees: Bachelor of Science (BS) degrees in Family and Human Development and Sociology; Minors in Family and Human Development and Sociology; and a Certificate in Child Life. SSFD offers the following Graduate degrees: Doctor of Philosophy (PhD) degrees in Sociological Inquiry and Family and Human Development; Master of Science (MS) degree in Family and Human Development; Masters of Advanced Study (MAS) degrees in Marriage and Family Therapy and Infant-‐Family Practice; and Master of Arts (MA) degree in Sociology.

B. Quality Improvements Since Previous APR Year of previous review: 2007-08 The current review was the second review of this program. The school has undergone rapid change and is considerably more complex than the Department of Family and Human Development from which it evolved. The school is modeled on the Academic Research Institute on a set of key enterprises defined by the characteristics of community embeddedness, research that can be translated into policies and programs/interventions, teams of faculty, postdoc fellows, graduate students and undergraduate students, and opportunities for vertical mentorship, training and project planning. Site visitors comment that this concept of enterprises is highly innovative and entrepreneurial, and unique, empowering the School to be one of the premier programs in the country


Strengths: Site visitors describe the unit as a unit that has remarkable visionary leadership and faculty and students who are committed to excellence, collaboration and interdisciplinary partnerships. Site Visitors found the School to be a model for other programs in leading the way in conducting research, instruction and service related to children, youth and families. They have created connections with private donors who provide support for the excellend programs and research taking place there. The school’s engaged relationship with the community has created ample job and research opportunities for both faculty and students. SSFD has embraced the entrepreneurial spirit of ASU, especially in regards to outside funding.

“The School is a jewel in the crown of a distinguished, entrepreneurial, and nationally pace-‐setting university. In short, the achievements and developmental course of the school are spectacular!” (Site Visitor Review, 6).

Concerns/Recommendations: Site visitors recommend that graduate student and postdoctoral training be enhanced by constantly evaluating policies, procedures and practices in relation to these programs on a yearly basis (students allotted time to conduct research, time to degree, academic progress, etc.). They recommend enhanced undergraduate opportunities for engagement with out-‐of-‐classroom experiences (i.e. more study abroad options). By adding additional faculty, staff and space SSFD could strengthen access to resources to maximize productivity and success. Site visitors recommend more work space, laboratory space and additional TA support to allow the unit to continue to serve the needs of the school and community. Faculty members who teach online courses could use more training and access to new software. They recommend a plan for the next era of school leadership after the departure of Dr. Richard Fabes.


The unit plans to enhance graduate student and postdoctoral training needs by providing more professional development opportunities and networking. They intend to provide an annual or semi-‐annual review with both mentors and advisors. Time to degree will be a focus. To enhance undergraduate’s professional goals and planes, SSFD has moved a full-‐time faculty member into the role of Internship Director to expand the internship program. SSFD will use social media and other creative outlets to communicate study abroad opportunities to students. To strengthen access to necessary resources including those needed to meet the rising enrollment, SSFD plans to continue to be proactive and innovative in creating their own resources, focusing on external funding and development opportunities in addition to those provided by ASU.


F. Program Fee Information Sanford School MAS in Infant Family Practice -‐ $300/CH Sanford School MAS in Marriage and Family Therapy -‐ $475/CH



Department: Sanford School of Social & Family DynamicsCollege: Liberal Arts and Sciences, Social Science

Full-Time Equivalent (Fall Adjusted) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate 1,896 2,477 2,494 2,913 2,557 2,506 2,634

Graduate 94 106 107 146 127 123 157Total * 1,990 2,583 2,601 3,058 2,684 2,629 2,791


Student Majors Headcount (Fall) 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15Undergraduate 894 1,087 1,332 1,607 1,745 1,692 1,699


Total Degree Seeking 1,014 1,214 1,455 1,726 1,853 1,807 1,896



Total 308 363 526 624 645 632 -


Tenured/Tenure-track FTE 27 27.6 35.4 33.2 28.8 31 30.4Lecturers and Instructors FTE 10.4 11.1 11.9 10.9 9.9 9.8 11.8

Regular Faculty Assoc./Faculty Research Assoc. FTE 1 0 0 0.2 0.2 0 0

Staff FTE 9.7 9.2 11.2 7.1 5.1 5.9 4.6



Northern Arizona University:

Academic Program Review Reports – (AY2013-2014) List of Programs Reviewed: College of Arts and Letters English History College of Education

Educational Specialties, Teaching & Learning, Educational Leadership (11 programs) Educational Psychology (CACREP accreditation)

College of Health and Human Services Health Sciences Dental Hygiene (CDA accreditation) Nursing (CCNE accreditation)

College of Social and Behavioral Sciences

Anthropology Geography, Planning and Recreation Parks and Recreation Management (NRPA accreditation)

College of Engineering, Forestry & Natural Sciences Undergraduate engineering programs: Civil, Environmental, Electrical,

Mechanical, Computer Science (ABET accreditation) The W.A. Franke College of Business

All programs (AACSB accreditation)

University Honors Program

2013-14 ACADEMIC PROGRAM REVIEW REPORT Part I: Narrative

Unit for Review: English College/School: College of Arts & Letters University: Northern Arizona University

A. Scope of the Program Review

Bachelor of Arts in English Master of Arts in English Master of Fine Art in Creative Writing Master of Arts (Teaching of English as a Second Language) TESL PhD in Applied Linguistics

B. Quality Improvements Since Previous APR (2003-2004)

• Hired a tenured Director of Composition who put in place a refreshed composition curriculum.

• Liberal Arts building renovation and funding of a composition computer lab. • Implemented full tuition waivers and increased stipends for GTAs and funded a

fellowship in applied linguistics. • Conducted an external review of PIE and implemented recommended

improvements. • Funded full time non-tenure track faculty to support teaching in undergraduate

writing and professional writing; funded one writing position dedicated to JLW courses serving Flagstaff and EC programs.

• Redesigned the first year composition curriculum to provide integrated support for college level writing and accelerate student progression.

• Launched an Interdisciplinary Writing Program with support of the President's Technology Initiative; the program is strengthening teaching of writing across the curriculum


Strengths: • Strong PhD program with internationally recognized faculty, extraordinarily strong

academic and professional job placement, strong record of grants and publications, active and engaged graduate students.

• Composition program is innovative and effective; assists developmental students with additional tutoring and accompanying course as is best practice; the use of full time instructors and lecturers is ethical and pedagogically sound.

• 100% online graduate programs in professional writing, rhetoric and teaching of writing, and general English are outstanding innovation in expanding access to the programs statewide.

• Program in Intensive English provides a strong network of academic, linguistic, and social support for international students and deserves to remain a focus of expansion.

Concerns/Recommendations: • The department would benefit from a unified framework of departmental mission

and goals related to undergraduate and graduate programming that connects composition and rhetoric, English education, literature, creative writing, and applied linguistics.

• There could be stronger articulation between undergraduate and graduate programming.

• Undergraduate advising of English majors should reflect a coherent integrated conception of the desired student outcomes and a more intentional focus on the preparation for careers related to English.

• The mentoring model is well developed for on-campus students and should be expanded for online students who may have greater need for such support.

• Online programs are thriving but are staffed by non-tenure-track faculty who should be more deeply involved in curriculum governance.

• Develop a systematic approach to resource allocation that supports distinct program areas; make resource distribution more transparent and inclusive.

• Prepare for future innovation through governance and decision-making practices that allow faculty to have greater ownership in innovation: develop workload policies for programs with few or no tenure track faculty to allow for full time individuals with specific workload responsibility for curriculum and administrative support.


• Review of the department's mission as it relates to all faculty and programs to increase collaboration between areas; develop strategic goals for the department.

• Review curricula for students' undergraduate experiences and programmatic objectives and assess student learning to ensure ongoing improvement of student learning.

• Assess and take actions to improve advising and career planning for undergraduates.

• Revise workload policies to align with changing composition of faculty and encourage greater engagement of non-tenure track in program/departmental governance.

• Develop a protocol for setting priorities for resource allocation that engages all areas and makes transparent the factors that inform resource investment recommendations/decisions.


N/A F. Program Fee Information

N/A

2013-14 Academic Program Review

Part II: Data Summary

Department: Department of English

College: College of Arts and Letters Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 College Total


Undergraduate 611.3 743.3 798.8 896.8 933.4 999.2 978.4 3,686.3Graduate 164.6 161.8 169.8 213.7 218.4 233.9 221.7 280.6

Total 775.9 905.1 968.6 1,110.5 1,151.8 1,233.1 1,200.1 3,966.9

Student Majors Headcount (Fall) 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14

Undergraduate 359 412 482 537 522 502 466 2,056Graduate 228 216 235 272 282 296 289 348Masters 200 190 219 246 251 267 263 316

Doctoral 28 26 16 26 31 29 26 32


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14* 2013-14*

Baccalaureate 59 54 73 109 110 98 96 403Graduate 80 86 86 120 107 122 108 130Masters 76 77 84 115 102 119 106 127Doctoral 4 9 2 5 5 3 2 3

Total 139 140 159 229 217 220 204 533


Faculty FTE 36.4 38.2 34.8 34.6 38.2 41.9 48.5 201.1


Faculty Assoc./Faculty Research Assoc. FTENon Tenure-Track Faculty FTE 0.0 0.0 0.0 0.0 0.0 1.0 3.6 16.6

Staff FTE 3.0 3.0 3.0 3.0 2.0 3.0 3.0 33.5


Others (Temp Employee) 1.5 1.8 2.4 3.6 3.3 2.1 0.2 4.49* Degree data not yet complete

Note:

University: Bachelor of Business Administration (NAU Yuma)

Due to NAU’s conversion to PeopleSoft Financials in 2010, historical data prior to 2010 may not be consistent.


Unit for Review: History College/School: College of Arts & Letters University: Northern Arizona University A. Scope of the Program Review

Bachelor of Arts in History Bachelor of Science in History Bachelor of Science in Education History and Social Studies Secondary Education Master of Arts in History


Substantive curriculum improvements: extended BS degree was eliminated while

retaining a BS degree with a minor field requirement and BA degree with a language requirement and initiated a new public history curriculum.

Tenure track faculty members are teaching 100-200 level surveys. Remodeled the History Learning Lab and installed updated computers and media

equipment; another upgrade is scheduled for 2014. Hired a tenure-track position in History Education; hired a temporary

administrative assistant; hired master teachers to supervise student teachers. Expanded on-line courses. Developed an assessment plan for the BSED aligned with the standards of the

National Council for the Social Studies (NCSS). Restructured MA program with either geographical or thematic areas. Integrated teacher training as part of graduate program through the Northern

Arizona History Academy Teaching American History grant project. Redesigned History department web site to enhance recruitment.


Strengths: Despite downsizing, the matriculation rate of graduate students has increased. Strong contribution to Liberal Studies program (80% of student credit hours). Department makes a substantial contribution to university globalization and

diversity goals through extensive course offerings. Faculty members continue to contribute a high volume of quality scholarship and

professional service in their respective fields. A strong student-centered culture of learning is in place. Scholarly agendas of the faculty support the curriculum. Significant accomplishments of the teacher education program for

undergraduates, including national recognition.

Excellent mentoring of students is a real asset. Concerns/Recommendations: Decline in tenure track faculty; the loss of two key graduate faculty members to

retirement and two others to administrative positions. Workloads of tenure eligible faculty have increased due to changing composition

of faculty and a high number of searches each year. Termination of PhD program has resulted in a decline of graduate students and

departure of tenure-track faculty who have left to pursue programs with more emphasis on research.

Decline in the number and breadthof undergraduate classes offered; a portion of the decrease has been offset by an increase in large-section, lower-division courses.

A full time tenure line historian in Native American history is needed. More administrative staff support is needed.

D. Quality Improvements Planned Seek more tenure track hires in areas of program or university strategic focus;

search for environmental historian underway. Developing and revising program assessments for BA/BS and MA programs. Continue strategy to move beyond strict nation or region-bound historical

narratives and courses, with a focus on global, comparative, borderlands, trans-national and trans-oceanic history and to place the history of the US southwest/west/US-Mexican borderlands in these contexts.

Revisit strategies for capturing and documenting student learning and progress through the major.

Integrate non-tenure track faculty into ongoing operations of department, including curriculum/assessment and student mentoring.



N/A



Department: Department of History

College: College of Arts and Letters Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 College Total



Total 310.6 325.8 333.0 304.8 328.4 336.6 308.4 3,966.9



Doctoral 14 11 12 13 11 8 6 32


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14* 2013-14*


Total 60 62 63 71 84 65 57 533


Faculty FTE 17.0 18.6 17.6 15.4 16.1 15.9 17.0 201.1



Staff FTE 2.0 1.5 1.5 1.0 1.0 1.0 1.0 33.5


Others (Temp Employee) 0.3 0.3 0 0 0.6 0.6 0 4.49* Degree data not yet complete

Note:




Unit for Review: Educational Specialties, Teaching & Learning,

Educational Leadership College/School: College of Education University: Northern Arizona University A. Scope of the Program Review

B.S. Ed. in Consumer and Technical Education; M.Ed. in Consumer and Technical Education; M.Ed. in Special Education-Non-Certification; M.Ed. in Educational Leadership; Ed.D. in Educational Leadership; M.Ed. in Early Childhood; M.Ed. in Elementary-Continuing; M.Ed. in Secondary-Continuing; Ed.D. in Curriculum & Instruction

B. Quality Improvements Since Previous APR (2002-2003) K-12 faculty have been relocated to Phoenix and Tucson so that tenure

track faculty members are teaching at sites where a majority of EdD candidates are enrolled.

Three programs in the EDL department have become accredited by NCATE and several programs have become recognized under the Educational Leadership Constituent Council (ELCC) standards.

A Doctoral Steering Committee (DSC) was established. Several curriculum changes have been initiated in the EDL department

with a core of specific courses not focusing on K-12. The M.Ed. in Educational Leadership with a CCHE emphasis has grown

significantly and all community college courses have been developed for online delivery, with face-to-face courses still offered at NAU sites.

Significant revisions to the Master’s degree in Educational Leadership to reduce the credit hours from 36 to 30 hours.

The EDL department implemented a Lead Faculty/Mentor program to create standards for course delivery and assessment.


Strengths: Faculty experience and expertise is extensive in the field of study with

many resources available to students. There is an atmosphere of personalized service for the students among

the faculty and collaboration within programs to assist students attain their goals in the professional setting.

Productive partnerships with community colleges within the state. Faculty are engaged in supporting and sustaining the development of

programs across the state. The College is focused on developing new school partnerships. Concerns/Recommendations: Greater assessment expertise needed across programs; not clear how

programs within departments are collaborating in the development of assessments that cut across programs.

Review of course evaluation instruments is needed to better determine success of course outlines and teaching procedures.

Clarify procedures to ensure that part-time faculty at off-campus locations will be credentialed in the respective departments.

Increase technical support resources for extended campus sites. Increase collaborations among faculty across programs in the college. Increase collaboration between Mt. Campus faculty and extended campus

faculty. Extended campus program advisement is inefficient. Part-time off-campus hiring should be guided by stronger policies to

ensure consistency. Unarticulated common expectations regarding dissertations; exploration of

alternative capstone/dissertation model is recommended. D. Quality Improvements Planned

Graduate college study of best practices for dissertation quality will be used to revise practices for dissertations in educational leadership.

College and Office of Curriculum, Learning Design and Academic Assessment will provide expert consultation to departments about program assessment.

Programs will develop strategies to provide for greater integration and support for extended campuses faculty.

Course evaluation instruments replaced with standard, university wide instrument.

Programs will work with Extended Campuses to strengthen protocols used to hire and supervises part time faculty for community campuses.



N/A



Program: College of Education Programs

College: College of Education Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 College Total


Undergraduate 1,443.6 1,421.4 1,518.4 1,575.3 1,475.7 1,518.9 1,393.8 1,519.7Graduate 1,933.2 1,950.9 1,723.3 1,626.6 1,323.8 1,048.7 826.1 1,199.6

Total 3,376.8 3,372.3 3,241.7 3,201.9 2,799.5 2,567.6 2,219.9 2,719.3


Undergraduate 1,793 1,782 1,795 1,883 1,795 1,718 1,718 1,712Graduate 2,893 2,885 2,562 2,211 1,896 1,484 1,194 1,662Masters 2,750 2,743 2,407 2,041 1,717 1,325 1,055 1,484

Doctoral 143 142 155 170 179 159 139 178

Total Degree Seeking 4,686 4,667 4,357 4,094 3,691 3,202 2,912 3,374

Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14* 2013-14*

Baccalaureate 546 522 517 552 549 538 505 505Graduate 1,102 1,145 1,023 957 841 637 473 648Masters 1,081 1,125 1,002 939 808 605 441 610Doctoral 21 20 21 18 33 32 32 38

Total 1,648 1,667 1,540 1,509 1,390 1,175 978 1,153


Faculty FTE 67.7 67.1 65.0 60.2 57.4 57.3 62.0 80.1



Staff FTE 5.1 6.2 6.0 4.5 5.0 4.5 5.0 37.4



Note:

Departments: Teaching and Learning, Educational Leadership, Educational Specialties




Unit for Review: Educational Psychology College/School: College of Education University: Northern Arizona University A. Scope of the Program Review

Master of Arts in Clinical Mental Health Counseling Master of Education in School Counseling Evaluation for Accreditation: Council for Accreditation of Counseling and Related Educational Programs (CACREP) Outcome: Both programs accredited through March 2016 with conditions. Condition applies to Tucson campus—program must provide documentation that credit hours delivered by noncore faculty does not exceed credit hours delivered by core faculty. Quality Improvements Since Previous Accreditation (2005-2006) Revised the two CACREP programs’ curriculum and assessment map to be

aligned with CACREP 2009 Standards. Changed the MA Community Counseling program title to MA Clinical Mental

Health Counseling to be consistent with CACREP. Worked with Planning and Institutional Research (PAIR) to produce reports

calculating the ratio of core counseling faculty to part-time faculty to ensure that core-counseling faculty teaches at least 50% of candidates’ courses.

Held Counseling Program Advisory Board meetings regularly and documented feedback.

Discontinued offering the MA Counseling and the MEd School Counseling programs in Yuma.

Began offering the MA Clinical Mental Health Counseling program in Tucson.

B. Outcomes of the Most Recent APR Strengths: Support for students through GA positions on the Flagstaff campus. Newly renovated and attractively appointed counseling lab at Flagstaff site. Nurturance of diversity at Tucson and Phoenix campus locations. Attractive flyers promoting the counseling profession at the extended campus

locations. Quality and dedication of the support staff and their commitment to students and

to the programs. The faculty members are highly regarded by all stakeholders. Site supervisors describe NAU interns as “head and shoulders” above their peers

trained at competing institutions.

The Chi Sigma Iota chapter demonstrates impressive activities that promote the professional identity of counseling students.

Advisory board and meaningful participation from advisory board members at extended campus locations.


Little evidence of stakeholder input for student learning outcomes. Suggest increased intentional efforts for recruiting a diverse student population

on Flagstaff campus beyond institutional policies and procedures. Highly recommend having students sign a statement verifying receipt of and

accountability for the student handbook at the Flagstaff site. Program objectives are not aligned with learning outcomes and program goals. Program assessment does not include formal studies of clinical supervisors,

employers and recent graduates. Encourage the Flagstaff site to explore ways to maintain connections to the

extended campus locations beyond implementation of the curriculum. Encourage the program to increase the visibility of counseling opportunities for

students including advertising counseling specific professional organizations and opportunities.

Expand the list of counseling referral services at statewide sites. C. Quality Improvements Planned

Additional CACREP core faculty added to program in Tucson (clinical faculty). Several strategies put in place to strengthen connections among Flagstaff

faculty, Extended Campuses faculty and program stakeholders. Stakeholder survey administered and interpreted annually Assessment plan revised to ensure engagement of clinical supervisors and

employers, as well as recent graduates. Additional training and resources will be put in place for clinical supervisors. Program objectives, goals and learning outcomes aligned.

D. Low Productive Degree Programs (If applicable)

N/A

E. Program Fee Information

N/A



Department: Educational Psychology

College: College of Education Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 College Total


Undergraduate 214.9 194.5 172.1 228.9 242.0 98.1 125.9 1,519.7Graduate 484.6 425.4 398.7 384.5 438.9 429.4 373.5 1,199.6

Total 699.5 619.9 570.8 613.4 680.9 527.5 499.4 2,719.3


Undergraduate 0 0 0 0 0 0 0 1,712Graduate 588 517 443 450 536 520 472 1,662Masters 549 482 415 416 499 481 431 1,484

Doctoral 39 35 28 34 37 39 41 178


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14* 2013-14*


Total 277 174 200 177 169 239 175 1,153

Department of Educational Psychology


Faculty FTE 19.5 19.1 18.2 17.7 15.0 17.9 18.1 80.1



Staff FTE 1.5 2.2 2.2 2.2 2.8 2.6 2.4 37.4



Note:




Unit for Review: Health Sciences College/School: College of Health and Human Services University: Northern Arizona University A. Scope of the Program Review

Bachelor of Science in Health Sciences: Public Health (Flagstaff and online) Bachelor of Science Health Sciences: Fitness & Wellness Bachelor of Science ED: Physical Education Bachelor of Interdisciplinary Studies (BIS) Speech-Language Sciences and Technology Bachelor of Science in Health Sciences: Allied Health (7 online degree completion programs in partnership with Gateway Community College)

B. Quality Improvements Since Previous Review

Consolidated BSED programs in school health and physical education. Evaluated and made operational changes to Physical Education

courses/program to strengthen financial viability. Exploration of programs to serve state needs led to creation of the Fitness &

Wellness program. Strengthened assessment of student learning. Increased support for faculty proposal development resulted in greater

number of proposal submissions. Secured support from Extended Campuses for faculty lines to serve online

public and allied health programs.


Strengths: Strong teaching-oriented unit that includes a very collegial faculty and strong

and visionary leadership. Considerable diversity across the academic programs that extends to

diversity amongst faculty expertise and interest. Each individual program has developed student learning outcomes and a

method for evaluating required competencies that provides the foundation for improving classes and experiences.

Considerable cross-over of faculty and courses is an asset to a growing department.

Concerns/Recommendations: Inadequate administrative assistant support Need for greater physical space for instruction

Emphasis in the Master of Administration program is not well-integrated into the department; doesn’t seem a high priority.

High student-faculty ratio. Level of faculty engagement in scholarship and grant writing is uneven. Department needs a designated field work coordinator/accreditation liaison. Dedicated administrative support staff needed for the department.


Increase number of faculty serving the Fitness & Wellness program. Department will move to new space when Student and Academic Services

building is completed in 2015. Department will explore stronger alignment of the Master of Administration

emphasis with other degree programs and faculty expertise. Administrative assistant will be placed in department. College will offer greater support for research activity and development of grant

proposals.



N/A



Department: Department of Health Sciences

College: College of Health and Human Services Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 College Total



Total 430.1 491.7 517.6 573.9 633.5 717.3 789.5 2,207.2


Undergraduate 481 509 542 609 753 960 1,061 2,756Graduate 0 0 0 0 0 0 0 537Masters 0 0 0 0 0 0 0 322

Doctoral 0 0 0 0 0 0 0 215

Total Degree Seeking 481 509 542 609 753 960 1,061 3,293

Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14* 2013-14*


Total 97 77 111 119 145 169 162 615


Faculty FTE 11.0 9.5 9.9 8.9 9.0 8.6 10.9 82.8



Staff FTE 1.0 0.0 0.0 0.0 0.0 0.0 0.5 32.5



Note:




Unit for Review: Dental Hygiene College/School: College of Health and Human Services University: Northern Arizona University A. Scope of the Program Review:

Bachelor of Science in Dental Hygiene

Evaluation for Accreditation: Commission on Dental Accreditation Status: Progress Report Submitted July 2014. Outcome: Approved without reporting requirements. The next site visit is scheduled for 2020.

B. Quality Improvements Since Previous Accreditation (2003-2004)

Formal and ongoing outcomes assessment process includes measures for

tracking of student achievement. The dental laboratory facilities are currently undergoing a renovation that

provides for a substantial expansion in work space and improved ventilation, dust collection, and lighting.


Strengths: Demonstrated positive programmatic student achievement outcomes through

measures that include National Board Dental Hygiene Examination (NBDHE) and state licensure pass rates, exit and patient surveys, and job placement rates.

The program transitioned from a three year to a two year program with the addition of content in dental materials, professionalism and public health.

Recent enhancements based on the student achievement data is collected and analyzed in the outcomes assessment plan.

Emphasis on practice with underserved populations. Concerns/Recommendations: Recommend that student assignment to clerical and dental assisting

responsibilities during clinic sessions be minimal and not be used to compensate for limitations of the clinical capacity or to replace clerical or clinical staff.

Include a working space for the patient’s record adjacent to units and provide facilities and materials for students, faculty and staff that provide compliance with accepted infection and hazard control protocols.

Recommend that laboratory facilities contain placement and location of equipment that is conducive to efficient and safe utilization.

Recommend a formal written patient care quality assurance plan that includes mechanisms to determine the cause of treatment deficiencies and patient review policies, procedure, outcomes and corrective measures.


Created working space for patients’ records adjacent to clinical units. Barrier protocol and policy establish to segregate sterile clinical space and avoid

transport of sterile items through hallway. Patient quality assurance plan will be integrated into clinic operations.


N/A


$1,600/year



Department: Department of Dental Hygiene




Total 75.9 85.1 90.3 86.3 81.3 91.6 103.9 2,207.2



Doctoral 0 0 0 0 0 0 0 215


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14* 2013-14*


Total 36 54 64 63 56 61 47 615


Faculty FTE 8.5 7.8 8.3 8.2 8.3 9.3 9.8 82.8



Staff FTE 1.6 1.7 2.0 1.7 1.7 1.7 2.0 32.5



Note:




Unit for Review: School of Nursing College/School: College of Health and Human Services University: Northern Arizona University A. Scope of the Program Review

Nursing Graduate Programs:

Master of Science in Nursing (MSN), two tracks: Family Nurse Practitioner and Nurse Generalist (continuing accreditation)

Doctor of Nursing Practice (DNP)(initial accreditation) Evaluation for accreditation: Commission on Collegiate Nursing Education (CCNE) Outcome: The Nursing Graduate Program was granted accreditation for 10 years, extending to June 30, 2024. The Doctor of Nursing Practice (DNP) was granted accreditation for five years, extending to June 30, 2019.


The School of Nursing is participating in the graduate nurse education

demonstration supported by the Center for Medicare and Medicaid Services and has increased the enrollment in the MS-FNP due to this participation.

The post-masters DNP program accepted the first cohort of students in the Fall 2012 semester.

Elaborate, well-developed, system for assessment of student learning outcomes C. Outcomes of the Most Recent APR

Strengths: Town hall meetings with faculty and students have led to revisions in curriculum

and teaching/learning experiences. Library resources can be accessed from anywhere on campus; additional 1.5

FTE librarian support will be added. Faculty to student ratios meets or exceeds requirements. Curriculum and student programs meet all standards and are mapped to

outcomes. Global learning initiative has been integrated into the nursing program. Diversity of clinical placements throughout the state. Concerns/Recommendations: Need for additional full-time faculty lines Physical resources are minimally sufficient to meet program’s mission, goal and

outcomes. Revision of clinical hours policy is needed to clarify what hours of practice will be

counted toward requirements.

D. Quality Improvements Planned Two additional full-time faculty lines will be put in place. Additional space will be freed up with move of Health Sciences to new building in

2015. Clinical hours policy will be revised. Outcomes assessment and feedback from faculty and students will inform

revision of course sequences and alignment of content.


F. Program Fee Information MS Nursing - $40/credit hour Doctor of Nursing Practice - $40/credit hour



Department: Nursing



UndergraduateGraduate 25.8 26.9 36.5 57.4 61.0 73.4 87.9 608.8

Total 25.8 26.9 36.5 57.4 61.0 73.4 87.9 608.8


UndergraduateGraduate 32 43 49 81 92 93 130 537Masters 32 43 49 81 92 78 108 322

Doctoral 0 0 0 0 0 15 22 215

Total Degree Seeking 32 43 49 81 92 93 130 537

Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14* 2013-14*

BaccalaureateGraduate 12 7 7 19 29 34 40 94Masters 12 7 7 19 29 34 30 42Doctoral 0 0 0 0 0 0 10 52

Total 12 7 7 19 29 34 40 94

School of Nursing (including undergraduate-level)


Faculty FTE 22.8 20.9 20.8 19.7 22.1 20.8 32.6 82.8



Staff FTE 6.9 7.9 7.9 6.0 5.9 6.3 9.2 32.5



Note:




Unit for Review: Anthropology College/School: College of Social and Behavioral Sciences University: Northern Arizona University A. Scope of the Program Review

Bachelor of Arts in Anthropology Master of Arts in Applied Anthropology Master of Arts in Research Anthropology


Completed comprehensive review of undergraduate curriculum, streamlined

course offerings and established focus for contribution to liberal studies, diversity and other interdisciplinary initiatives.

Revised undergraduate major for alignment with university goals. Degree programs were streamlined to one BA program with three emphases; reduced credit hours; articulated and mapped learning outcomes; assessed and revised pedagogy for lower division courses.

Developed experiential learning opportunities for anthropology majors through systematic integration of active learning in courses.

Streamlined masters program from seven plans to one plan with three subfields and two tracks; aligned course offerings with staffing and expertise; conducted external assessment of MA graduates through the American Anthropology Association.

Streamlined, consolidated and renovated research space; funds from grants and contracts used to add a full time laboratory manager.


Strengths: The department is widely viewed as one of the premier applied anthropology

programs in the country at the Masters level. Productive faculty and strong extramural research program; collaborative with

state and federal agencies, partners synergistically with Native Peoples and contributes meaningfully to global discussions.

Well-designed, effective revision of curricular offerings to reduce the number of units required and align course offerings with resources.

Concerns/Recommendations: Rapid turnover of junior, especially non-tenure track faculty.

Need to better distinguish major/non-major curricular pathways and provide major only upper level courses. Hire/expand faculty in linguistics and bio/physical anthropology.

Resources for support for graduate students are not adequate for the size of the program.

Proposed PhD program should be broadened to consider a wider array of partners and options for program focus.

Improvement of teaching and research facilities should pursue compliance with federal curation standards for studying human remains.


Continue curriculum mapping and assessment processes. Create linkages with linguistics faculty in other departments; add significantly to

the physical/biological anthropology area to increase course offerings for students.

Explore development of an interdisciplinary PhD program to capitalize on college/institutional strengths and regional partnerships.

Expand sponsored research through collaborations and partnerships. Increase continuity and support for non-tenure track faculty. Continue improvements to research facilities.

Low Productive Degree Programs (If applicable)

N/A Program Fee Information

N/A



Department: Anthropology

College: College of Social and Behavioral Sciences Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 College Total



Total 591.8 641.0 650.5 712.9 708.2 801.1 825.3 5,550.7



Doctoral 0 0 0 0 0 0 0 28


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14* 2013-14*


Total 60 48 57 46 55 51 57 1,063


Faculty FTE 15.3 15.9 15.7 15.7 15.4 16.3 19.9 178.4


Faculty Assoc./Faculty Research Assoc. FTE 0.5Non Tenure-Track Faculty FTE 1.0 0.0 0.0 0.0 0.0 0.0 1.0 6.9

Staff FTE 2.4 1.4 2.4 2.4 2.4 2.0 2.4 36.7


Others (Temp Employee) 0.6 2.1 0.9 0.9 0.3 0.6 0 3.9* Degree data not yet complete

Note:




Unit for Review: Geography, Planning and Recreation College/School: College of Social and Behavioral Sciences University: Northern Arizona University A. Scope of the Program Review

Bachelor of Science in Geographic Science and Community Planning Master of Science in Applied Geospatial Sciences Community Planning Certificate GIS Certificate


Commitment to themes of community development and global learning. Consolidated two bachelors programs with numerous tracks into the single

major. Curriculum mapped to learning outcomes. Hired one tenure track faculty member and two non-tenure track faculty. Improved two labs and created the Geodesign Studio. Increased technology support to faculty and department.


Strengths: Faculty and staff are strong and dedicated with excellent qualifications. Well designed and well-implemented undergraduate program assessment plan. Resourceful blending of planning and geography through GeoDesign.


Strengthen assessment of graduate program. Evaluate the balance of in-person and online course offerings to maximize

student options. Internship program would benefit from greater dedicated coordination; consider

hiring a part-time internship coordinator. Lab space for physical geography is outdated; need for research space. More administrative support is needed in department. Strengthen recruitment efforts by establishing curricular collaborations with

closely related programs such as environmental studies, promotion of program opportunities and increased social media presence.


Graduate program will be mapped and an assessment plan will be developed for implementation.

Develop plans to create capacity to grow enrollment. Explore creation of 2 + 2 pathways with community colleges. Seek guidance and support of OVPR to expand external funding for research. Build on strong experiential learning elements in undergraduate and graduate

programs.



N/A



Department: Geography and Public Planning




Total 191.5 190.7 247.2 249.6 204.5 247.6 202.7 5,550.7



Doctoral 0 0 0 0 0 0 0 28


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14* 2013-14*


Total 28 18 19 26 22 27 24 1,063

Department of Geography, Planning & Recreation


Faculty FTE 13.2 13.3 14.3 12.3 10.6 10.6 13.5 178.4



Staff FTE 2.7 1.5 1.5 1.5 1.5 1.0 1.0 36.7


Others (Temp Employee) 1.5 3 1.8 1.5 0.9 1.8 0.6 2.7* Degree data not yet complete

Note:




Unit for Review: Parks and Recreation Management College/School: College of Social and Behavioral Sciences University: Northern Arizona University A. Scope of the Program Review

Bachelor of Science in Parks and Recreation Management Evaluation for accreditation: Council on Accreditation: Parks, Recreation, and Tourism (COAPRT) Outcome: accreditation was renewed through fall 2021 (7 years).

B. Quality Improvements Since Previous Accreditation (2008-2009) A formal process for eliciting student input regarding management/operation of

the program was implemented. New computers and projectors were installed in classrooms. Added full time non-tenure track faculty. Instructional facilities/resources were remedied.


Strengths: Faculty members are collegial and work well as a team. The advisory board is an exceptionally valuable resource not only for curricular

input but also for partnerships with the community. The university administration is highly supportive and appreciative of the value of

the program. While not part of the COAPRT accreditation process, the Park Ranger Training

Program is an asset. The program’s long-standing commitment to on-line education serves the

profession nationally and locally. There is a tremendous wealth of outdoor recreation opportunities that the

Program integrates into the curriculum. There is a great deal of focus upon student satisfaction and the students report

that the faculty provides close caring relationships.

Concerns/Recommendations: Departmental website does not provide aggregated data and additional evidence

reflecting program academic quality and student achievement. The reliance on non-tenure track faculty (lecturers) and the anticipated retirement

of a tenure-track faculty member will impact the program in the future.

Dissatisfaction was expressed with the student advising process at the college level and its linkage to advising at the program level where great satisfaction was reported.

Limited evidence of use of assessment findings for program improvement. Evaluations of internship performance not aggregated for purposes of program

improvement. D. Quality Improvements Planned

Aggregated assessment data as presented in annual reports will be posted to program website.

Additional documentation of actions taken on basis of assessment findings will be maintained.

Evaluation of advising will be conducted to inform improvements. Internship performance evaluations will be integrated into program assessment.


N/A


N/A



Department: Parks and Recreation




Total 157.1 144.5 153.3 156.0 174.7 190.1 174.0 5,550.7



Doctoral 0 0 0 0 0 0 0 28


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14* 2013-14*


Total 73 63 67 66 67 74 75 1,063

Department of Geography, Planning & Recreation


Faculty FTE 13.2 13.3 14.3 12.3 10.6 10.6 13.5 178.4



Staff FTE 2.7 1.5 1.5 1.5 1.5 1.0 1.0 36.7


Others (Temp Employee) 1.5 3 1.8 1.5 0.9 1.8 0.6 2.7* Degree data not yet complete

Note:




Unit for Review: Engineering and Professional Programs College/School: The College of Engineering, Forestry and Natural Sciences University: Northern Arizona University A. Scope of the Program Review

Bachelor of Science in Applied Computer Science Bachelor of Science in Computer Science Bachelor of Science in Engineering Bachelor of Science in Environmental Engineering Bachelor of Science in Electrical Engineering Bachelor of Science in Mechanical Engineering Evaluation for accreditation: Applied Engineering Accreditation Commission (ABET) Outcome: Accredited to September 30, 2020.


Assessment of learning outcomes and educational objectives aligned with ABET definitions.

Improved documentation of use of evidence from program assessment for ongoing improvement.

Curricular revisions to strengthen student learning outcomes related to application of mathematics.

Upgraded laboratory facilities and addition of laboratory management personnel. Implementation of program fees to assure resources for operations meet ABET

standards.

C. Outcomes of the Most Recent APR Strengths: Faculty who are active in research have an impressive record both in terms of

research funds and funding sources. Students have opportunities to work on research projects in areas such as

renewable energy, smart materials, multifunctional composites, nanotechnology, nonlinear dynamics and chaos, bioengineering, rapid prototyping, and computer-aided manufacturing.


The number of students enrolled in civil engineering and environmental

engineering has grown significantly but the staff to support the laboratories has not increased.

Program criteria require at least one additional area of basic science other than physics and chemistry. However, physics and chemistry courses have been accepted to fulfill this requirement.

Faculty must manually confirm that prerequisites have been satisfied which could permit a student to enroll in a course without the required prerequisites if there is a lapse in the manual verification process.

Facilities are marginally adequate to assure the program’s quality and continuity as enrollments grow, resulting in crowded laboratories and classrooms.

The electrical engineering program capstone assessment of outcomes is not sufficiently comprehensive.

BIO 181 was deleted from the environmental engineering program as a requirement, which weakens foundational science learning.

No evidence of student involvement in the periodic review of the program educational objectives in mechanical engineering.

Mechanical engineering program utilizes a weighted-average scoring method and well-defined rubrics to evaluate student outcomes. However, the assessment process documentation describes the use of only the weighted averages which could affect the accuracy of assessment results.


Automated pre-requisite verification process was piloted in Spring 14 and will be fully implemented in Fall 2014.

Planning is in progress to add instructional laboratory spaces, particularly for Design4Practice courses (EGR186,EGR286,EGR386 and EGR486).

Provost has contributed $612,000 for renovation for a field station facility used for instruction by civil and environmental engineering.

Protocols for program assessment will be modified to ensure student participation and attention to unweighted scores.

Science elective for environmental engineering was changed to be either biology, geology or environment science.

Additional full time laboratory manager has been started. Electrical engineering capstone assessments strengthened aligned to provide

comprehensive assessment of outcomes.



Fee: $500/year for Juniors and Seniors



Department: Engineering Programs

College: College of Engineering, Forestry and Natural Sciences Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 College Total


Undergraduate 544.9 616.9 668.0 802.9 893.6 977.3 1,024.5 5,720.0Graduate 35.6 36.4 37.5 35.1 36.2 50.2 39.4 340.6

Total 580.5 653.3 705.5 838.0 929.8 1,027.5 1,063.9 6,060.6


Undergraduate 1,009 1,223 1,329 1,553 1,661 1,863 2,024 5,777Graduate 13 27 39 36 27 29 32 378Masters 13 27 39 36 27 29 32 312

Doctoral 0 0 0 0 0 0 0 66


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14* 2013-14*


Total 117 143 150 180 231 259 239 925


Faculty FTE 41.1 39.8 35.4 38.2 39.1 44.0 43.5 200.0



Staff FTE 8.8 9.8 4.0 4.7 5.3 5.0 4.7 64.4


Others (Temp Employee) 1.8 2.7 1.8 3 2.7 0.6 0.9 6.6* Degree data not yet complete

Note:



Departments: Dept. of Civil Egr, Construction Mgmt. & EnvironEgr, Dept. of Electrical Engineering & Computer Science, Engineering (Division), Department of Mechanical

Engineering


Unit for Review: Business College/School: The W.A. Franke College of Business University: Northern Arizona University A. Scope of the Program Review

Bachelor of Science in Accountancy Bachelor of Science in Business Administration Master of Business Administration Evaluation for accreditation: Association to Advance Collegiate Schools of Business

(AACSB) Outcome: Accreditation renewed for maximum period (5 years). B. Quality Improvements Since Previous APR (2003-2004)

A revised mission statement incorporates expectations about the portfolio of

intellectual contributions and the student population served.

Implementation of a revised strategic management plan to strengthen links between dean, faculty and strategic planning committee.

Strengthened continuous improvement process resulted in: creation of a Business Leadership Program focused on student leadership development; redesign of the Professionalism Recognition Program, increases student awareness and demonstration of professional behavior; and numerous curricular changes.

Hired two tenure-track faculty for Computer Information Systems to address low

“Academically Qualified” and “Professionally Qualified” ratios (per AACSB standards.

Enhancement of college career services and career development programming for students.


Strengths: Dedicated faculty with an adaptive mindset who are committed to providing high

quality educational experiences and who are responsive to initiatives such as blended learning, flipped classrooms, and team-teaching.

State of the art facilities with recent additions of client stations outside of classrooms and the presence of twelve Bloomberg terminals.

Favorable enrollment trajectory that positions the college to be a significant contributor to the University’s growth target.

Effective leadership by the Dean based on feedback from internal and external stakeholders.

Experiential learning programs offer extensive engagement opportunities through such vehicles as learning communities and competitions.

Career placement support includes an online Career Steps course and an Executive Job Shadow program open to MBA and undergraduate students.

New hospitality focused MBA program. Concerns/Recommendations:

Consider clarifying mechanisms to assure effective engagement of appropriate

stakeholders that facilitates a common understanding of the distinctiveness of the College’s mission and its implications for continuous improvement.

Clarify expectations with regard to the College’s priorities in its portfolio of intellectual contributions and continue to refine expectations about impact of intellectual contributions.

Continue to refine and finalize criteria related to academic and professional engagement that sustain currency and relevance for the new AACSB categories specifying qualifications for faculty.

Clarify and refine existing processes for improving the undergraduate and master’s degree programs curricula to achieve learning goals.


Solidify the infrastructure related to the strategic management process. Strengthen engagement of appropriate stakeholders so as to promote common

understanding of the distinctiveness of the College’s mission. Clarify college strategic priorities and further specify expectations for faculty with

regard to intellectual contributions. Finalize criteria for academic and professional engagement to align with new

AACSB standards and sustain currency and relevance of faculty expertise. Revisit and adapt curriculum and assessment processes for undergraduate and

master’s degree programs to align with new university expectations and ensure ongoing improvement.



Master’s in Business Administration - $7,000/year Fee:$580/year for Juniors and Seniors



Program: All AACSB Accredited Business Programs

College: The W.A. Franke College of Business Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 College Total


Undergraduate 1,434.0 1,450.1 1,511.8 1,569.0 1,567.6 1,618.3 1,774.9 2,329.8Graduate 8.1 17.7 24.0 20.7 17.7 12.3 19.3 53.3

Total 1,442.1 1,467.8 1,535.8 1,589.7 1,585.3 1,630.6 1,794.2 2,383.1


Undergraduate 1,458 1,536 1,514 1,653 1,612 1,682 1,812 3,012Graduate 2 0 0 0 0 0 0 34Masters 2 0 0 0 0 0 0 34

Doctoral 0 0 0 0 0 0 0 0


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14* 2013-14*


Total 303 352 302 353 367 364 361 599

All W.A. Franke College of Business


Faculty FTE 51.6 51.7 54.1 50.6 52.2 54.1 54.4 73.3



Staff FTE 20.9 19.1 18.4 19.5 19.3 17.9 19.4 25.9


Others (Temp Employee) 2.4 3.9 3.9 4.2 4.5 2.4 0.4 1* Degree data not yet complete

Note:

Departments: Accounting, Computer Information Systems, Economics, Finance, Management, Marketing




Unit for Review: University Honors Program College/School: Office of the Provost University: Northern Arizona University A. Scope of the Program Review

University Honors Program B. Quality Improvements Since Previous Review (2006-2007)

Course offerings have been expanded across all academic years and include a capstone experience and increased emphasis and support for global engagement and undergraduate research.

An application process was implemented in 2012 with clearly stipulated admissions criteria.

A development officer has been assigned to the Honor’s Program. The program now reports directly to the Provost. Increased full time dedicated faculty and central instructional funding. Improved facilities through renovation. Increased diversity of Honors Students. Engaged Honors Program Advisory Council more deeply and extensively in

support of program development and operations. C. Outcomes of the Most Recent Accreditation

Strengths: The program has a large number of individuals (FTE’s) devoted to the

instructional mission of Honors, and this represents a unique circumstance in the United States.

Morale and dedication of both the faculty and the staff are impressive. Superior student mentoring. It’s commendable that students can earn Honors credit through an international

study experience, as well as through independently arranged or contract coursework.

The highly visible Annual Celebration of Academic Achievement reflects very favorably on the program.

Concerns/Recommendations: The program needs to find sufficient space and facilities that reflects both its size

and its potential for recruitment, retention and education. The move to an Honors College seems imperative and hopefully a top priority for

NAU.

The program is heavily weighted towards a first year or second year experience, with Honors participation/retention falling off in the junior and senior years. Consider lowering the program’s unusually high GPA requirement from a 3.5 to a 3.3 to 3.0.

There are a limited number of upper division courses offered in Honors by established departments and colleges. Consider offering financial incentives to departments for such offerings.

Staffing level is insufficient for advising and administrative support services. Undergraduate students teaching Honors courses (HON 100) for credit and a

stipend. This practice could raise concerns from accreditors and should be discouraged.

Some students were unaware of the program and what it offers. Consider a more aggressive recruitment effort to become a bit more selective with a perceived scarcity of spots to incentivize students to find out about the program. Target highly motivated international, minority and Native American students. Explore articulation agreements with community colleges.

Some Honors instructors are offering courses that are outside of their areas of expertise. More commitment to the hiring of tenured faculty within the Honors establishment is needed.

The program has a standing committee or council of faculty that works with the director but is used only intermittently, if at all. Re-invigorate this group for the purposes of increased buy-in from various components of the academic community and include student representatives.

A student council/committee is needed for the purposes of planning student activities and conferring with the director and assistant director.


Form a task force to explore the transition from Honors program to Honors College.

Secure adequate Honors programming space via a move to a new building in 2016.

Expand extra-curricular and co-curricular programming for Honors students for example via a student Honors Advisory Board and external partnerships.

Increase marketing and exposure via a regular email newsletter, an alumni council, and improved online and social media presence.

Expand financial support for students and faculty via increased scholarships and other development funds.



$200/year

Northern Arizona University

Academic Program Review Reports – (AY2014-2015)

List of Programs Reviewed

College of Arts & Letters

Philosophy


Sociology

College of Health and Human Services

Athletic Training Education, PhD (CAATE accreditation)

Physician Assistant Studies (ARC-PA accreditation)


Unit for Review: Philosophy College/School: College of Arts and Letters University: Northern Arizona University A. Scope of the Program Review

Philosophy, BA Philosophy, Politics and Law, BA

B. Quality Improvements Since Previous Review (2005-2006)

A new major in Philosophy, Politics and Law (PPL) was developed and

implemented in fall, 2011. A new program called Philosophy in the Public Interest (PPI) was implemented to

benefit the philosophical activity of the campus and the broader communities of Northern Arizona. The program was awarded the inaugural American Philosophical Association prize for excellence and innovation in 2013.

An assessment plan for the Philosophy degree was created and a committee was formed to implement the plan.

Opportunities for students to engage in service learning were expanded via increased participation in undergraduate scholarship and the PPI program.

The standard research expectation for tenure and promotion was increased to a minimum of one peer reviewed research publication every two years.


Strengths: Award winning PPI program is a significant, creative, and ambitious program that

connects the resources of philosophical thinking with public discourse and offers innovative opportunities for student service.

Senior faculty have excellent research records and are quality teachers. Students give the department high marks for teaching and advising excellence,

both for the quality of classroom teaching and for the commitment faculty show to engage with their students.

Significant engagement of the faculty in multiple forms of service and contributions to philosophy-related programs, and to the University and the community.

The PPL degree is a commendable, creative curricular initiative with initial grants from an alumnus and the state of Arizona.

The department contributes significantly to the general education of NAU students through Liberal Studies.


Faculty growth via only non-tenure track appointments is not consistent with the department’s and the institution’s goal to advance the research profile of the University. Reviewers recommended adding tenurable faculty, first by converting two of the lecturer positions to assistant professor positions. Joint appointments with other units may be considered.

The expectations for promotion, particularly for non-tenure track faculty, are not clear. Research expectations should be clarified. Expectations regarding supervision of independent studies and service should be clarified.

Diversity and gender imbalance – none of the current faculty is a member of an underrepresented group and only two of 15 faculty are female.

Inadequate office and classroom space must be given high priority in facilities planning.

Course descriptions are not specific and should be reviewed and updated. Consider adopting the American Philosophical Associations’ recommendations regarding course titles.

Lack of 300- or 400-level courses in ancient philosophy. Add this element. There is no common capstone course for the PPL degree. Introduce a specific

capstone course as soon as staffing permits. The department’s web pages are dated. Refresh and continually update content

to reflect the liveliness of the department. .


Expectations for promotion of non-tenure track faculty will be discussed and documented.

Workload credit associated with service activities, including participation in the PPI, will be discussed and revised as appropriate.

Curriculum maps for the two degree programs will be developed. Course descriptions will be revised as a part of this project, and gaps in upper division offerings will be identified. An assessment plan for the PPL degree will be developed.

The department’s website will be enhanced and use of social media for departmental and PPI programming increased.



N/A



Program: Philosophy

College: College of Arts & Letters Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 College Total


Undergraduate 159.7 174.0 303.5 286.4 298.1 319.8 300.4 3591.6

Graduate 0 0 0 0 0 0 0 276.5

Total 159.7 174.0 303.5 286.7 298.1 319.8 300.4 3868.1


Undergraduate 59 61 74 96 97 107 124 1956

Graduate 0 0 0 0 0 0 0 337

Masters 0 0 0 0 0 0 0 303

Doctoral 0 0 0 0 0 0 0 34


Degrees Granted 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15* 2014-15*

Baccalaureate 23 7 11 12 17 12 21 364

Graduate 0 0 0 0 0 0 0 110Masters 0 0 0 0 0 0 0 102

Doctoral 0 0 0 0 0 0 0 8

Total 23 7 11 12 17 12 21 474


Faculty FTE 8.5 7.1 10.6 14.6 13.0 14.8 14.6 198.0

Tenured/Tenure-track FTE 7.5 6.1 6.6 6.6 6.0 6.8 6.6 108.0

Lecturers and Instructors FTE 1.0 1.0 4.0 8.0 7.0 8.0 8.0 82.0

Faculty Assoc./Faculty Research Assoc. FTE 0 0 0 0 0 0 0 0.0

Non Tenure-Track Faculty FTE 0 0 0 0 0 0 0 8.0

Staff FTE 1.0 1.0 1.0 0.9 0.9 0.9 0.9 35.9

Graduate Assistant FTE 0 0 0 0 0 0 0 42.3

Others (Temp Employee) 0 0.5 0.6 0 0 0 0 7.2

* Degree data not yet completeNote:



Unit for Review: Sociology College/School: College of Arts and Letters University: Northern Arizona University A. Scope of the Program Review

Sociology, BS Applied Sociology, MA

B. Quality Improvements Since Previous Review (2007-2008)

A four year progression plan was developed for the undergraduate degree and a two year plan was developed for the graduate degree to enhance the timely completion of the programs.

The department has implemented more flexible teaching to research effort distributions for faculty.

The department has developed coherent and integrated foci in the areas of environmental sociology and sustainability, social change and globalization, program evaluation and impact assessment in social planning.


Strengths: Excellent teaching and mentoring relationships between students and faculty. The capstone course is excellent. Faculty are well qualified and expertise is diverse. Impressive curriculum for majors and involvement of majors in their discipline. The graduate programs emphasis on applied sociology sets it apart from most

MA/MS programs in sociology and provides an important focus. The graduate program has added a focus on “public sociology” which should

attract students with interest in these aspects of applied sociology. Graduate students are supported to attend conferences and present papers.

Concerns/Recommendations: Limited internship opportunities for undergraduate students. Consider adding an

internship coordinator. An internship or other applied experience is optional for students in the applied

graduate program. This should be required, typically with a thesis stemming from the experience.

Consider an applied sociology focus for the minor.

The department does not have a faculty workload policy. The department should establish a load distribution policy to make decisions about fair workloads for tenure-track and non-tenure track faculty.

Tenured and tenure track faculty are stretched extremely thin. Consider reducing the number of faculty members on thesis committees to two (from three).

Curriculum mapping is needed to align curriculum with the mission of the department and to scaffold student progression.

Little systematic promotion of the graduate program. Improve marketing via presentations in upper-level NAU courses, use of social media, promote applied aspect of program, recruit from regional non-profit and government organizations, consider a 4-1 program. Also consider adding weekend or evening seminars to attract non-traditional students and working professionals.

Make greater use of the Applied Social Research Laboratory (LASR). Invest in grant writing by providing course release and encourage interdisciplinary efforts.

The number of majors is not growing with total enrollment. Publicize the advantages of the major through lectures/career opportunities, alumni events, sociology scholars, internship opportunities, etc.


Completed curriculum maps and assessment plans for the undergraduate major and graduate program.

Review of internship opportunities (undergraduate) and requirement (graduate). Improved communication of the career opportunities for sociology graduates. Investment in research by faculty, graduate students, and undergraduates via the

LASR.



N/A



Program: Sociology



Undergraduate 370.5 443.6 451.9 451.7 490.6 483.1 499.3 5300.4

Graduate 18.2 27.2 23.9 23.3 15.1 19.6 15.2 278.6

Total 388.7 470.8 475.8 475.0 505.7 502.7 514.5 5579.0


Undergraduate 310 320 370 323 230 178 205 4480


Doctoral 0 0 0 0 0 0 0 24


Degrees Granted 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15* 2014-15*

Baccalaureate 84 65 66 78 72 73 34 910


Doctoral 0 0 0 0 0 0 0 0

Total 90 73 74 87 75 82 39 973

All - Sociology and Social Work


Faculty FTE 17.4 15.5 15.7 15.6 16.6 18.5 20.8 187.7

Tenured/Tenure-track FTE 14.4 12.5 12.7 12.6 12.6 13.0 14.6 102.3


Faculty Assoc./Faculty Research Assoc. FTE 0 0 0 0 0 0 0 0

Non Tenure-Track Faculty FTE 1.0 0 0 0 0 0 0 6.8

Staff FTE 2.0 2.0 2.0 2.0 2.0 2.0 2.0 38.4


Others (Temp Employee) 1.8 3.0 0.6 1.2 1.2 0.4 0.9 6.0




Unit for Review: Athletic Training Education College/School: College of Health and Human Services University: Northern Arizona University A. Scope of the Accreditation Review

Master of Science in Athletic Training (MSAT) Evaluation for Accreditation: Commission on Accreditation of Athletic Training

Education (CAATE) B. Quality Improvements Since Previous Accreditation (2009-2010)

The Bachelor of Science in Athletic Training was transitioned to a professional Master’s degree in the fall of 2014. The program was approved for the transition by the Arizona Board of Regents at the May 2013 meeting.

C. Outcomes of the Most Recent Accreditation

Strengths: The program submitted a substantive change application with CAATE which

reviewed the application and voted to accept the request for change of the degree for the program.

The next comprehensive review for accreditation of this program, including an on-site review, will occur during the 2019-2020 academic year, following the normal CAATE timeline.

Concerns/Recommendations: The only citation made in response to the substantive change application was

regarding the standard that requires all program documents to use accurate and current terminology of the profession and program offered. In the documents received by the CAATE review team, several abbreviations and terms were used that are no longer appropriate. While not a non-compliance issue, CAATE recommended a review of the language within the documents. Revisions were made and the Athletic Training Education program submitted evidence to resolve this citation.


The Bachelor of Science in Athletic Training will be “taught out” to allow all students enrolled at the time of the transition to complete the degree.

The new Master’s degree program will be promoted to grow enrollments.



$1,000 annually



Program: Athletic Training



Undergraduate 43.5 47.3 50.1 46.3 35.4 40.2 32.9 1772.7

Graduate 0 0 0 0 0 0 9.6 766.5

Total 43.5 47.3 50.1 46.3 35.4 40.2 42.5 2,539.2


Undergraduate 134 147 156 127 113 47 25 3051


Doctoral 0 0 0 0 0 0 0 272


Degrees Granted 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15* 2014-15*

Baccalaureate 14 10 14 16 5 8 13 654


Doctoral 0 0 0 0 0 0 0 69

Total 14 10 14 16 5 8 13 775


Faculty FTE 2.0 2.0 1.5 2.0 2.0 2.0 3.0 99.3

Tenured/Tenure-track FTE 2 2 1 2 2 1 2 33.5

Lecturers and Instructors FTE 0 0 0.5 0 0 0 0 2


Non Tenure-Track Faculty FTE 0 0 0 0 0 1 1 63.8

Staff FTE 0 0 0 0 0 0 0.5 35.0

Graduate Assistant FTE 0 0 0 0 0 0 0 0

Others (Temp Employee) 0.6 0.3 0.6 0.9 1.2 0.9 0.9 6.6




Unit for Review: Physician Assistant Studies College/School: College of Health and Human Services University: Northern Arizona University A. Scope of the Program Review

Master of Physician Assistant Studies Evaluation for Accreditation: Accreditation Review Commission on Education for

the Physician Assistant (ARC-PA) B. Quality Improvements Since Previous Accreditation (2011-2012)

The Master of Physician Assistant Studies was approved as a new program by the Arizona Board of Regents at the April 2010 ABOR meeting.

The program was granted provisional accreditation in March 2012 at which time no citations were noted during the review.

A full accreditation site visit was conducted in April 2015 at which time the site visit team noted zero observations regarding the program’s demonstration of compliance with the Standards. The site visit team does not have authority to speak on behalf of the ARC-PA with respect to accreditation actions. These responsibilities and decisions rest solely with the ARC-PA, which determines compliance with the Standards and whether to grant or continue accreditation.

The ARC-PA will review the NAU program’s application, site visit report and the program’s accreditation history at the ARC-PA meeting to be held September 10-12, 2015. NAU will receive formal written notice of the accreditation action taken shortly after this meeting.

C. Outcomes of the Most Recent Accreditation

Strengths:

First and second classes admitted have now graduated. Of the first graduating class (2014), 23 out of 24 students passed the National

Commission of Certification of Physician Assistants Physician Assistant Certification Examination on the first attempt, a 96% pass rate that is well above the national average.

All 23 students who passed the Physician Assistant Certification Examination on the first attempt are employed as PA’s, and 96% have remained in Arizona for their first job. 50% are in primary care and 58% are in practice in medically underserved communities.

The third and fourth cohorts each matriculated 48 students.

Concerns/Recommendations: None noted.

D. Quality Improvements Planned The curriculum will be closely monitored, utilizing formative and summative

exam data, student survey and evaluation data, clinical preceptor data, as well as graduate workforce outcomes data, to drive continuous curriculum improvement.


N/A


$11,000 annually

Program: Department of Physician Assistant Studies



Undergraduate 0.0 0.0 0.0 0.0 0.0 0.0 0.0 1772.7

Graduate 0 0 0 0 45 81.2 116.4 766.5

Total 0.0 0.0 0.0 0.0 45.0 81.2 116.4 2539.2


Undergraduate 0 0 0 0 0 0 0 3051


Doctoral 0 0 0 0 0 0 0 272


Degrees Granted 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15* 2014-15*

Baccalaureate 0 0 0 0 0 0 0 654


Doctoral 0 0 0 0 0 0 0 69

Total 0 0 0 0 0 17 7 775


Faculty FTE 0 0 0 4.0 5.0 5.1 7.1 99.3

Tenured/Tenure-track FTE 0 0 0 1.0 1.0 0.9 0.9 33.5

Lecturers and Instructors FTE 0 0 0 0 0 0 0 2.0


Non Tenure-Track Faculty FTE 0 0 0 3.0 4.0 4.2 6.2 63.8

Staff FTE 0 0 0 1.0 2.0 1.9 2.3 35.0

Graduate Assistant FTE 0 0 0 0 0 0 0 0

Others (Temp Employee) 0 0 0 0.3 0.6 0.9 0.0 6.6





University of Arizona 2013-2014 Academic Program Review Reports (18) Academic Unit College Degrees

American Indian Studies Graduate Interdisciplinary Program

Graduate College MA PhD

Department of Atmospheric Sciences College of Science BS & BAS MS PhD

Department of Chemical and Environmental Engineering

College of Engineering BSChE MS PhD

Department of Civil Engineering and Engineering Mechanics

College of Engineering BSCvE MS PhD

Department of Communication College of Social and Behavioral Sciences

BA MA PhD

School of Dance College of Fine Arts BFA MFA

Department of Disability and Psychoeducational Studies

College of Education BSE MA EdS PhD

Department of Gender and Women’s Studies


BA MA PhD

Department of Geosciences College of Science BS MS & PSM PhD

Department of German Studies College of Humanities BA MA PhD

School of Middle Eastern and North African Studies


BA MA PhD

Department of Nutritional Sciences College of Agriculture and Life Sciences

BS MS PhD

Department of Physiology College of Medicine BSHS Department of Planetary Sciences/ Lunar and Planetary Laboratory

College of Science MS PhD

Planning Program College of Architecture, Planning and Landscape Architecture

MS

Department of Russian and Slavic Studies

College of Humanities BA MA

Department of Systems and Industrial Engineering

College of Engineering BSEMg, BSInE & BSSyE MS PhD

School of Theatre, Film and Television College of Fine Arts BA & BFA MA & MFA

UA 2013-14 ACADEMIC PROGRAM REVIEW REPORT

Unit for Review: American Indian Studies Graduate Interdisciplinary Program (AIS)

College/School: Graduate College

University: The University of Arizona


American Indian Studies:

Master of Arts Doctor of Philosophy

B. Quality Improvements Since Previous APR: 2005-2006

The number of affiliated faculty has grown to 21 members from various departments/ colleges, and they bring interdisciplinary breadth to the AIS academic programs.

In 2010 AIS hosted the annual conference of the Native American & Indigenous Studies Association, thus increasing its national visibility and leadership in the field.

AIS has improved communications with students by redesigning and expanding its website, providing online forms, and scheduling town hall sessions with the Head.

As recommended in the 2006 APR, the Head appointed a single faculty member as the graduate student advisor.


Strengths:

The AIS doctoral program—the first in the U.S. in 1997—is one of only a few internationally that graduates PhDs in indigenous studies.

The graduate curriculum covers more topics, approaches, and methods than similar programs elsewhere.

Most PhD graduates obtain academic positions in colleges/universities; others have positions in tribal, state, or federal agencies.

The core and affiliate faculty is diverse with respect to gender and ethnicity. The core and affiliate faculty is credited with significant research accomplishments. Concerns/Recommendations:

Faculty and stakeholders share a perception that the program has reached an impasse and restructuring is needed to move forward. A department structure offers a stronger platform for the support and mentoring of faculty and the eventual development of an undergraduate major. The MA and PhD should be retained as a GIDP to preserve the program’s interdisciplinary breadth, while a Department of AIS is created and housed in the College of Social & Behavioral Sciences.

Faculty attrition from resignations and retirements means that program resources are stretched thin. In addition to hiring much-needed junior faculty, AIS must engage more faculty from other UA units in its core curriculum and operations by increasing its affiliate members—those with expertise in American Indian or Indigenous Studies—and collaborating with them on a broader scale.

The curriculum, though extensive, is contingent upon particular faculty members and their interests, rather than offering students a systematic approach to the field. AIS should initiate a comprehensive curriculum revision by (a) identifying an intellectual focus and purpose for the program, (b) coordinating its courses with the robust offerings from other units, and (c) developing a required set of core AIS courses in theory, methods, and emerging trends in the field.

There is insufficient interaction and collaboration with tribal nations, American Indian communities, and organizations serving them. As part of its restructuring, AIS should initiate discussions with community entities regarding ways to engage with AIS, such as student/ faculty research projects and academic outreach programs.

Promotion rates and salary equity between male and female faculty members are concerns. A review of these issues should be undertaken as part of the unit’s restructuring process, and inequities, where those exist, should be remedied.

The faculty has not secured major research grants, and this has been detrimental to graduate students. Obtaining external research funding should become the faculty’s priority so they can offer GRA positions to their students, both for financial support and for the research experience.


The AIS Department was created in SBS.

An undergraduate major in AIS has been created.

A new outside department head was recruited.

The graduate curriculum will be reviewed and revised.

New collaborations with the College of Medicine program are likely.

There is very good program assessment and reporting of assessment activities on the assessment website.

E. Low Productive Degree Programs – NA

F. Program Fees – NA

AMERICAN INDIAN STUDIES GRADUATE INTERDISCIPLINARY PROGRAM

GRADUATE COLLEGE INTERDISCIPLINARY PROGRAMS

Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 College Total

Full-Time Equivalent (Fall) 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 Fall 2012

Undergraduate 55.82 67.43 63.25 94.23 81.35 92.36 86.42 154.03 Graduate 36.23 39.14 45.10 27.30 26.50 32.38 28.57 65.44

Total FTE Enrollment 92.05 106.57 108.35 121.53 107.85 124.74 114.99 219.47

Student Majors Headcount (Fall) Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2012

Total Undergraduate NA NA NA NA NA NA NA NATotal Graduate 45 40 54 44 55 57 52 402

Masters 16 17 27 19 24 27 23

Doctoral 29 23 27 25 31 30 29

Total Degree Seeking Students 45 40 54 44 55 57 52 402

Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13

Total Baccalaureate NA NA NA NA NA NA NA NATotal Graduate 12 5 11 8 4 10 18 94

Masters 7 1 7 5 3 5 13

Doctorate 5 4 4 3 1 5 5

Total Degrees Granted 12 5 11 8 4 10 18 94


Total Faculty FTE 8.66 8.37 8.52 7.31 8.33 9.00 7.45 11.76Tenured/Tenure-track Faculty FTE 8.66 8.37 7.69 6.98 6.00 7.00 6.20 10.51


Professional FTE 2.47 3.02 2.22 2.22 0.00 0.80 1.00 1.48Staff FTE 1.88 2.34 2.08 3.37 3.53 3.75 4.00 12.89

Graduate Assistant FTE 4.47 4.97 4.38 4.39 4.79 5.54 3.88 21.65Total State Funds Personnel 17.48 18.70 17.20 17.29 16.65 19.09 16.33 47.78

The University of Arizona




Unit for Review: Department of Atmospheric Sciences (ATMO)

College/School: College of Science (COS)/ School of Earth & Environmental Sciences



Applied Science with Meteorology Option:

Bachelor in Applied Science Atmospheric Sciences:

Bachelor of Science Master of Science Doctor of Philosophy Hydrometeorology (jointly administered with Hydrology & Water Resources): Master of Science Doctor of Philosophy


In 2009 ATMO was one of six units in two colleges to form the School of Earth and Environmental Sciences. Within the School, the ATMO faculty has increased its collaboration on interdisciplinary research, teaching, and outreach.

The Climate Dynamics & Hydrometeorology Center in the COS was founded in 2008 by ATMO and the faculty remains active in this interdisciplinary research center.

To recruit undergraduates to the MS-ATMO, an Accelerated Master’s Program was created with the BS in Physics so students can complete both degrees in five years.

An online BAS in Applied Science with a Meteorology Option was created through UA South in 2010 in collaboration with D-M Air Base and Pima Community College. The BAS is for military personnel who have completed an associate’s degree.

The 2011 NRC report placed the PhD-ATMO in the 5th percentile S-rankings and in the 5th percentile R-rankings among all atmospheric and oceanic science programs.


Strengths:

Faculty has been successful in obtaining federal grants for research projects that advance basic science and have applications to hydrometeorology in arid lands.

The Department has embraced the UA’s land-grant philosophy and has partnerships with state utility companies, non-profit agencies, local school districts, the military, National Weather Service, and local weather forecasting media.

ATMO maintains a positive culture of inclusiveness that encompasses all faculty, staff, appointed personnel, and students. Governance is collaborative, and the unit is well managed. The Head has strong support from faculty, staff, and students.

Strategic planning is an open process. The annual meeting of the ATMO External Advisory Board is held in conjunction with the Department’s strategic planning meeting so its priorities and objectives are established by mutual agreement.


The small size of the faculty limits the reach of the Department. The members are working at their teaching, research, and service maximum and cannot pursue new strategic initiatives. The faculty should be increased from seven to at least ten in order to compete for prospective faculty, students, and research grants.

The Department’s space is used to capacity with respect to the size of the graduate program, even though ATMO could recruit and fund additional qualified students. The Head should work with the COS Dean to search for additional space to house the additional faculty and graduate students that will enable the Department to fulfill its potential and meet its strategic objectives.

ATMO has lost critical faculty expertise in two subfields that is detrimental to their academic programs and research collaborations. Priority should be given first to recruiting a faculty member in atmospheric remote sensing, and secondly to a member in weather forecasting and climate prediction.

The launch of the online Applied Science Program was a strategic opportunity, but implementation has been difficult with relatively few faculty, and enrollment has been affected. ATMO should review the curriculum for its BAS-Meteorology Option to ensure that it meets criteria set by the World Meteorological Organization and the National Weather Service. Once the program meets these standards, it will gain a competitive edge in marketing the BAS to prospective students and stakeholders.

No resources are available to renovate ATMO’s facilities, which are in poor condition and in need of refurbishment. The Head should work with the COS to procure resources to upgrade ATMO’s building space and infrastructure so the unit can continue to flourish in a competitive environment. ATMO should seek private funding to replace outdated and substandard classroom furnishings.


ATMO and Hydrology have proposed to merge departments and create the first programs in water issues. This is an important direction for the State of Arizona.

The business office is shared between Physics and ATMO as they are in the same building.

The curriculum of the two graduate programs will be reviewed and redesigned to strengthen into one program.

The BAS Meteorology Program curriculum will be redesigned to align to the needs of the National Weather Service and Air Force weather forecasting needs.

The faculty is working with OIA on program assessment.

E. Low Productive Degree Programs

Applied Science with Meteorology Option: Bachelor of Applied Science – no completions. The program was implemented in 2010 and is building enrollment to a sustainable level. This online program meets UA’s strategic goal to increase access.

Atmospheric Sciences: Doctor of Philosophy – 5 completions in the past 3 years. This is the only Atmospheric Sciences graduate program in Arizona, and it is aligned

with one of UA’s strategic growth areas—water in arid environments. Hydrometeorology: Doctor of Philosophy - 2 completions in the past 3 years. The

program was implemented in 2010 and should meet ABOR standards by 2016.

F. Program Fees - NA

DEPARTMENT OF ATMOSPHERIC SCIENCES

COLLEGE OF SCIENCE



Undergraduate 206.75 189.15 195.00 191.95 179.40 155.02 171.15 8,068.44 Graduate 14.10 20.40 18.70 18.20 29.40 25.80 17.50 995.32

Total FTE Enrollment 220.85 209.55 213.70 210.15 208.80 180.82 188.65 9,063.76


Total Undergraduate 2 NA NA NA NA NA NA 6,496 Total Graduate 26 27 29 28 33 36 38 946

Baccalaureate in Applied Science NA NA NA NA 1 3 8

Atmospheric Sciences

Baccalaureate 2 NA NA NA NA NA NA

Masters 14 18 18 17 15 15 13

Doctoral 12 9 11 11 13 16 15

Hydrometeorology

Masters NA NA NA NA 1 1 5

Doctoral NA NA NA NA 4 4 5

Total Degree Seeking Students 28 27 29 28 33 36 38 7,442

Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13

Total Baccalaureate 1 NA NA NA NA NA NA 1,262 Total Graduate 2 6 5 6 8 6 15 248

Baccalaureate in Applied Science NA NA NA NA 0 0 0

Atmospheric Sciences

Baccalaureate 1 NA NA NA NA NA NA

Masters 1 5 4 6 7 4 8

Doctorate 1 1 1 0 1 0 4

Hydrometeorology


Doctorate NA NA NA NA 0 0 2

Total Degrees Granted 3 6 5 6 8 6 15 1,510





Graduate Assistant FTE 3.25 3.50 2.50 2.50 2.75 2.25 2.50 377.43Total State Funds Personnel 13.84 16.35 16.35 15.23 15.16 14.71 14.32 1,670.50




Applied Science with Meteorology Option

Applied Science with Meteorology Option


Unit for Review: Department of Civil Engineering & Engineering Mechanics (CEEM)

College/School: College of Engineering/ School of Sustainable Engineered Systems



Civil Engineering:

Bachelor of Science in Civil Engineering Master of Science (changed to Civil Engineering/ Engineering Mechanics in 2009) Doctor of Philosophy (changed to Civil Engineering/ Engineering Mechanics in 2009) Civil Engineering and Engineering Mechanics:

Master of Science Doctor of Philosophy Engineering Mechanics (changed to Civil Engineering/ Engineering Mechanics in 2009):

Master of Science Doctor of Philosophy


With four other COE departments in 2009, CEEM formed the School of Sustainable Engineered Systems (SSES) to promote the design of linkages between natural and engineered systems through interdisciplinary education, research, and outreach.

ABET reaccredited the BS-CvE Program in 2011 for six years, based on its curriculum and student achievement of ABET-prescribed learning outcomes.

CEEM was awarded an NCEES Engineering Award in 2009 for Practitioner Led Engineering Experiences based on industry partnerships that have improved undergraduate education, such as the capstone design course projects.

CEEM has articulation agreements with Arizona community colleges for students to seamlessly transfer at the junior year. In 2011 a distance option for junior-year classes was initiated as a bridge to the senior year on campus (2 + 1 + 1 program).

An Accelerated Master’s Program was established in 2010 for top undergraduates to complete the BS and MS degrees in five years.


Strengths:

The Department created the Alumni-Industry Council (AIC) to advise CEEM on initiatives and issues, plan alumni events, and conduct fundraising campaigns for educational projects.

The faculty collaborates on research projects with other units, such as the ATLAS Center, Institute for the Environment, Udall Center, and Water Resources Center.

Students develop a sense of community from involvement in activities, such as internships and competitions. CEEM supports the Society of Civil Engineers student chapter and other clubs by providing office space for meetings and a study lounge.

Undergraduate teaching labs are well equipped, and the faculty and graduate students use state-of-the-art research labs maintained through grant resources.


To cover all subfields per ABET criteria, CEEM needs a faculty member with geotechnical engineering expertise. The Department should work with the COE, other SSES units, the AIC, and industry to develop a funding model for this hire.

The Department needs to diversify revenue streams. Better communication with alumni and industry (beyond the AIC) could improve community good will and fund-raising. CEEM should work with the COE to seek more support from external sources for specific purposes, such as fellowships and an endowed chair.

More graduate teaching assistants (GATs) are needed. Reduced GAT funding has hurt graduate student recruitment. To stay competitive, CEEM should work with the COE to obtain baseline graduate student funding to be in line with peer institutions.

CEEM’s research expenditures are below the College target based on faculty size. The faculty should pursue sponsored projects from diverse sources, such as the Arizona Department of Transportation where their expertise can be applied.

A formal assessment of graduate student learning outcomes is needed to demonstrate program effectiveness. CEEM should develop a plan for gathering and reporting data to address this, beginning with a survey of their graduate alumni.

Upper division students need consistent faculty advising/mentoring. Regular meetings with the faculty advisor should be mandatory to ensure that students receive academic and career guidance beyond the basic course selection process.

The Civil Engineering Building is 50 years old and some laboratories are inadequate or unusable. This facility inhibits faculty/student recruitment. The proposed Engineering Innovation Building should be constructed as planned.


CEEM is working to improve the design project schedule

The Department is working to increase undergraduate enrollment and retention.

The Department is working with OIA to improve the graduate program assessment plans and activities; and is scheduling regular exit surveys with graduating seniors.


Civil Engineering and Engineering Mechanics: Doctor of Philosophy – 1 completion in the past 3 years. Despite the merger of the two graduate programs in 2009, students enrolled in those programs in 2009 were permitted to complete those degrees. The PhD-CEEM is expected to meet ABOR standards in the next 3 years.

F. Program Fees

COE undergraduate lower division tuition differential - $450/ semester for 12+ units COE undergraduate upper division tuition differential - $900/ semester for 12+ units

DEPARTMENT OF CIVIL ENGINEERING AND ENGINEERING MECHANICS

COLLEGE OF ENGINEERING






Total Undergraduate 204 182 184 169 148 147 120 2,487 Total Graduate 43 52 51 66 69 75 65 593

Civil Engineering

Baccalaureate 204 182 184 169 148 147 120

Masters 18 22 22 28 17 7 3

Doctoral 18 23 24 25 23 21 19

Masters NA NA NA 6 17 27 19

Doctoral NA NA NA 1 8 16 22

Engineering Mechanics

Masters 1 2 1 1 1 0 0

Doctoral 6 5 4 5 3 4 2


Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13

Total Baccalaureate 55 39 33 52 47 47 41 438Total Graduate 8 8 13 9 18 14 21 142

Civil Engineering

Baccalaureate 55 39 33 52 47 47 41

Masters 3 3 8 5 7 5 1

Doctorate 5 2 3 1 4 3 10


Doctorate NA NA NA 0 0 1 0

Engineering Mechanics

Masters 0 1 0 1 1 0 0

Doctorate 0 2 2 1 0 2 1










Civil Engineering & Engineering Mechanics

Civil Engineering & Engineering Mechanics


Unit for Review: Department of Chemical & Environmental Engineering (CHEE)

College/School: College of Engineering/ School of Sustainable Engineered Systems



Chemical Engineering:

Bachelor of Science in Chemical Engineering Master of Science Doctor of Philosophy Environmental Engineering:



With four other COE departments in 2009, CHEE formed the School of Sustainable Engineered Systems (SSES) to promote the design of linkages between natural and engineered systems through interdisciplinary education, research, and outreach.

The BS-ChE, which was re-accredited by ABET in 2010, offers three areas of emphasis to students: biomedical, environmental, and pre-medical.

In line with UA’s strategic goal to increase access, two 2 + 2 BS-ChE programs were established overseas—with Fudan University and Shanghai Jiao Tong University.

With grant support, the faculty has been developing online courses for employees at Intel to earn the BS-ChE. Most of the core courses are now available online.

In 2011 CHEE started two Accelerated Master’s Programs (AMPs) for their top BS students to complete the Chemical or Environmental Master’s Degree. The AMP-MS offers the same options as the traditional MS—thesis and non-thesis.

C. Outcomes of the Most Recent APR Strengths:

The faculty is committed to providing high quality undergraduate and graduate programs. Students are satisfied with the course offerings, quality of instruction and advisement/ mentoring, as well as the research and internship experiences.

The prestigious SRC Engineering Research Center on Environmentally Benign Semiconductor Manufacturing has successfully operated in CHEE for 18 years, and has expanded the faculty’s collaborative projects with industry and other universities.

An exemplary educational outreach program, Helping Educate Adolescents Through Water and Viable Energy Systems, is funded with a NSF grant to bring research in water and energy resources to K-12 classrooms. It is delivered by CHEE and other COE graduate students.

CHEE’s Industrial/Academic Advisory Board consists of professionals and academics who meet annually to discuss the academic programs, new education, research and outreach initiatives, and to strategize on future directions.


The current faculty demographics—full professors, only one assistant professor—make the Department vulnerable to a sudden loss of critical expertise; recent hires have not been conducted with these demographics in mind. The Department should undertake a strategic planning initiative that includes a multi-year plan for hiring tenure-track and non-tenure-track faculty with certain specialties.

CHEE currently distributes the teaching workload without regard for each member’s strengths. The strategic planning initiative should begin with identification of research and teaching priorities, followed by development of a system for distributing the instructional workload that builds on the strengths of individuals.

The chemical and environmental engineering divisions are not as integrated as they could be. The aforementioned plan should include strategic initiatives that will better integrate the two groups of faculty in their research and teaching.

The PhD Program requires more courses than are required at peer institutions, so the average time-to-degree is longer than elsewhere. Faculty should review the PhD course/credit requirements and streamline them so they are aligned with peer programs. This would make CHEE more competitive in recruiting top students.

Insufficient administrative support creates stress for the overwhelmed staff members and places limits on Department programs and initiatives. Staff should be added for academic advising, accounting, and financial management functions. The Head should explore funding options with the COE Dean, including sharing staff with units in close proximity to CHEE.

Laboratory teaching facilities are outdated and in need of renovations; poor quality space is a liability when recruiting top students and faculty. The Department should establish a discretionary fund for facility upgrades and program improvements. A variety of ways to build this fund should be explored, such as negotiating with the COE to obtain a higher portion of indirect costs generated by sponsored projects.


A new department head was appointed who has a strong interest in improving teaching approaches in the Department.

CHEE has a very good program assessment of graduate and undergraduate programs with excellent documentation on assessment on the website.

The Department is working to enhance integration of programs.

A new BS in Environmental Engineering was approved and is being implemented.


Environmental Engineering: Doctor of Philosophy – 5 completions in the past 3 years. Given the recent increase in enrollment, the faculty expects the program to consistently meet ABOR standards beginning next year.

F. Program Fees


DEPARTMENT OF CHEMICAL AND ENVIRONMENTAL ENGINEERING








Chemical Engineering

Baccalaureate 176 176 186 195 197 198 198

Masters 3 2 2 5 10 9 4

Doctoral 26 28 32 27 28 24 34

Environmental Engineering

Masters 14 13 8 17 20 16 20

Doctoral 17 18 20 15 22 23 28


Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13


Chemical Engineering

Baccalaureate 31 24 35 42 35 45 63

Masters 1 1 1 2 5 4 2

Doctorate 3 5 9 2 5 3 8

Environmental Engineering

Masters 12 7 5 9 8 9 8

Doctorate 5 2 4 4 3 1 1











Unit for Review: Department of Communication (COMM)

College/School: College of Social and Behavioral Sciences (SBS)



Communication:

Bachelor of Arts Master of Arts Doctor of Philosophy


The BA-COMM attracts more students than the small faculty can serve. Enrollment was previously controlled with a pre-major, which has been discontinued. Major size is now managed with an application process and minimum GPA in two core courses.

COMM’s faculty and graduate programs are highly ranked: 14th nationally by Neuendorf’s Reputational Survey of Programs, and 18th nationally by Allen’s Ranking of Programs Based on Citations.

The Department offers an International/Intercultural Communication Certificate for undergraduates with a study abroad component in Nanjing, China, or Orvieto, Italy.

COMM has added two state-of-the-art computing labs for undergraduates to its four well-equipped research laboratories for faculty and graduate students.

To increase access, the faculty delivers several core and elective undergraduate courses online and offers others during evenings and weekends. Students can complete the BA-COMM Major solely through enrolling in these classes.


Strengths:

The faculty consists of excellent scholars who are uniformly productive in the areas of mass media, health communication, interpersonal/small group communication processes, new technologies, and political and environmental communication.

COMM’s culture is positive and respectful, with good intra-departmental communication and collaboration among faculty and staff.

The graduate programs have 50 - 60 applicants annually, from which 10% are accepted. This acceptance rate reflects a high level of selectivity.

Several faculty members collaborate on research projects with faculty in other SBS departments and UA units, such as the AZ Cancer Center and College of Nursing.

PhD students participate in research teams with a faculty member who utilizes new technologies and approaches to the study of communication. The teams tackle social, health, and cultural issues through their research and teaching.


Despite limiting the number of undergraduate and graduate majors, the small faculty is challenged by the student demand and the need to provide a quality educational

experience for all. To fulfill its academic mission, COMM needs more faculty lines; those lines should support UA’s strategic directions, such as its STEM initiatives. New hires might be joint appointments with Public Health, Science, or Engineering.

Course availability is a persistent problem. Graduate seminars aren’t offered frequently enough to facilitate timely degree completion. A larger faculty would be able to maintain adequate course offerings at both undergraduate/graduate levels.

COMM has an outdated strategic plan that is not serving the Department well. The faculty, with input from its stakeholders, needs to develop a detailed forward-looking vision and strategic plan that will guide the unit’s hiring priorities, curriculum enhancements, and collaborative efforts for the next few years.

Student learning outcomes assessment for the BA Program is less than satisfactory. The faculty should work with the Office of Instruction/Assessment to strengthen its undergraduate assessment activities, such as implementing an alumni survey.

The Department’s funding resources are inadequate for it to remain competitive with its peers. To increase gifts and donations, COMM should work with the SBS Development staff to devise a fundraising strategy. To increase discretionary funds, new revenue streams should be developed, such as community outreach programs or continuing education certificate programs for working professionals.

The gender and racial/ethnic diversity of the faculty falls short of the Department’s goals of inclusive representation. To reflect the composition of its students, COMM should continue its concerted efforts to recruit members who are women and under-represented minorities.


Strategic planning is a major effort now.

The Department is working with the dean on faculty recruitment to improve diversity and on faculty retention.

After meeting with assessment specialists, the COMM faculty agreed to develop a plan for graduate program assessment and to improve the undergraduate program assessment.

The department hired four tenured/tenure-track faculty over the last two years.



DEPARTMENT OF COMMUNICATION

COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCES






Total Undergraduate 866 946 974 783 493 427 490 4,450 Total Graduate 24 29 25 27 24 24 20 1,062

Pre-Major 565 666 680 512 257 239 NA

Baccalaureate 301 280 294 271 236 188 490

Masters 5 9 9 9 11 8 6

Doctoral 19 20 16 18 13 16 14


Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13

Total Baccalaureate 226 215 264 245 231 204 196 1,201 Total Graduate 5 5 8 10 5 8 7 281

Masters 4 1 3 5 4 5 3

Doctorate 1 4 5 5 1 3 4











Unit for Review: School of Dance (DNC)

College/School: College of Fine Arts (CFA)



Dance:

Bachelor of Fine Arts Master of Fine Arts


At the time of the last APR, DNC was a division in the School of Music and Dance; in 2005 ABOR approved DNC as a separate school.

In 2003 the School’s facilities expanded. With $6M in external gifts/donations and $3M from the UA, the state-of-the-art Stevie Eller Dance Theatre opened.

A costume shop that delivers high volume and quality costuming for dance productions was later added to the Dance Theatre.

DNC has cultivated donors who have created 7 named scholarships that are awarded annually to undergraduate and graduate students.

The MFA-DNC, which first enrolled students in Fall 2007, offers two tracks—Performance and Choreography—that meet students’ professional goals.


Strengths:

The curricular requirements of the BFA and MFA Programs comply with NASD (National Association of Schools of Dance) competencies and standards, per the preliminary report of the accreditation site team.

The School offers General Education courses for non-dance students in keeping with the belief that dance is part of a well-rounded liberal arts education.

The School has hosted 12 national festivals/conferences in the past decade, while producing an average of six unique productions, two student showcases, and numerous smaller performances each year. There are ample opportunities for students to perform in works choreographed by the faculty and visiting artists.

Faculty and staff cooperate in a collaborative, congenial way to achieve School goals and resolve issues. This working relationship has led to high productivity.

DNC has successfully diversified its funding through box office revenue, gifts, an endowment, and corporate sponsorships to achieve its program goals.


The size of the faculty and staff has forced DNC to limit its undergraduate and graduate majors to maintain high quality instruction. The faculty workload is especially heavy with teaching, advising/mentoring, and creative endeavors. A new faculty line should be added to ease the burden on current members.

While the Ina Gittings Building offices and classrooms have been renovated for instructional purposes, the facility does not meet current safety and accessibility standards. For example, padding should be added to support beams in studios, and first aid boxes with HAZMAT cleanup kits should be readily available.

All dance classes have live musical accompaniment, which presents a challenge for the supervisor. A half-time senior accompanist oversees the part-time musicians and musicians-in-training. The position of senior accompanist should be full-time.

The School is highly involved in campus outreach but not as active in community outreach as its mission statement suggests. Students in the MFA, with guidance from faculty, should take responsibility for outreach projects in Tucson schools.

The faculty and Director/Dean have not engaged in strategic planning in recent years. Several strategic planning activities should be scheduled. With input from all stakeholders, strategic planning should cover assessment of the curriculum and the needs of students, the profession, and creative work in the next 5 – 10 years.

The DNC Website should be improved for public relations/ marketing purposes. Two additions are suggested: a section on alumni activities and accomplishments, and a directory with faculty and staff photos.


Safety and accessibility problems were corrected in the Gittings Building.

DNC is working hard to get donations for renovation of the Black Box Theatre to use for more experimental performances and donations to replace the Eller Theatre floor.

DNC needs to improve program assessment for all of their programs and is working with OIA to improve.


F. Program Fees

CFA undergraduate upper division tuition differential - $300/semester for 12+ units Master of Fine Arts in Dance program fee - $300/semester for 7+ units

SCHOOL OF DANCE

COLLEGE OF FINE ARTS






Total Undergraduate 124 119 123 131 144 136 139 1,570 Total Graduate NA 9 11 12 13 13 11 313

Masters NA 9 11 12 13 13 11

Doctoral NA NA NA NA NA NA NA


Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13

Total Baccalaureate 25 20 33 25 37 20 38 364Total Graduate NA 5 5 5 5 6 7 97

Masters NA 5 5 5 5 6 7

Doctorate NA NA NA NA NA NA NA











Unit for Review: Department of Disability and Psychoeducational Studies (DPS)

College/School: College of Education (COE)



Counseling:

Master of Arts Rehabilitation:

Doctor of Philosophy School Psychology:

Educational Specialist Doctor of Philosophy Special Education:

Master of Arts Doctor of Philosophy Special Education and Rehabilitation

Bachelor of Secondary Education

B. Quality Improvements Since Previous APR: 2005-2006 The Department of Special Education/Rehabilitation was reorganized in 2009 when

it merged with the School Counseling Program and adopted its current DPS title. Three Special Education Programs with low enrollment were then disestablished.

The School Psychology Division administers an Educational Specialist Program that is offered in Chandler in addition to Main Campus.

The Master’s Program in Counseling—Rehab/Mental Health Option is ranked #6 by US News & World Report among rehabilitation counseling programs nationally.

The faculty has developed more online courses to accommodate students with diverse needs. DPS now offers online programs to: (1) teach students who are deaf/hard-of-hearing, (2) prepare behavioral support specialists, and (3) pursue a Master’s Degree in Special Education—Non-Teaching Option.

A Counseling Advisory Board was created to assist the Counseling Division with evaluating recruitment strategies, curriculum, program support, and field placement.


Strengths:

DPS programs are approved and/or accredited by the appropriate professional associations. Students gain professional skills through practicums and internships in schools, rehabilitation clinics, or mental health agencies. Graduates are qualified for one or more professional endorsements, certifications, or licenses.

The faculty’s research focuses on assessment, analysis of factors related to learning and behavior, access to learning and services, and implementation of interventions to improve outcomes. Members have successfully obtained grant funding from national/state agencies, non-profits, private foundations, and significant University sources.

Faculty and students engage in community outreach/service, including training programs, transition programs for developmentally delayed youth, data analysis for the Juvenile Court; and needs analyses for agencies such as Youth on their Own.

DPS faculty have active instruction and research collaborations with other UA units, such as the School of Information Science for the Animal Watch research project, and College of Science for the Cultivating Diverse Talent in STEM research project.


A number of non-tenure track faculty lines are based on external grant funding, and some Special Education programs depend on those faculty members to sustain them. It’s problematic when the majority of degree program personnel depend on grant funding. DPS needs to find more dependable revenue streams to sustain those faculty lines and degree programs.

The mentoring of junior faculty members is informal and varies among program divisions. Additionally, some junior members are overburdened by teaching and service demands that encroach on their research time. DPS should develop a formal faculty mentoring system and workload guidelines to protect junior faculty.

Uncertain research funding makes it difficult to recruit top doctoral students. First-year students have some level of support, but they are expected to find other means of support thereafter—a stressor that can impede academic progress. DPS should consider new revenue streams, such as increasing Educational Specialist Program enrollment, offering undergraduate summer courses, and working with the COE development officer to seek donations toward graduate fellowships/ scholarships.

The lack of individual space for graduate students to work and meet detracts from the DPS learning environment and sense of community. The Head should work with the COE to locate office and meeting space for students and their faculty advisors.

Faculty and students identify with a program division more than with DPS. In the strategic planning process, they should consider ways to establish a “department identity” across programs. One step is to mix courses from other program divisions, such as adding an applied behavior analysis course to the Master’s in Counseling.


DPS plans to increase the Educational Specialist Program enrollment.

DPS has added very nice space for graduate students.

DPS hired new faculty members in the Special Education Program.

The Dean and Department Head developed faculty mentoring guidelines and have corrected the junior faculty teaching loads.

Program assessment was very good to excellent and continues to improve.

Graduate students in School Psychology are providing paid outreach services to Pima County Juvenile Court.

The College is hiring a data analyst to help with compliance reporting required by several DPS programs.

The Department Head has done much to improve the culture of the Department and better integrate the programs.


Rehabilitation: Doctor of Philosophy – 1 completion in the past 3 years. Currently 8 students have completed their exams and are working on dissertations, so the program should meet the ABOR threshold within 3 years.


DEPARTMENT OF DISABILITY AND PSYCHOEDUCATIONAL STUDIES

COLLEGE OF EDUCATION






Total Undergraduate 77 64 84 111 113 125 137 885 Total Graduate 286 264 228 238 255 219 244 735

Counseling

Masters NA NA NA NA NA NA 30

Masters-Rehab/Mental Health Option 1 40 39 34 48 39 19

Masters-School Counseling Option NA 22 24 27 30 28 22

Rehabilitation

Doctoral 0 9 8 8 12 12 11

School Psychology

Educational Specialist 0 20 15 11 12 13 19

Masters 0 0 0 0 0 0 2

Doctoral 1 37 33 40 41 40 45

Special Education

Educational Specialist NA 9 5 2 2 1 NA

Doctoral- EdD NA 4 4 1 3 NA NA

Masters NA 89 71 88 82 61 68

Doctoral- PhD NA 34 29 27 25 25 28

Special Education & Rehabilitation

Baccalaureate 77 64 84 111 113 125 137

Educational Specialist 33 NA NA NA NA NA NA

Doctoral- EdD 6 NA NA NA NA NA NA

Masters 158 NA NA NA NA NA NA

Doctoral- PhD 87 NA NA NA NA NA NA





Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13


Counseling


Masters-Rehab/Mental Health Option 26 18 19 12 23 18 15

Masters-School Counseling Option NA 4 8 13 14 8 5

Rehabilitation

Doctorate 3 2 3 3 0 0 1

School Psychology



Doctorate 2 4 5 8 5 3 6

Special Education

Educational Specialist 3 2 2 0 0 NA NA

Doctorate- EdD 0 0 3 1 0 0 0

Masters 46 34 37 30 45 30 23

Doctorate- PhD 5 10 8 9 4 0 5

Special Education & Rehabilitation

Baccalaureate 45 38 33 48 51 59 54

Educational Specialist 2 NA NA NA NA NA NA

Doctorate- EdD 0 NA NA NA NA NA NA

Masters 8 NA NA NA NA NA NA

Doctorate- PhD 0 NA NA NA NA NA NA








Unit for Review: Department of Geosciences (GEOS)

College/School: College of Science (COS)/ School of Earth & Environmental Sciences



Economic Geology:

Professional Science Masters Geosciences:

Bachelor of Science Master of Science Doctor of Philosophy


In 2009 GEOS formed the School of Earth and Environmental Sciences (SEES) with five other units from the COS and College of Agriculture & Life Sciences. Members collaborate on interdisciplinary research, teaching and outreach.

The PSM in Economic Geology was created in 2009 for working professionals in the minerals industry; four tracks are offered: Exploration Geology, Development Geology, Mining Geology, and Environmental Geology.

GEOS has been ranked #7 in Earth Sciences, #1 in Geology, #10 in Geochemistry, and #14 in Geophysics by U.S. News & World Report. The 2010 NRC rankings placed the PhD Program in the top ten nationally for both the S and R indicators.

GEOS has state-of-the-art research facilities, which include the Accelerator Mass Spectrometry Lab, AZ Electron Microprobe Lab, AZ LaserChron Center, AZ Noble Gas Lab, AZ Radiogenic Helium Dating Lab, and the Environmental Isotope Lab.


Strengths:

The faculty consists of highly productive researcher-scholars whose work focuses on tectonics, earth materials/ore deposits, geochemistry, geophysics, earth surface processes, climate science and paleoclimatology.

The faculty has been successful in winning grants/contracts primarily from the NSF, USGS, NASA, and NOAA; members also work with industry partners on large projects (e.g., ExxonMobil, Hyper-Dynamics), with mineral resources companies, and with the AZ Science Foundation to build the Institute of Mineral Resources.

GEOS receives ~$100k annually from industry and $100k from individuals (e.g., alumni), most of which is ear‐marked for scholarships or the UA Mineral Museum.

Academic outreach activities, coordinated by a faculty committee, include support for K‐12 teachers and students through the Saturday Science Academy and Teacher Preparation Workshops; activities attached to Tucson’s Gem & Mineral Show; and community programs offered through the UA Mineral Museum.

The Department culture is one of productive collegiality and mutual support; the faculty focuses on communication and cooperation across their sub‐disciplines.


Several faculty members will retire in the next few years. A decrease in the size of faculty would make it difficult for GEOS to maintain its productivity and fulfil its mission. The Department should develop, and the COS should endorse, an integrated strategy for faculty hires to address its near-term retirements, including a possible cluster hire to ensure its continued strength in key areas.

The current endowment is small compared to those of peer geoscience programs. GEOS should develop, in partnership with the COS Development Officers and the GEOS Advisory Board, a comprehensive, ambitious strategy to increase industry and philanthropic fundraising for endowments for chairs, fellowships, and research.

While the faculty collaborates on interdisciplinary research projects, members have not pursued large consortium-type grants as much as they could. To enhance the Department’s resources, GEOS should take a leadership role with faculty from other units in pursuing large consortium-type grants.

The BS Program is experiencing huge growth in response to increased demand for geoscientists; this growth is draining the faculty’s time and Department resources. To better manage its large undergraduate courses, GEOS should explore options such as block scheduling that might provide more flexibility for instructors/students.

Incoming graduate students need a clear understanding of Department operations, customs, and expectations for a smoother transition into the Program culture. This can be accomplished with a graduate orientation session and more faculty-student interaction. The appointment of a Director of Graduate Studies could also help.

Undergraduates need more mentoring and advising on graduate study and careers. The faculty, with the Advisory Board, should develop a systematic program to mentor undergraduates in these areas. The expertise and connections of the Board should be leveraged to assist students in learning about careers beyond academia.

Improvement is needed in undergraduate learning outcomes assessment. The faculty should work with the Office of Instruction and Assessment in developing learning outcomes and assessment methods for core courses in the Major.


A future faculty hire is planned in the area of geophysics.

The Department Head plans increased cooperation with faculty in planetary sciences.

GEOS will put more effort into fund raising

GEOS instituted a graduate student orientation program for new graduate students.

GEOS hired a half-time undergraduate advisor to help with advising the growing undergraduate enrollment.

GEOS is working with assessment specialists to improve undergraduate and graduate program assessment.


Economic Geology: Professional Science Masters – 3 completions in the past 3 years. The Program is gradually gaining enrollment with employees of industry supporters. PSM course work overlaps the MS curriculum, so it’s not using additional resources.

F. Program Fees

Geosciences BS, upper and lower division - $150/semester for 7+ units

DEPARTMENT OF GEOSCIENCES

COLLEGE OF SCIENCE







Economic Geology

Professional Science Masters 0 0 0 2 3 0 2

Geosciences

Baccalaureate 55 70 88 112 117 137 165

Masters 25 30 24 23 29 29 22

Doctoral 51 54 59 51 52 50 54


Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13


Economic Geology

Professional Science Masters 0 0 0 2 1 2 0

Geosciences

Baccalaureate 14 9 18 18 19 24 27

Masters 7 11 16 9 11 12 14

Doctorate 8 4 10 10 6 7 8











Unit for Review: Department of German Studies (GER)

College/School: College of Humanities (COH)/ School of International Languages, Literatures, and Cultures (SILLC)



German Studies:

Bachelor of Arts Master of Arts Transcultural German Studies:

Doctor of Philosophy

B. Quality Improvements Since Previous APR: 2005-2006 GER and six other units formed the SILLC in 2009 to combine administrative staff,

share operations resources, and promote faculty collaborations. In 2006 the PhD in Transcultural German Studies Program was implemented with

the University of Leipzig to address the transnational scope of contemporary German Studies. All students study and teach for one year at the partner institution.

GER enhanced its course offerings with a German Academic Exchange Service fellow from the University of Leipzig, and with an award from the Max Kade Institute for German-American Studies to establish a new Writer-in-Residence Program.

In 2012 the Department co-hosted an international symposium, “Multilingualism, 2.0?” featuring speakers in fields related to learning/using multiple languages; one outcome was the creation of online peer-reviewed journal on multilingualism studies.

In 2013 the Department was honored as a Center of Excellence by the American Association of Teachers of German, primarily due to the standards-based curriculum and instructional methodologies. Only two programs are selected each year.


Strengths:

Faculty members are recognized scholars in German culture, literature, film, applied linguistics, and language teaching/pedagogy. Areas of strength include medieval, early modern and contemporary German culture, Goethe, and multilingualism.

Members collaborate with other academic units, including Judaic Studies, Gender & Women’s Studies, Religious Studies, Middle Eastern & North African Studies, and the Second Language Acquisition &Teaching Graduate Interdisciplinary Program.

The MA Program offers six professional tracks that were established in collaboration with other departments: Secondary Teaching, Management Information Systems, Marketing, Business Administration, Journalism, and Collaborative Governance.

Faculty and students are engaged in outreach with K-12 schools where undergraduates earn internship credit for teaching the German language. The faculty also contributes to the Humanities Seminar Programs, annual Humanities Week, and the German Studies Film Series—all of which are open to the public.

The faculty has achieved a high level of vertical integration, working enthusiastically

and harmoniously with administrative staff, graduate and undergraduate students, majors and non-majors to create a cohesive and productive unit.


Some members devote an inordinate amount of time to students and programs. While this has produced a student-friendly unit, their time commitment should be monitored, due to the danger of burning out or of short-changing scholarly work. The Head should consult with the COH about awarding a course release or an extra research sabbatical to the member who serves as the undergraduate advisor.

The Basic Language Program Director needs assistance with curriculum and exam development. The Head should consult with the COH about funding an additional graduate teaching assistant for this purpose.

Due to the faculty’s interdisciplinary obligation to teach cross-listed courses for the benefit of other units, GER has struggled to offer a variety of courses for their majors. The faculty should review the MA curriculum, particularly the limit on the number of non-GER courses for each track, to build more flexibility into the Program.

Student learning outcomes have been identified and assessed for the Basic Language Program; however, improvement is needed in the learning outcomes assessment process for undergraduate and graduate degree programs. The faculty should work with the Office of Instruction & Assessment to develop a set of course and program assessment strategies for the BA, MA, and PhD Programs.

GER cannot offer prospective graduate students multi-year financial support, which places the Program at a disadvantage when recruiting top students. The Head should seek additional support for graduate fellowships.

There is a disconnect between the enthusiasm of the SILLC staff and director for the School’s accomplishments, and the GER faculty’s perceptions of its effectiveness. More communication and transparency is needed. The SILLC Director should regularly consult with SILLC unit heads regarding the performance of SILLC staff.


The Department has permission to recruit a new tenured/tenure-track faculty member, likely in transcultural studies.

UA revised dual degree requirements to make it easier for students to get both a BA in German Studies and a BS in another degree.

The Department Head met with assessment specialists from the Office of Instruction & Assessment to develop a plan for improvement in program assessment of undergraduate and graduate programs.


Transcultural German Studies: Doctor of Philosophy – no completions. GER has experienced many challenges in administering this inter-institutional doctoral program, which have now been resolved. The faculty believes that 4 students will complete the UA Program in the next 3 years.


DEPARTMENT OF GERMAN STUDIES

COLLEGE OF HUMANITIES







German Studies

Baccalaureate 49 60 55 50 68 68 67

Masters 12 11 6 10 9 11 10

Transcultural German Studies

Doctoral 1 2 7 9 7 7 8


Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13


German Studies

Baccalaureate 10 17 10 14 11 16 22

Masters 4 7 1 3 5 5 3

Transcultural German Studies

Doctorate 3 0 0 0 0 0 0











Unit for Review: Department of Gender and Women’s Studies (GWS)

College/School: College of Social & Behavioral Sciences (SBS)



Gender and Women’s Studies:



In 2009 the Department changed its name from Women’s Studies to the current GWS to better communicate its mission.

Following a period of high faculty turnover and leadership changes, the new Head has brought stability. She is addressing current challenges and leading the faculty in a strategic planning process for the Department’s future.

A donor established the Mary Bernard Aguirre Professorship that is now awarded annually, and GWS recently launched the Elizabeth Lapovsky Kennedy Endowed Fellowship campaign.

Two emphasis areas/ tracks have expanded the BA Program: Chicana/Latina Studies and Sexualities/Queer Studies.


Strengths:

GWS’s research center, the Southwest Institute for Research on Women, is active in applied research and outreach activities. Members develop collaborative research-action projects related to women in the Southwest and border area, and they link researchers, community groups and policy makers to facilitate informed decisions.

The faculty members are highly accomplished scholars with research and publications focusing on critical race/ethnic studies, primarily on Chicana/o, borderlands, and immigration studies; feminist transnational cultural studies; LGBTQ studies; women’s life writing; transgender studies; feminist science/technology studies; and health and biomedicine studies.

The campus-based Women in Science and Engineering Program offers innovative community outreach and internship opportunities for students.

The Women’s Studies Advisory Council promotes the Department and supports students and faculty with projects such as the Women's Plaza of Honor that funds an endowment to support GWS graduate students.

Outreach is an important component of the GWS mission. Faculty and doctoral students are active in state-wide projects, including collaborations with ASU and NAU to build the Arizona Critical Ethnic Studies Network, and partnerships with Planned Parenthood and NARAL Arizona.


GWS has lost a few LGBT and members of color faculty; only two faculty members are currently from underrepresented minority groups. The Department should make every effort to fill faculty lines with members of color who will enhance the unit’s new vision.

While many students take GWS General Education courses, few declare GWS as a major. The faculty needs to reorganize and market the curriculum to reach its target of doubling the number of BA majors. They should work with SBS to redesign the GWS website focusing on the major, and they should evaluate major requirements, titles of introductory courses, and process by which students choose GWS courses.

GWS has 13 faculty lines, but its effective instructional FTE is only 7.75, due to course reductions for members in administration, joint appointment, or phased retirement. The challenge is to spread this limited faculty FTE among the critical teaching commitments: large General Education courses, core and elective courses for the two BA tracks, and special topics seminars for the MA/PhD Program.

The facility housing GWS has accessibility, space, and health issues that need attention: only one office is ADA-compliant, transgender bathrooms are lacking, conference room fumes can trigger headaches, thin walls compromise privacy, and there are no offices for soon-to-be-hired faculty. The Head should work with SBS and UA Facilities to correct these issues and/or to locate more suitable space.

The number of tenure-track faculty positions in the field of gender/women’s studies is fewer than the number of doctoral candidates. To give their PhD students a competitive edge in the job market, GWS should seek funding for pre-dissertation research and conference travel, provide mentoring during the dissertation writing process, and offer career advice regarding jobs in and outside of academia.


The conference room fumes have been corrected by replacing the carpet.

GWS is working to improve faculty diversity.

The Department Head worked to develop an MA program and emphasized minors in other areas that broaden expertise of the graduate students to enhance job opportunities.

GWS has an excellent program assessment.

One tenure-track faculty member was hired.


Gender and Women’s Studies: Doctor of Philosophy – 1 completion since the Program was implemented in Fall 2009. There were 6 students working on dissertations in Fall 2013, so the Program is expected to meet the ABOR standard within 3 years.


DEPARTMENT OF GENDER AND WOMEN'S STUDIES








Gender & Women's Studies

Baccalaureate NA NA NA 1 22 23 29


Doctoral NA NA NA 1 11 16 19

Women's Studies

Baccalaureate 28 29 31 36 24 10 1

Masters 17 13 4 2 NA NA NA

Doctoral NA NA 5 7 NA NA NA


Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13


Gender & Women's Studies




Women's Studies

Baccalaureate 10 9 4 15 9 5 NA


Doctorate NA NA 0 0 NA NA NA











Unit for Review: Department of Planetary Sciences/ Lunar & Planetary Laboratory (LPL)

College/School: College of Science (COS)



Planetary Sciences:



LPL has earned an excellent reputation for managing the development, construction and operation of spacecraft instruments and missions. During the APR period, the Phoenix Mars lander mission was completed, the HiRISE Mars orbiting camera was launched, and OSIRIS-REx asteroid sample return mission was developed.

The 2011 NRC rankings of PhD programs placed LPL highest among its peers in terms of research productivity and graduation rates.

A 2011 analysis of the scientific literature over the last 10 years by Thomson Reuters showed that LPL faculty had more publications and citations on planetary exploration than faculty at peer programs.

In response to alumni feedback, the PhD curriculum was modified to give students more flexibility in creating a program of study that meets their interests and needs.

LPL developed and operates the UA Teaching Teams Program to give under-graduates training in teaching their peers in general education courses, while at the same time strengthening their own content knowledge.


Strengths:

PhD candidates can specialize in a variety of areas, including the experimental, observational, and theoretical study of planetary atmospheres; interiors of planets and planetary satellites; planetary surfaces; asteroid and comet astronomy and physics; meteoritics; and formation of the solar system and other planetary systems.

The faculty’s research collaborations relate to the Theoretical Astrophysics Program, Center for Astrobiology, and space missions, among other projects, and involve faculty from departments in the COS, Engineering and Optical Sciences.

Faculty members engage in collective decision-making for departmental governance and openly air their perspectives in a way that usually yields a consensus.

LPL contributes to undergraduate education by offering a Planetary Sciences Minor, participating in the interdisciplinary Astrobiology Minor, teaching General Education courses, and welcoming undergraduates to LPL research labs.

The LPL Space Imagery Center coordinates educational outreach programs that translate the faculty’s research to multiple levels and venues for adults and K-12 students. Faculty and graduate students participate in activities that range from school visits/demonstrations to on-campus tours, exhibits, and public lectures.


The frequency of future planetary missions has sharply slowed, and NASA’s Research & Analysis Programs (a source of support for investigators and students) will make fewer awards. Given these uncertainties, LPL should conduct regular strategic planning to identify the most promising research directions in which to invest and in which to recruit faculty members and students.

LPL has built the technical staff and infrastructure to support major space missions. However, the feast-or-famine fluctuations inherent in large, limited-duration projects are difficult to manage. LPL should collaborate with Steward Observatory, Physics, and Optical Sciences, among other units, to study ways in which continuity of employment can be provided for mission personnel with technical and management skills applicable to a range of other projects.

Recent changes to the PhD curriculum and recruiting procedures have generated anxiety among first- and second-year graduate students about expectations for their performance. The faculty needs to develop assessment strategies on the effectiveness of these program changes and then inform students about those evaluation procedures and whether further changes are under consideration.

The postdoctoral community is small for a unit of this size and is limited to those funded by a member’s sponsored project for a specific purpose. LPL should consider a fundraising effort to establish one or more named postdoctoral fellowships to expand the community of young scientists. To better support its postdoctoral scholars, LPL should create a formal mentoring and training program.

The faculty includes no members from underrepresented minorities. Two additional women were added in the APR period, but more progress is needed to achieve diversity.

Distinctions are unclear between non-faculty research staff members and research faculty members. The former are largely excluded from Department governance, and they lack a clear reporting line and opportunities for advancement. LPL should consult with UA-Human Resources regarding an appropriate reporting line for staff researchers, inclusion in governance, a mentoring process, and career options.


LPL hired three tenure-eligible faculty in 2014.

Faculty engaged in strategic planning to review the vision for the Department and plan future faculty hires.

Collaborative research opportunities have been enhanced by new hires and interaction between department heads.

Assessment of student learning outcomes will improve through regular interaction with assessment specialists in OIA.



DEPARTMENT OF PLANETARY SCIENCES/ LUNAR AND PLANETARY LABORATORY

COLLEGE OF SCIENCE






Total Undergraduate NA NA NA NA NA NA NA 6,496 Total Graduate 32 33 31 28 27 33 30 946

Masters 0 1 2 2 1 0 0

Doctoral 32 32 29 26 26 33 30


Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13

Total Baccalaureate NA NA NA NA NA NA NA 1,262 Total Graduate 3 6 8 6 3 4 4 248

Masters 0 4 1 0 1 1 0

Doctorate 3 2 7 6 2 3 4











Unit for Review: School of Middle Eastern & North African Studies (MENAS)

College/School: College Social & Behavioral Sciences (SBS)



Middle Eastern & North African Studies (implemented in FY2013):

Bachelor of Arts Master of Arts Doctor of Philosophy Near Eastern Studies (disestablished in FY2012):



The transformation to a School in FY2012 brought together several related units: Department of Near Eastern Studies, Center for Middle Eastern Studies (CMES), Middle East Studies Association, and American Institute for Maghrib Studies. School status has increased unit visibility and added flexibility with programs and research.

MENAS has created four dual degree programs: the MA-MENAS with MA-Journalism, with MA-Information Resources & Library Science, and with MPA-Public Policy; as well as the PhD-MENAS with PhD-Anthropology.

In FY 2013 an Accelerated Masters Program was created for qualified students to complete the BA and MA Degrees in 5 years.

The graduate programs have been rebalanced by emphasizing recruitment of PhD candidates over MA candidates. This strategy has increased the PhD enrollment.

Grants from the AZ Arabic Flagship Program and the federal Project GO vaulted MENAS to the top ranks of Middle Eastern language programs with resources to refine and expand the curriculum for accelerated Arabic proficiency achievement.


Strengths:

The faculty’s research/scholarship focuses on Egyptian literature, Persian literature and cultural studies, Islamic Hadith literature, conflicts in the Middle East, Arabic linguistics, Turkish language/ cultural studies, and Jewish minorities in North Africa.

CMES, with 117 members from various departments, supports the study of Middle East languages and study abroad programs, fosters understanding of the Middle East through its K-12 and community outreach programs, funds faculty positions, and awards graduate and undergraduate fellowships.

Language programs in Arabic, Persian and Turkish, serving students in a variety of majors, have benefited from the faculty’s collaboration with the Second Language Acquisition & Teaching Graduate Interdisciplinary Program, which assists MENAS in training language teachers.

The Turkish Language Program is one at only a handful of institutions focusing on Ottoman Turkish instruction. This program has stabilized with the hiring of a new instructor and the creation of the Arizona Institute for Turkish Studies.


MENAS suffers from the absence of a common vision. The faculty’s focus on one or two geographic areas prevents the School from realizing its full potential. The Head should launch a vision planning process with the help of an experienced facilitator. By developing cross-cutting themes and creating a vision spanning linguistic, geographic, and national divides, the School’s culture/ cohesiveness will improve.

A small faculty makes it challenging to meet teaching, research, and service responsibilities. Given that one professor plans to retire, the vision-planning process should include the specialties of a replacement and additional faculty hires, some of which could be joint appointments that would help create synergies with other units.

The lack of senior faculty has placed the burdens of administration/service on junior and mid-career members, who need mentoring from other SBS senior faculty with regard to their workload. Also, in preparation for new hires, the faculty should devise a mentoring program to help prepare junior members for professional advancement.

A graduate student handbook is needed as a reference for MA and PhD students. It should cover degree requirements, a procedures timeline, deadlines, criteria for funding, and UA resources. The Graduate College can provide handbook guidelines.

The PhD Program has too many tracks. A couple tracks are well defined, while others, such as Critical Studies, are missing intellectual coherence. Overall, there’s a lack of progression in the PhD curriculum, an over-reliance on independent study, and insufficient structure for comprehensive exams. The curriculum would benefit from tightening/restructuring, while students would benefit from proactive mentoring.

The BA Program needs a set of core courses to foster a common culture and sense of purpose among the undergraduates pursuing different tracks. To build esprit de corps among students, the Director of Undergraduate Studies should initiate a student mentoring program and should reactivate the undergraduate student club.


An outside professor was hired to serve as department head and an assistant professor was also hired.

Faculty salaries need adjustments to address a significant problem of compression. The Dean will try to improve this situation.

Assessment specialists met with MENAS faculty to develop a plan to improve program assessment.

MENAS plans to develop a BA in Arabic.


Middle Eastern & North African Studies: Doctor of Philosophy – 1 completion in the past 3 years. With the program name change in FY2013, curricular improvements, and increased enrollment, the faculty believes productivity will improve in a few years.


SCHOOL OF MIDDLE EASTERN AND NORTH AFRICAN STUDIES








Middle Eastern & North African Studies

Baccalaureate NA NA NA NA NA NA 8


Doctoral NA NA NA NA NA NA 3

Near Eastern Studies

Baccalaureate 53 54 60 53 51 61 53

Masters 32 35 42 45 36 34 21

Doctoral 7 7 8 17 20 25 27


Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13


Middle Eastern & North African Studies



Doctorate NA NA NA NA NA NA 0

Near Eastern Studies

Baccalaureate 14 15 19 27 13 16 13

Masters 8 10 14 15 18 9 9

Doctorate 1 0 0 1 0 1 0











Unit for Review: Department of Nutritional Sciences (NSC)

College/School: College of Agriculture & Life Sciences (CALS)



Nutritional Sciences:

Bachelor of Science Master of Science Doctor of Philosophy


The BS-NSC-Dietetics Option was accredited in 2011 for five years by the Accreditation Council for Education in Nutrition & Dietetics. The Program prepares students for a dietetic internship, after which they take the Registration Exam for Dietitians. The NSC students’ average 7-year exam pass rate was 92%.

The PhD-NSC was among the UA doctoral programs in the top 20th percentile nationally, based on the 2011 NRC rankings.

NSC renovated 195 square feet in the Shantz Building to provide graduate student offices and meeting space, as recommended in the 2007 APR.

The Center for Physical Activity and Nutrition, an NSC research center, evolved from a collaboration with Physiology and Public Health that is now part of the newly formed Collaboratory for Metabolic Disease Prevention & Treatment.

The faculty offers a number of undergraduate and graduate online courses. The NSC Minor consists of online courses that may be completed in the summer.


Strengths:

The faculty has been awarded research funds by federal agencies and industries in two areas: (1) bioactive compounds, nutrients, lifestyle and the relationships to cancer; and (2) metabolic and behavioral factors that influence body composition.

The BS-NSC has two options: Nutrition—for careers in the food and food supplement industries, or in nutrition research; Dietetics—for careers as registered dietitians with government agencies, food industries, and health care facilities.

NSC placed 1st in CALS in the average number of SCH from General Education classes. The Tier One Natural Sciences course serves ~2,000 students each year.

Cooperative Extension outreach is conducted by faculty and staff in most AZ counties as part of the Healthy Lifestyles and Nutrition, Exercise/Wellness Initiatives promoting health with research-based dietary and physical activity programs.

NSC faculty is involved in collaborative research, instruction, outreach, and service with other CALS units, and with the Colleges of Public Health, Medicine, Science, the UA Cancer Center, Bio5 Institute, and Arizona Research Labs.


Since almost all courses for the BS-NSC are taught by Professors of Practice, students have little academic contact with the regular faculty. Exposure to tenure-track research faculty should be increased, either in the classroom, in laboratories, or in interactive seminars at which faculty members present their research.

As a result of too many uncompetitive students in the BS-NSC-Dietetics Option, the Program has less success than the national average in placing students in dietetic internships. The Department should limit the internship applicant pool to highly qualified students. This could be accomplished by creating a pre-major or by setting a minimum grade (or grade average) in introductory major courses.

Students graduating from the BS Program do not have a portfolio of projects, accomplishments, and volunteer work when they seek employment. To increase their marketability, undergraduates should be expected to document their experiences and learning outcomes.

Despite curricular differences between the BS-NSC-Nutrition and Dietetics Options, the faculty hasn’t identified learning outcomes specific to each concentration. The faculty should work with the Office of Instruction & Assessment to devise option-specific outcomes and assessment strategies.

The number of graduate students has declined due to loss of core faculty, waning research dollars, reduced assistantship funding, and lack of a marketing plan. To grow the MS and PhD Programs, NSC should increase research collaborations with related and complementary units, such as the Metabolic Collaboratory, and consider joining the AZ Biological & Biomedical Sciences recruiting/admissions program.

The graduate curriculum has been constructed according to current faculty research areas. The Program would benefit from consolidation of the NSC core and elective requirements, and the expansion of research and seminar courses from related units, such as Public Health, Endocrinology, and Physiology.

NSC has unused and outdated laboratories in the Shantz Building. At the same time there is a space constraint on food preparation and service courses that can accommodate a limited number of students. The Department should re-purpose some of the abandoned research laboratories to create larger teaching kitchens and instructional laboratories to meet the undergraduate student demand.


Undergraduate enrollments continue to increase.

The Dean is working to improve the NSC space.

The Department is hiring a new tenure/tenure-eligible faculty member who works in gut-brain interactions and obesity.

The Department is reviewing the graduate program curriculum for potential improvements.

The Department is pursuing experiential learning and internship opportunities for undergraduates.

There is a very good program assessment but the Department is working to improve it.


F. Program Fees

Nutritional Sciences Professional Science Masters in Applied Nutrition - $300/unit

Nutritional Sciences BS, upper and lower division - $250/semester for 7+ units

DEPARTMENT OF NUTRITIONAL SCIENCES

COLLEGE OF AGRICULTURE AND LIFE SCIENCES







Masters 9 8 7 9 7 9 5

Doctoral 18 18 18 16 13 11 10


Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13


Masters 5 2 2 6 1 2 4

Doctorate 1 5 3 3 2 4 4











Unit for Review: Planning Program (PLG)

College/School: College of Architecture, Planning & Landscape Architecture (CAPLA)/ School of Landscape Architecture & Planning



Planning:

Master of Science

B. Quality Improvements Since Previous APR: 2005-2006 In 2009 the Program transferred from the College of Social & Behavioral Sciences to

CAPLA, where it has been well supported. To recruit top students to the MS-PLG, an Accelerated Master’s Program was

created with specific baccalaureate programs, including Regional Development and Architecture, so students can complete two degrees in 5 to 6 years.

A dual degree option was established with the MBA Program for PLG students interested in business and development. With the same concentrations and internships, both graduate degrees may be completed in 3 years.

PLG alumni are eligible to take the American Institute of Certified Planners Exam, and 82% of those who have taken it in recent years have passed.

Up to one third of PLG course work contributes planning services to local, national, or international partners, such as CAPLA’s Sustainable City Project in Tucson and the Al-Hamriya Urban Revitalization Plan in Oman.


Strengths:

The MS-PLG was reaccredited by the Planning Accreditation Board (PAB) in 2014 for 3 years, effective in January 2015.

There is frequent instructional and research collaboration with other CAPLA faculty. There is high engagement with the professional community; for example, the PLG

Strategic Plan was developed with input from the Friends of Planning advisory group comprised of community supporters and practitioners.

Students are challenged to create planning solutions to problems at actual sites in Tucson and the Sonoran Desert, working with a variety of stakeholders, including government agencies, private partners, and Native Nation populations.

The faculty’s research focuses on econometrics and spatial structure, geospatial aspects of landscapes, and land use patterns. Their publications deal with planning issues related to affordable housing, sustainable cities, and landscape conservation.


The Program faculty is in transition, with only two tenured/tenure-track members and several new adjunct lecturers, most of whom are not members of the American Institute of Certified Planners (AICP). All faculty hired in the next 3 years should

have the proper AICP teaching credentials.

The current faculty lacks gender and ethnic diversity, and the recent hiring strategy has emphasized curricular needs, not diversity. While the primacy of curricular needs in faculty staffing is a given, PLG should be more proactive in expanding the faculty’s gender and ethnic diversity.

The faculty is too small to meet the Program’s teaching, mentoring, research, and outreach goals. The PLG faculty may consist of a combination of regular full-time and part-time adjunct members, but PAB standards presume that the full-time faculty has predominant responsibility for teaching its core curriculum. PLG should ensure that there is sufficient full-time faculty to meet this standard.

While the School Director is highly competent and has been supportive and instrumental in rebuilding PLG, the Program is not administered by a planner, as required by PAB standards. By the next accreditation review, PLG should have an administrator who is more aligned with planning.

Although junior faculty members are informally mentored, it is unclear that they are given the support and guidelines for promotion/tenure. The Program should provide evidence that the UA’s new criteria and process for promotion/tenure are followed and that all new members are sufficiently advised/ supported through the process.

The Program’s learning objectives are not clear, measurable, or indicative of student learning and achievement beyond the minimum PAB standards. The faculty should strengthen the PLG assessment plan by systematically gathering, interpreting, and using information about student learning to enhance the program’s effectiveness.


A new tenure track faculty member was hired in 2015. As faculty in PLG become more senior and as senior faculty are hired, they will take

on more of the mentoring of junior faculty. Until then, junior faculty will be mentored by senior faculty from other CAPLA programs.

The program assessment plan is very good already, but the department head met with an assessment specialist from the Office of Instruction and Assessment to discuss additional improvement approaches that should be taken.


F. Program Fees

Master of Science in Planning program fee - $1,500/semester for 7+ units

PLANNING PROGRAM, SCHOOL OF LANDSCAPE ARCHITECTURE AND PLANNING

COLLEGE OF ARCHITECTURE, PLANNING AND LANDSCAPE ARCHITECTURE






Total Undergraduate NA NA NA NA NA NA NA 439 Total Graduate 37 39 39 27 26 32 32 144

Masters 37 39 39 27 26 32 32



Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13

Total Baccalaureate NA NA NA NA NA NA NA 46Total Graduate 12 13 21 17 12 9 16 61

Masters 12 13 21 17 12 9 16












Unit for Review: Department of Physiology (PSIO)

College/School: College of Medicine (COM)



Physiology:

Bachelor of Science in Health Sciences

B. Quality Improvements Since Previous APR: 2006-2007 PSIO is nationally recognized as a model for successful instruction in this discipline.

Students report a high level of satisfaction with the BSHS curriculum and instruction, which involves innovative learning experiences, such as case studies and lab exercises. It is the second most popular major at the UA among incoming freshmen.

The carefully crafted BSHS learning outcomes assessment plan has been used to adjust the curriculum to improve student learning. Program assessment has now been woven into the faculty’s strategic planning process.

The Physiology Honors Academy, beginning with an Introduction to Honors in Physiology course, was initiated to facilitate top students’ graduation with Honors.

A 2012 survey by the Blue Ridge Institute for Medical Research ranked PSIO 19th among 87 physiology departments based on research grant income. The Association of Chairs of Departments of Physiology ranked PSIO 13th among physiology departments based on total dollar expenditures—grants and state funds.

PSIO is a member of the COM Educational Policy Committee, helping coordinate the physiology portion of the AZMed curriculum. Graduating medical students have evaluated their physiology training very positively in preparing for clinical clerkships.


The faculty’s research spans many areas, including neuroscience, cardiovascular system, ion channels and transport physiology, vision, and metabolic and reproductive physiology. Grant funding increased during the APR period.

PSIO members engage in research collaborations with faculty in the Colleges of Science, Engineering, Optical Sciences, and Agriculture/Life Sciences, as well as related research centers, due to the interdisciplinary nature of many projects.

All tenured members teach undergraduate courses or supervise undergraduate research, several members teach medical students in the AZMed Blocks, and all participate in the Physiological Sciences Graduate Interdisciplinary Program.

Faculty, undergraduates and graduate students engage in community outreach: American Physiological Society PhUn Week (fostering partnerships with K-12 teachers), Math/Science Fest–Physiology of the Heart booth at the Convention Center, the Harelson Elementary Science Fair booth, and Bio5 Tech Fair booth.


PSIO’s 2012 strategic plan is out of alignment with COM’s strategic priorities. The

Department should update the plan to support and advance current COM goals.

Increasing demands due to growth of the BSHS Program have stretched the faculty beyond their capacity. The COM should invest in PSIO’s instructional and research excellence by allocating additional tenure-track faculty lines to the Department. PSIO’s faculty recruiting efforts should be collaborative with COM clinical units conducting research that aligns with physiology.

Junior faculty need more time for their research. PSIO should consider a workload distribution model that protects research time for junior faculty. Junior faculty also need assistance with grant proposal submission and post-award management.

The increase in undergraduate majors has led to large classes that consume more faculty time and limit their interaction with students. The number of graduate teaching assistants (GTAs) hasn’t kept pace with enrollment. The COM should allocate more funds for GTAs who can facilitate discussion sections and teach the laboratory components of undergraduate lecture courses.

Only one online PSIO course is offered. To meet student demand for upper-division courses, the faculty should consult the Office of Instruction & Assessment regarding resources and assistance in developing quality online courses.

Improvement is needed in BSHS alumni records and communications, which have been left to chance. PSIO should create an alumni database and work towards developing an active alumni community for networking, assisting with outreach projects, and engaging in fundraising for an endowed chair or student scholarships.


Additional support for grant submission and post-award grant management is now provided from the Office of the Senior Vice President for Health Affairs.

The Department Head is exploring how to enhance development activities of the Department.

Two tenure-track faculty have been recruited to Physiology in the last two years.

SVPHA has committed to increase TA funding to support the growing undergraduate enrollment.

Program assessment is already very good to excellent and PSIO will continue to work with assessment specialists in OIA to improve.



DEPARTMENT OF PHYSIOLOGY

COLLEGE OF MEDICINE



Undergraduate 296.81 300.15 381.72 458.19 448.85 433.68 471.88 588.89 Graduate 59.85 22.32 61.49 64.13 37.13 50.37 41.90 1,038.09



Total Undergraduate 1,065 1,260 1,310 1,526 1,631 1,849 1,742 1,742 Total Professional NA NA NA NA NA NA NA 772

Total Graduate NA NA NA NA NA NA NA 2,511 Pre-Physiology 1,005 1,198 1,150 1,241 1,395 1,540 1,442

Baccalaureate 60 62 160 285 236 309 300

Total Degree Seeking Students 1,065 1,260 1,310 1,526 1,631 1,849 1,742 4,253

Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13

Total Baccalaureate 136 151 226 215 239 226 253 253Total Professional NA NA NA NA NA NA NA 15

Total Graduate NA NA NA NA NA NA NA 163Total Degrees Granted 136 151 226 215 239 226 253 416










Unit for Review: Department of Russian and Slavic Studies (RSSS)

College/School: College of Humanities (COH)/ School of International Languages, Literatures & Cultures (SILLC)



Russian:

Bachelor of Arts Master of Arts


Since 2009 RSSS has been one of seven SILLC members that share administrative resources, such as a central business team. The School has facilitated innovative student recruitment strategies and interdisciplinary academic programs.

RSSS has increased its contributions to the General Education curriculum at both the Tier One and Tier Two levels. Those eleven courses have increased enrollment and have attracted more undergraduate majors and minors.

Global partnerships have expanded with International Memos of Agreement for the exchange of faculty and students with two universities in Kazakhstan and one university in Ukraine. Additionally, the Embassy of Kazakhstan annually funds a freshman colloquium, “The Other Kazakhstan.”


Strengths:

The faculty’s scholarship activities focus on Russian language, literature, linguistics, film, and culture, as well as the Balkan region and Central Asia.

Members actively collaborate with such units as the Second Language Acquisition & Teaching Graduate Interdisciplinary Program, Gender & Women’s Studies, College of Management, and Critical Languages Program—directed by a RSSS member.

Three members are certified examiners for the Testing of Russian as a Foreign Language (FORFL) in 5 proficiencies, created by The Russian Ministry of Education. RSSS graduate students should achieve, at minimum, Certificate Level I on the TORFL, and in recent years, 80 - 100% have achieved their proficiency goals.

The Department founded the Arizona in Russia Study Abroad Program three decades ago; since then over 3,500 students from more than 100 institutions have enrolled to improve their knowledge of Russian language and culture.

RSSS offers service learning opportunities, such as internships teaching high school Russian classes and assisting with Jewish Family & Children’s Services. Three students served internships with NBC International at the Sochi Olympics.


Pressure to teach more General Education courses to generate student credit hours (SCH) has reduced the unit’s upper-division and graduate course offerings. The

Department should balance the need to serve general education courses with the need to serve RSSS majors with upper division and graduate courses.

Graduate students are supported primarily by teaching assistantships (GATs) at 0.25 FTE to stretch the funds among more students. The lack of half-time support has a negative impact on recruitment and the faculty’s teaching load. The Head should work with the COH to increase GAT funding in support of the faculty teaching large lower division classes, and should investigate private and corporate funding to supplement GAT funds with scholarships, which will attract more quality students.

The MA Program offers multiple tracks that give students flexibility but require more courses, different kinds of supervision, and mentoring. The small faculty is spread thin and shouldn’t devote resources to low-enrollment tracks. Members should tighten up the MA curriculum and discontinue extraneous courses and tracks.

Graduate students have expressed concerns about how to succeed in the MA Program and how to prepare for their teaching duties. Faculty should work with the Graduate College to create an online student handbook covering requirements, policies and procedures. RSSS should also develop a pro-seminar for new students on topics from conducting research to career planning and should refer GATs to workshops in teaching techniques offered by the Office of Instruction/ Assessment.

The faculty’s research productivity has been uneven, with some members focusing on teaching and service at the cost of research, while others have maintained active research and scholarship programs. The Head should obtain RSSS and COH support for implementing regular post-tenure reviews and a differential workload for members with inactive research programs.


One new tenure-track faculty member was hired in 2015. That will enhance the research and teaching activities in the Department.

Program assessment needs significant improvement. The Department Head and a few faculty met with an assessment specialist to develop an improvement plan.

Development work will be conducted for additional resources for TA support and graduate scholarships.



DEPARTMENT OF RUSSIAN AND SLAVIC STUDIES








Masters 16 19 14 16 13 14 11



Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13


Masters 4 7 6 7 3 6 4












Unit for Review: Department of Systems & Industrial Engineering (SIE)

College/School: College of Engineering/ School of Sustainable Engineering Systems



Engineering Management:

Bachelor of Science in Engineering Management Master of Science Industrial Engineering:

Bachelor of Science in Industrial Engineering Master of Science Systems Engineering:

Bachelor of Science in Systems Engineering Master of Science Systems & Industrial Engineering:

Doctor of Philosophy

B. Quality Improvements Since Previous APR: 2006-2007 With four other COE departments in 2009, SIE formed the School of Sustainable

Engineered Systems (SSES) to strengthen research and outreach collaborations. The Department implemented two Accelerated Master’s Programs for well-qualified

undergraduates to complete the BS and MS Degrees in a total of five years. Graduate Certificates in Systems Engineering and Engineering Management were

created for working professionals to update their skills and advance their careers; courses for the Systems Certificate are offered online.

An ABET accreditation review was conducted on the three BS Programs in 2010. After the reviewers identified a few deficiencies, SIE promptly corrected those, and all programs were re-accredited for six years.

US News and World Report currently ranks SIE at 25th out of 87 programs nationally. In addition, in 2011 the NRC placed the PhD Program at 18th and 20th out of 72 programs on the R- and S-rankings, respectively.


Strengths:

The faculty’s applications-oriented research focuses on systems engineering, optimization, energy systems, healthcare systems, defense/space systems, and transportation. Sponsored project revenue has increased by diversifying sources.

SIE’s share of COE differential tuition funds 13 – 16 graduate teaching assistants (GTAs) who help faculty with large undergraduate classes. In addition to financial support, GTA positions provide valuable teaching experience for PhD candidates.

The Department has research and teaching laboratories with state-of-the-art computers and software: Computer Integrated Manufacturing/ Simulation Lab, Metrology Lab, and the new Reliability & Intelligent Systems Engineering Lab.

SIE’s relationship with Raytheon has been mutually beneficial: BS and MS students obtain internships and employment there, faculty collaborates with engineers on funded projects, and several current/retired Raytheon employees teach SIE courses.


The Department’s vision and goals may be out of alignment with those of the COE. The faculty should evaluate the unit’s strategic directions to ensure that the focus of research, instruction, student recruitment, and faculty hires will support the COE’s strategic plan, and a uniform message will be communicated internally/ externally.

The small faculty is below critical mass for supporting and offering seven degree programs. Program consolidation or course efficiencies should be created by reducing the number of courses.

SIE needs to curtail the exam failure rate. The faculty should either add flexibility to the exam (by allowing students to respond to 3 out of 4 topics), or make the exam more research oriented. Both approaches to qualifying exams are found elsewhere.

The Department does not have significant endowments in support of faculty or programs—a lack that can negatively impact student and faculty recruitment. Members should work with COE’s development and marketing staff to promote SIE’s mission, accomplishments and programs to alumni and industry. It would be good for emeritus faculty to take leadership roles in this fundraising initiative.

SIE is well-positioned to market its certificate programs (i.e., Engineering Management) to professionals seeking advancement in industry and government agencies. Enrollment should increase if courses for certificates were offered in the evenings, weekends, and/or online to accommodate working professionals.

The lack of senior faculty is problematic, placing the burden of administrative duties on associate professors at the cost of their research programs, and making it difficult for junior faculty to receive adequate mentoring. At least one of the next two faculty hires should be at the senior level, preferably in the areas of biomedicine/healthcare.


SIE hired a tenure-eligible faculty member in 2014.

SIE will review and improve the qualifying exam for graduate students.

Graduate and undergraduate program assessment needs improvement and SIE faculty are working with assessment specialists on an improvement plan.


Engineering Management: Master of Science – 6 completions in the past 3 years. Students first enrolled in Fall 2010, so it is within the 6-year growth period . Based on current enrollment, faculty expects it to meet ABOR standards in the next 3 years.

F. Program Fees


DEPARTMENT OF SYSTEMS AND INDUSTRIAL ENGINEERING AND ENGINEERING MANAGEMENT








Engineering Management

Baccalaureate 215 179 167 150 137 108 85


Industrial Engineering

Baccalaureate 37 40 31 31 37 45 48

Masters 18 16 9 7 3 3 4

Reliability & Quality Engineering


Systems Engineering

Baccalaureate 42 29 33 45 53 69 64

Masters 11 12 22 17 21 14 16

Systems & Industrial Engineering

Doctoral 23 18 21 24 23 31 38





Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13


Engineering Management

Baccalaureate 50 63 61 52 66 42 35


Industrial Engineering

Baccalaureate 9 17 4 8 10 13 17

Masters 3 12 7 7 3 3 3

Reliability & Quality Engineering


Systems Engineering

Baccalaureate 18 10 6 12 19 21 25

Masters 7 7 7 3 16 10 9

Systems & Industrial Engineering

Doctorate 7 2 0 3 6 3 3








Unit for Review: School of Theatre, Film and Television (TFTV)

College/School: College of Fine Arts (CFA)



Film and Television (implemented upon the disestablishment of Media Arts in 2010):

Bachelor of Arts Bachelor of Fine Arts Musical Theatre:

Bachelor of Fine Arts Stage and Screen Studies (on hold since 2010):

Master of Arts Theatre Arts:

Bachelor of Arts Master of Fine Arts Theatre Production:

Bachelor of Fine Arts

B. Quality Improvements Since Previous APR: Theatre Arts, 2005-06; Media Arts, 2001-02 TFTV was created in 2010 with the merger of the School of Media Arts and School

of Theatre Arts. To bridge the School’s two faculties and locations, the Director and Business

Manager divide their time between Theatre Arts (TAR) and Film & Television (FTV). TAR and FTV Associate Directors assist the Director, while five division heads oversee the degree programs.

The faculty has constructed an assessment process for the TAR-BFA, BA, and MFA programs with a variety of activities to assess student learning outcomes that have yielded helpful findings and program improvements.

TAR’s Community Advisory Board assists with fund raising. With the Board’s help, the School has established a $400,000 endowment to support the BFA/MFA Theatre Showcase of Talent, as well as a new endowment to fund other outreach activities.

With the Arizona Centennial Project funded by a Confluence grant, FTV students and faculty have produced several documentaries about the history of the UA.


Strengths:

TAR Programs are accredited by the National Association of Schools of Theatre (NAST), and FTV Programs are accredited by the National Association of Schools of Art & Design (although this may be unnecessary). The next NAST review is in 2016.

The School’s theatre training program, the Arizona Repertory Theatre (ART), produces six shows each season. ART also serves as a key outreach activity and is well supported by the Tucson community.

The FTV Program produces ~120 student films annually, and there are many public

screenings, including those at the Fox Theatre that attract 1,000-1,200 attendees. The faculty’s creative work is seen in the ART, Studio Series, and Acting/Musical

Theatre productions. It includes directing, coaching, designing sets or costumes, and producing original works for stage/ screen, as well as research and publications.

The Acting/Musical Theatre Program was identified as one of the top ten such programs in the U.S. by Education Portal.


The quality of TAR and FTV training programs depends on technology. The lack of up-to-date technology is detrimental to the faculty’s creative endeavors and the competitiveness of students upon graduation. Equipment upgrades are partially funded by course fees and differential tuition, but this is inadequate. TFTV should locate private funding to support instructional equipment acquisition/ maintenance.

TAR faculty and students have little involvement with FTV projects and vice versa. For the merger to be successful, both faculties should explore options and should encourage their students to be more involved in each other’s projects and programs. Students would benefit from training and experience in both areas.

Improvement is needed in learning outcomes assessment of the FTV-BFA and BA Programs. The faculty should work with the Office of Instruction & Assessment to develop learning outcomes and assessment strategies specific to each program.

Documentary filmmaking is one of FTV’s areas of excellence, but this is not well known or broadly supported. FTV needs an on-campus screening room for instruction and public viewings of student and faculty films to increase their visibility and value. Additionally, FTV faculty should work with the CFA to improve the branding and marketing of its films.

The aging Marroney Theatre lacks an orchestra pit, adequate lighting and sound systems. The renovation of Marroney should include a screening and sound stage; however, additional use of this space for screenings will limit access for all parties. The faculty should take into account their instruction and production needs and engage in careful planning before enacting this plan.

The staff is inadequate for the size and complexity of the School. Maintenance of film technology requires additional technical staff, including an electrician to maintain lighting equipment. The workload of the one advisor doubled with the merger, and she needs assistance to continue serving all the undergraduates well.

FTV has few connections with the local and state film and television industry. Partnerships with film-support companies could benefit the undergraduate programs, as well as students interested in internships. The faculty should seek assistance in establishing industry contacts from the Hansen Film Institute residing in the CFA.


Five new tenured/tenure-eligible faculty were hired in TFTV over the last two years.

TFTV will participate in strategic planning to integrate the two previous schools better into one and increase cross-fertilization of the academic programs.

Faculty offices are mixed between the old schools. That is leading to better integration across TFTV.

Program assessment is excellent in theatre production but needs improvement in film and television. Faculty is working with the assessment specialists from OIA.


Theatre Arts: Master of Fine Arts—8 completions in the past 3 years. Faculty believes that enrollment and completions will soon increase.

F. Program Fees

CFA undergraduate upper division tuition differential - $300/ semester for 12+ units

SCHOOL OF THEATRE, FILM AND TELEVISION

COLLEGE OF FINE ARTS







Dramatic Theory

Baccalaureate 1 0 1 1 0 NA NA

Film and Television


Media Arts

Baccalaureate (BA) 325 283 247 285 270 242 201

Baccalaureate (BFA) 31 28 34 32 34 41 35

Masters 14 13 15 18 10 NA NA

Musical Theatre

Baccalaureate 45 42 34 40 41 40 40

Stage and Screen Studies

Masters NA NA NA NA NA 0 0

Theatre Arts

Baccalaureate 108 103 91 92 98 86 108

Masters (MA) 9 9 7 5 6 4 NA

Masters (MFA) 28 23 12 9 9 10 9

Theatre Arts Education

Baccalaureate 27 24 22 10 3 2 NA

Theatre Production

Baccalaureate 82 95 78 86 85 88 101





Degrees Granted 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2012-13


Dramatic Theory

Baccalaureate 0 0 2 0 1 NA NA

Film and Television

Baccalaureate NA NA NA NA NA 0 0

Media Arts


Baccalaureate (BFA) 20 10 17 17 16 18 20

Masters 7 6 6 5 10 1 NA

Musical Theatre


Stage and Screen Studies


Theatre Arts

Baccalaureate 30 18 22 16 22 13 12

Masters (MA) 3 3 2 3 1 3 1

Masters (MFA) 0 4 3 5 2 1 5

Theatre Arts Education


Theatre Production

Baccalaureate 18 15 15 17 20 17 29







University of Arizona 2014-2015 Academic Program Review Reports (16) Academic Unit College Degrees

Department of Aerospace and Mechanical Engineering

College of Engineering BSAeE, BSMeE MS PhD

Department of Agricultural and Resource Economics

College of Agriculture and Life Sciences

BS MS

Department of Agricultural Education College of Agriculture and Life Sciences

BS MAE, MS

Department of Anesthesiology College of Medicine NA Department of East Asian Studies College of Humanities BA

MA PhD

Department of Educational Policy Studies and Practice

College of Education MA, MEd EdS, EdD PhD

Department of Electrical and Computer Engineering

College of Engineering BSCoE, BSECE, and BSElE MS PhD

Entomology and Insect Science Graduate Interdisciplinary Program

Graduate College MS PhD

Department of French and Italian College of Humanities BA MA

School of Geography and Development College of Social and Behavioral Sciences

BA, BS MA, MDP, MS PhD

Latin American Studies Center College of Social and Behavioral Sciences

BA MA

Department of Marketing Eller College of Management BSBA PhD-MKTG option

Department of Pathology College of Medicine NA Department of Philosophy College of Social and Behavioral

Sciences BA MA PhD

Department of Spanish and Portuguese College of Humanities BA MA PhD

Department of Teaching, Learning and Sociocultural Studies

College of Education BAE, BS MA, MEd EdD, EdS PhD


Unit for Review: Department of Aerospace and Mechanical Engineering (AME)

College/School: College of Engineering (COE)



Aerospace Engineering:

Bachelor of Science in Aerospace Engineering Master of Science Doctor of Philosophy

Mechanical Engineering:

Bachelor of Science in Mechanical Engineering Master of Science Doctor of Philosophy


AME’s two undergraduate programs were reaccredited by ABET in 2011. The faculty has since developed a continuous improvement plan, where data are collected and reviewed by the AME-ABET Committee and corrective action is taken as needed.

Research expenditures increased to $6.8M (AY11-12), which includes 2 large MURI Center grants. Over 80% of faculty members have federally funded research.

An Industrial Advisory Board (IAB) was formed with Tucson/Phoenix business members to provide guidance on instructional and curricular issues.

AME established international exchange programs and research collaborations with the Universität Stuttgart, Universität Duisburg-Essen, and Technische Universität Berlin. Agreements with 3 more institutions are under consideration.


Strengths:

The faculty has a vibrant research program that focuses on aeromechanics, biomechanics, biomedical engineering, and sustainable/alternative energy sources, and that aligns with national and international research directions.

The Department functions as a cohesive unit, is well supported by professional staff, and is directed in a fair and collegial manner.

The modern instrument shop and instructional labs are well-designed and equipped. The instrument shop supports student and faculty research through prototype machining services and construction of aerospace models for wind tunnel testing.

Upon completing a solid undergraduate core and senior capstone design course, BS graduates are prepared for professional practice or graduate study. They are placed in top engineering companies, laboratories, or in highly ranked graduate programs.


The Department has initiated a strategic planning process; however, AME lacks a clearly articulated vision and plan for its future. Members should conduct a forward-

looking strategic planning exercise that will lead to consensus on a collective vision with clearly defined strengths, aspirations, and plan of action.

The Industrial Advisory Board (IAB) has not been utilized to its full potential. Its involvement in research and outreach could serve AME well; for example, the IAB could help organize annual research and technology reviews for local companies where faculty and graduate students would present and discuss their research.

The faculty does not include members from underrepresented groups; AME’s approach to recruiting female and minority candidates has not yielded the desired results. Strategic hiring—coordination with UA “cluster” areas, such as the space arena—should lead to greater gender/ethnic diversity.

The COE faculty workload model hasn’t been implemented by AME; current inequities in teaching loads and research productivity could ultimately reduce collegiality. By adopting the COE’s workload model, the Head could initiate a more equitable distribution of work and could rationalize teaching load assignments.

The BS-AE capstone design course is less interdisciplinary than is the BS-ME design course. To expose students to other engineering fields, the AE capstone course should be integrated with the COE’s Engineering Clinic design course.

D. Quality Improvements Planned AME will begin discussions toward developing a strategic plan. AME has put forward a significant effort to hire underrepresented faculty members

and recently hired a female faculty member. AME hired three new tenure track faculty last year and one was a female. Department head plans to address the teaching load assignments to be in-line with

the COE workload model. AME will improve assessment of graduate student learning outcomes by working

with the Office of Instruction and Assessment.

E. Low Productive Degree Program

Aerospace Engineering: Doctor of Philosophy – 5 completions in the past 3 years. This program uses the same courses as the MS-AEE and PhD-MEE, so disestablishment wouldn’t save resources. AME will explore the potential for combining the AE and ME PhD degrees at their next retreat.

F. Program Fees


DEPARTMENT OF AEROSPACE AND MECHANICAL ENGINEERING


2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 College TotalFull-Time Equivalent (Fall) Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2013





Baccalaureate 208 213 208 189 166 144 123

Masters 18 26 28 27 20 25 19

Doctorate 18 13 14 17 13 11 15

Baccalaureate 421 383 372 341 277 270 270

Masters 56 50 35 34 32 26 25

Doctorate 20 22 25 37 38 36 41


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14


Baccalaureate 27 32 34 27 38 32 33

Masters 6 7 6 9 6 6 10

Doctorate 1 2 2 3 4 0 1

Baccalaureate 89 95 86 81 80 72 75

Masters 20 28 13 13 10 12 15

Doctorate 0 4 1 2 7 4 6





Aerospace Engineering

Mechanical Engineering

Aerospace Engineering

Mechanical Engineering


Unit for Review: Department of Agricultural and Resource Economics (AREC)

College/School: College of Agriculture and Life Sciences (CALS)



Agribusiness Economics and Management (implemented in FY 2009):

Bachelor of Science Agricultural and Resource Economics:

Master of Science Agricultural Economics and Management (disestablished in FY 2008): Bachelor of Science Environmental and Water Resource Economics: Bachelor of Science


AREC shares a business center with two other CALS units (Agricultural Education and the Norton School, and this has improved the quality of financial services.

The Financial Engineer ranked the MS Program at 11th out of 137 Economics master’s programs; it ranked 7th among those at public institutions.

The department has created an innovative public-private partnership with American Express to engage its graduate students in solving real-world business problems using proprietary big data.

Summer school revenue and endowment funds support graduate teaching assistants. Besides the Henderson Endowment for graduate student support, AREC created a Graduate Enrichment Fund that will eventually contribute to GTA support.


Strengths:

AREC has a collegial faculty that, despite its small size, has collaborated to achieve the department’s mission, and has established a record of scholarship and leadership in the profession.

There is high student satisfaction as a result of the faculty’s commitment to and engagement with students, passion for teaching, and integration of research with the teaching program.

The faculty’s research focuses on quantitative policy analysis, econometric modeling of agricultural markets, risk management education, agricultural production and marketing, economics of agribusiness organization, and issues related to resource economics and management.

The department has two research endowments—the Hillman for international economic research and the Cardon for agribusiness (supporting the Cardon Chair)—and the Partnership Pathways Fund in support of extension programs.

The Extension faculty’s grant-funded applied research informs outreach programs, helps achieve its mission, and contributes to graduate student education/support.


The department should promote its BS and highly ranked MS programs, as well as Extension programs, through improved messaging, an enhanced website, use of social media, and more engagement with alumni, community and business supporters.

Only one undergraduate course is offered online. AREC should consider developing online courses and programs that would appeal to undergraduates and to working professionals seeking certificates and potentially MS degrees in applied economic analytics.

Several faculty members are nearing retirement. Given anticipated departures, the department should strategically plan whether and how to maintain its traditional focus. At least one bridge hire in agribusiness and/or production economics would help build AREC’s newer teaching/research program emphases.

The faculty has not utilized formal outcomes assessment strategies in relation to student learning outcomes achievement. AREC should develop methods to assess progress toward program learning objectives that will confirm success in meeting its goals and contribute to University metrics.

Only a portion of the faculty is generating research contracts and grants. Faculty with research/teaching appointments who are not obtaining grants should take a more active role in teaching to increase enrollment in AREC courses and programs.

Few new research grants have been generated in recent years. AREC should reach out to other CALS units, the Economic/Business Research Center, and agricultural and business stakeholders to identify research issues and collaborate on research proposals.

D. Quality Improvements Planned AREC is trying to improve their marketing and recruiting strategies to the MS degree

by developing subplans with descriptive names: Applied Economics and Policy Analysis and Applied Econometrics and Data Analytics.

The department head and two faculty members met with an assessment specialist from the Office of Instruction and Assessment and agreed upon an improvement plan and timeline for improvements.

A new general education course is planned on “Sustaining Life: The Global Business of Food” that is likely to be very appealing to undergraduates.

A summer school class and an online class were offered recently that will bring increased revenue to the CALS.

Additional efforts have been devoted to working with the development office in CALS.


Environmental and Water Resource Economics: Bachelor of Science – 23 completions in the past 3 years, one shy of the ABOR productivity metric. The program is expected to meet the threshold in the next 3 years as enrollment has increased.


DEPARTMENT OF AGRICULTURAL AND RESOURCE ECONOMICS







Masters 36 37 28 28 31 29 25

Baccalaureate NA NA 130 125 137 165 152

Baccalaureate 67 90 NA NA NA NA NA

Baccalaureate 10 22 27 25 33 29 31


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14


Masters 10 20 7 12 8 10 10

Baccalaureate NA 5 28 55 39 58 36

Baccalaureate 24 8 1 NA NA NA 1






Agricultural and Resource Economics

Agribusiness Economics and Management

Agricultural Economics and Management

Environmental and Water Resource Economics

Agricultural and Resource Economics

Agribusiness Economics and Management

Agricultural Economics and Management

Environmental and Water Resource Economics


Unit for Review: Department of Agricultural Education (AED)

College/School: College of Agriculture and Life Sciences (CALS)



Agricultural Education:

Master of Education Master of Science Agricultural Technology Management and Education:

Bachelor of Science

B. Quality Improvements Since Previous APR: 2007-2008 In 2010 AED obtained administrative responsibility for the BS Program with an

Agricultural Systems Management emphasis in Yuma to meet the needs of agricultural business workers; it is delivered in partnership with AZ Western College.

In the past four years the faculty created three graduate certificates—Adult Learning, Agricultural Leadership, and Career/Technical Education Administrator.

The Military Science & Leadership Minor and the Supportive Education for Returning Veterans Program were recently created to help veterans increase their resilience.

A New-Teacher Induction outreach program for agricultural educators, designed to support teachers in their first three years, was developed as an online offering.

Three departments, including AED, recently adopted a shared business office model. Participants indicate that this is a positive change that will result in administrative efficiencies.


Strengths:

The faculty’s research focuses on learning/teaching in agricultural education, agricultural mechanics technology, solar energy applications, entrepreneurial networks in agricultural/food movements, and development of agricultural change agents. These focus areas offer students opportunities for research experience and support.

The faculty provides advising and mentoring to AED undergraduates and graduate students and is responsive to student needs.

Collaborations with the Colleges of Management and Education have enabled the faculty to offer a promising new BS Program option in Leadership/Communication and an undergraduate Agricultural Leadership/Innovation Certificate.

The Master’s programs are centered on core agricultural education courses but are customized to fit students’ career objectives.

The faculty is very involved in Future Farmers of America (FFA) and community extension programs. Members have a successful track record of recruiting students from the FFA and in obtaining training grants to increase community programs.


Heavy teaching and advising loads limit faculty members’ time for research and scholarship activities. To alleviate this load, AED should consider hiring a staff person to advise undergraduates and to serve as the graduate coordinator.

A loss of human resources makes it challenging for AED to accomplish strategic goals that were developed when the Department had more faculty. The strategic plan should be revised to clearly define what the unit will/won’t do. Planning is in process.

It’s difficult for the Department to fulfill its mission to prepare agricultural science teachers when the enrollment is low. AED should develop/implement a strategic recruitment plan for this program.

The learning outcomes assessment plan is incomplete; activities don’t measure specific outcomes and data haven’t been collected. AED will work with UA assessment specialists to identify appropriate assessment activities and to develop appropriate tools (e.g., course rubrics) to collect data from which to analyze findings.

The BS Program includes options and areas of emphasis with low enrollment, indicating a lack of demand. The Department should consider combining, discontinuing, or restructuring those options in order to apply resources to high-demand options.

AED has struggled to become a research-focused unit. The Department should develop a 5-year research plan and strategies to ensure that time for research is built into weekly schedules. Faculty should purse interdisciplinary collaborations with opportunities for grant-funded research.

Outreach/extension activities stretch the small faculty beyond its capacity. AED should seek ways to increase the involvement of preservice teachers in outreach to lessen the load on the faculty. Faculty should focus their efforts as needed by the program or department.

The Agricultural Technology Management Laboratory is outdated and in need of renovation and equipment upgrades. AED should work with the CALS development staff to seek corporate gifts and alumni donations to update its aging facilities.

D. Quality Improvements Planned MS and MAE programs share several courses, which increases efficiency.

Department plans a retreat to discuss the curriculum in each program and develop efficiencies to facilitate delivery of their programs. Also, the MS in Agriculture Education is in development for online delivery. While the faculty in AED is small, faculty from other departments contribute to teaching courses in the programs.

Assessment plans and findings have improved and are now available on the assessment.arizona.edu website.

AED is working with the development officer and the Dean in CALS to help with equipment purchases and renovations. A student class fee provides funding to upgrade the supplies and small equipment.

E. Low Productive Degree Program

Agricultural Education: Master of Education – 6 completions in the past 3 years. This program uses most of the same courses as the MS-AED, so disestablishment wouldn’t save any resources. The MS students do a research project and the MAE students are focused on technical education.


DEPARTMENT OF AGRICULTURAL EDUCATION


2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 College Total

Full-Time Equivalent (Fall) Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2013




Total Undergraduate 58 59 68 63 51 65 80 2,567 Total Graduate 15 19 18 17 18 13 14 305 Masters (MAED 5 2 4 3 3 1 4

Masters (MS) 10 17 14 14 15 12 10


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14

Total Baccalaureate 8 10 14 23 11 11 16 678Total Graduate 6 10 8 10 3 10 6 92Masters (MAED 4 3 1 2 1 1 4

Masters (MS) 2 7 7 8 2 9 2











Unit for Review: Department of Anesthesiology (ANES)




The Department does not offer degree programs. In addition to patient care and research, it provides academic and clinical training in anesthesiology for medical students, residents, and fellows.

B. Quality Improvements Since Previous APR: 2006-2007 The Residency Program was approved by ACGME in 2012 for four years. There

are 40 residents who entered the program after completing an ACGME-accredited intern year, usually in Internal Medicine or Surgery. The didactic/clinical curriculum complies with the American Board of Anesthesiology (ABA) standards

ANES reestablished two 1-year ACGME-accredited fellowship programs: Pain Management and Critical Care Management. Fellows are integral members of the Department, serving as teachers of residents and medical students.

A Medical Student Clerkship Director position was created to strengthen medical student education. Improvement of the course content is a continuous process.

Outreach activities include humanitarian medical mission trips. In AY 2014, three missions were funded to send faculty and resident teams to developing countries.


Strengths:

To establish a research infrastructure, a Vice Chair for Research was hired and a research committee was formed. The faculty’s recent scholarship has focused on the alleviation of pain, mechanisms of anesthesia/consciousness, and noninvasive means of determining cardiovascular function,

The faculty has a strong commitment to medical student education, and the students rate them highly on the quality of instruction during clinical rotations.

Residents have high Board pass rates, good clinical competency reports and job placement. By all measures the training in medical knowledge/skills is high quality.

Total clinical volume has risen in the past three years, and patients continue to receive safe anesthesia care.

The COM’s electronic record system has brought efficiencies to ANES clinical operations, particularly the streamlined process for completing billing charts.


Faculty members have little protected time for research. The Chair should identify faculty members with research interests and help create individual development plans. Such a plan, including formal mentoring and initial financial support, is most important for junior faculty.

The department’s strategic plan had to wait until Banner Health’s strategic direction

was made clear. Clinical departments are now developing plans that aligns with Banner’s clinical plan and the COM strategic plan.

At the time of the APR, the department did not have a clear idea about the relationship and work expectations between the COM and Banner Health, which created some concern among the faculty. Over the last few months, the relationship and work expectations, for the most part, have been negotiated.

The faculty compensation system isn’t designed for anesthesiologists, and it has failed to provide required resources for the department. The department is expects that the relationship with Banner Health will improve the financial situation of the department.

ANES shares a department administrator with another unit, a situation that impacts the success of the department in key areas. The department is confident that the administrator and one assistant is all that is needed at this time.

The Department of Surgery is hiring many new faculty. For the surgical case load to expand for these new surgeons, COM need to hire more anesthesiologists. The Dean and the Senior Vice President for Health Affairs need to coordinate hiring across impacted departments.


ANES hires Certified Registered Nurse Anesthetists (CRNAs) to support the clinical load in anesthesiology, seeks to hire three additional CRNAs, and is working closely with the graduate program in this area at the UA College of Nursing.

The department has established a research mentoring committee to facilitate junior faculty in developing their careers.

A Committee of Academic Department Chairs (clinical) (Surgery, Otolaryngology, OB/GYN, Orthopedics, Ophthalmology, and Anesthesiology) was formed this spring and meets weekly to discuss operating room strategies and support.



DEPARTMENT OF ANESTHESIOLOGY

COLLEGE OF MEDICINE - TUCSON





Total Undergraduate NA NA NA NA NA NA NA 340 Total Graduate NA NA NA NA NA NA NA 72

Total Professional NA NA NA NA NA NA NA 724 Total Degree Seeking Students 0 0 0 0 0 0 0 1,136

Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14

Total Undergraduate NA NA NA NA NA NA NA 248Total Graduate NA NA NA NA NA NA NA 16

Total Professional NA NA NA NA NA NA NA 153Total Degrees Granted 0 0 0 0 0 0 0 417

State Funds Personnel (Fall Census) 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14Total Faculty FTE 1.85 1.72 1.90 1.76 1.58 1.59 0.99 98.68

Tenured/Tenure-track Faculty FTE 0.51 0.51 0.51 0.51 0.51 0.51 0.51 63.94Lecturers and Instructors FTE 1.34 1.21 1.39 1.25 1.07 1.08 0.48 34.74







Unit for Review: Department of East Asian Studies (EAS)




East Asian Studies: Bachelor of Arts Master of Arts Doctor of Philosophy


EAS is one of 8 units in the School of International Languages, Literatures, and Cultures (SILLC), which was formed in 2010 to increase administrative efficiencies with a central business center and teaching/outreach collaborations.

Students are encouraged to study in China or Japan as part of their major. EAS is in a consortium administering a program at Konan University (Kobe, Japan), and the department has launched a program with East China Normal University (Shanghai).

As part of its community outreach efforts, EAS instituted a public colloquium series in 2013-14 to focus on East Asian issues and developments.

EAS sponsors an undergraduate journal, Arizona Journal of East Asian Studies, to facilitate discussion on East Asian topics and knowledge of the publishing process.


Strengths:

The faculty has a strong record of research and scholarship on East Asian history, modern culture, religions, literature, anthropology, and linguistics.

After a period of faculty turnover, EAS has hired several energetic new members, including a highly regarded Head.

EAS participates in the SILLC recruiting plan, which has generated an increase in undergraduate majors and minors.

To meet the demand for K-12 Chinese language teachers, EAS is working with the College of Education to design an MA program focused on pedagogy that will qualify graduates for Arizona teacher certification.

The faculty receives consistently high student evaluations on teaching effectiveness.


Graduate students need consistent advising, mentoring, and monitoring. A faculty coordinator should be appointed to mentor all graduate students, monitor their progress, and prepare an annual report assessing their progress toward a degree.

Graduate students are allowed to focus on narrow subfields and may not be exposed to broader regional issues. Integration of subfields in the curriculum is a

challenge, but it may be accomplished by developing a set of core required courses.

Although junior faculty is assigned to senior mentors, the junior member may not receive adequate guidance if the mentor is on leave or has other priorities. The department should develop clear guidelines on mentoring, and the Head should ensure that those guidelines are followed.

EAS should increase its contact with alumni and community groups. With help from COH development staff, the department should establish an advisory board of alumni and community members to strengthen alumni and donor relations and to achieve specific financial objectives, such as scholarships or faculty travel grants.

The 2008 APR reviewers identified assessment of learning outcomes as needing improvement, but the follow-up has been less than satisfactory. Assessment measures should be developed with guidance from the Office of Instruction & Assessment and desired outcomes keyed to changes in curriculum.

The burden for teaching introductory and other large classes should not fall so heavily on junior faculty. Team teaching would be a helpful way to share the burden and to allow junior faculty to “apprentice” with experienced instructors.


An EAS faculty retreat is planned for later this summer to review and improve the graduate program. Also, a single director of graduate studies will be appointed for monitoring student progress and mentoring. In addition, graduate students will be invited to participate on all appropriate departmental committees to give them additional career experience.

EAS has met with an assessment specialist in the Office of Instruction and Assessment to develop a plan and a timeline for development of student learning outcomes and assessment activities and reporting.

Junior faculty mentoring has been improved with appointment of an internal and an external senior faculty advisor for every junior faculty member. The department head will provide oversight that appropriate mentoring is taking place. In addition, teaching assignments will be made with an eye to greater equity.

Plans are underway for development and implementation of Korean language and culture major in the future.


East Asian Studies: Doctor of Philosophy – 2 completions in the past 3 years. However, the faculty expects as many as 12 completions in the next 4 years.


DEPARTMENT OF EAST ASIAN STUDIES







Masters 14 13 14 10 11 13 13

Doctoral 19 17 17 21 19 23 22


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14


Masters 8 5 6 4 4 7 6

Doctorate 2 2 4 2 1 0 1











Unit for Review: Department of Educational Policy Studies and Practice (EPSP)




Educational Leadership:

Master of Education Educational Specialist Doctor of Education Educational Leadership and Policy (implemented in FY 2014):

Doctor of Philosophy Higher Education:

Master of Arts

Doctor of Philosophy B. Quality Improvements Since Previous APR: 2005-2006

EPSP was created in 2009 with the merger of the Center for the Study of Higher Education (CSHE) and the Educational Leadership Program (EDL) to produce administrative efficiencies—a reduction in administrators and support staff.

CSHE established the MA option in Student Affairs in partnership with UA-Student Affairs that meets standards/guidelines set by its professional association; the partnership has led to graduate assistantships and support for UA staff who teach and advise in the program.

EDL reorganized the MEd so that courses could be offered at K-12 school sites for the students’ convenience and to establish closer ties with local districts.

In 2013 EDL faculty implemented a PhD in Educational Leadership-Policy to prepare culturally responsive educators/administrators for positions in an environment of shifting demographics, heightened accountability, and fiscal stringency.


Strengths:

New EPSP faculty members have increased the productivity/visibility of EDL/CSHE programs. Junior faculty has strong mentoring and support from senior faculty.

The faculty’s teaching/research focuses on relevant issues of equity, diversity, and social justice—issues that promote collaboration with other scholars in the field as well as local educational organizations. In 2010, CSHE’s commitment to diversity was recognized with the Peter Likins’ Inclusive Excellence Award.

EDL programs satisfy AZ Department of Education’s and State Board of Education’s major requirements in standards, licensure, student testing, and accountability. Additionally, the faculty seeks to inform local, state, and national policy and practice.

EPSP faculty is committed to studying educational policy and practice in southern Arizona, as well as serving the local community, such as the service learning project SOAR that connects undergraduate mentors with students in low-income schools.

CSHE faculty has collaborated with the College of Management by restructuring three higher education courses in an online format for the online MBA Program.

The CSHE was recently ranked #16 in higher education programs by the US News & World Report.


There is minimal cross-enrollment of CSHE and EDL students in courses offered by both faculties. Greater cross-over in enrollment would strengthen collaboration among faculty/students and would enrich both programs. Core courses could be co-taught by faculty from both areas and designed to address K-12 and higher education issues in leadership, policy and methods. The redesigned courses could then be marketed internally and externally to build enrollment.

Program learning outcomes have not been clearly articulated. CSHE and EDL faculties should identify their program learning outcomes, assessment strategies, and ways in which assessment outcomes will be used for program improvements.

There is no CSHE graduate student handbook, which has led to students’ frustration on the absence of clear guidelines. The faculty should create a handbook, submit it for a Graduate College policy review, and post it on the website for easy access.

The department lacks an alumni database and organization. With help from COE’s development staff, EPSP should explore forming an alumni council that might serve as a catalyst for alumni communications, social events, and development activities.

EPSP has been negatively affected by a department culture with poor communication between the previous two departments. The Head and all faculty members should hold a retreat with an outside facilitator to discuss concerns and develop strategies for improved communication and collaboration across the merged department. Strategies might include holding regular department meetings and forming joint committees on research and curriculum issues.

EDL lost its administrative support in the merger and the EPSP’s single staff person is unable to support all programs, faculty, and students. The COE should assist the department by providing additional part-time administrative staff.


An assessment specialist from the Office of Instruction and Assessment met with the department head of EPSP to discuss ways to improve the department’s assessment plan for all of its graduate programs. A time line for improvements and reviews was established.

Monthly faculty meetings of the EPSP faculty will take place with initial conversations to include: 1) admissions, 2) academic programs, exams, and revisions, 3) course assignment, 4) faculty hiring decisions made by the full departmental faculty, 5) financial aid for students, 6) course schedules, 7) synergies in courses, 8) enrollment management decisions inlight of RCM, and 9) more social gatherings for the whole department.

A half-time administrative assistant will be hired to provide additional faculty support.

A graduate handbook will be prepared and placed on the departmental website.


Educational Leadership: Doctor of Education – 3 completions in the past 3 years. This program uses the same courses as the EdS and MEd in Educational Leadership, so disestablishment wouldn’t save resources. The EdD-EDL is expected to meet ABOR standards in the next 3 years.


DEPARTMENT OF EDUCATIONAL POLICY STUDIES AND PRACTICE


2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 College Total


Undergraduate 53.99 46.75 85.03 62.95 90.05 95.58 75.03 821.55

Graduate 78.44 82.42 58.70 63.10 83.70 82.50 84.70 409.40



Total Undergraduate NA NA NA NA NA NA NA 893 Total Graduate 172 172 162 163 172 171 177 743

Masters 31 33 29 41 39 36 31


Doctoral (EdD) 42 41 36 37 37 43 23

Doctoral (PhD) NA NA NA NA NA NA 29

Masters 29 31 34 37 48 40 37

Doctoral (PhD) 70 64 61 48 48 52 57


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14

Total Baccalaureate NA NA NA NA NA NA NA 210Total Graduate 31 52 46 39 48 42 33 202

Masters 8 14 11 16 23 12 12


Doctorate (EdD) 3 8 6 3 0 2 1

Doctorate (PhD) NA NA NA NA NA NA 0

Masters 9 16 20 11 21 22 15

Doctorate (PhD) 11 10 9 9 4 6 5





Educational Leadership

Educational Leadership & Policy

Higher Education

Educational Leadership

Educational Leadership & Policy

Higher Education


Unit for Review: Department of Electrical and Computer Engineering (ECE)

College/School: College of Engineering (COE)



Computer Engineering (reorganized in FY 2009): Bachelor of Science in Computer Engineering Electrical and Computer Engineering (BSECE implemented in FY 2009): Bachelor of Science in Electrical and Computer Engineering Master of Science Doctor of Philosophy Electrical Engineering (reorganized in FY 2009): Bachelor of Science in Electrical Engineering


The BS Programs in Electrical Engineering and Computer Engineering merged into a single BSECE Program that was approved and accredited by ABET in 2012.

An Accelerated Master’s Program was created for highly qualified BSECE students to complete the BS and MS in 5 years.

US News & World Report (2014) ranked the graduate Electrical Engineering Emphasis at #34 (top 20%) and the Computer Engineering Emphasis at #39 (top 30%) nationally.

In FY12-13, the faculty had over $7M in total research expenditures, which helped to make the unit financially sound and to recruit/retain well-qualified graduate students.

A marketing specialist enhanced the ECE website, produced bi-annual newsletters and an annual magazine to highlight the faculty’s accomplishments; this coverage has increased the unit’s visibility.


Strengths:

ECE is achieving the UA’s undergraduate engagement goal with hands-on laboratory work, internships, and capstone projects sponsored by local businesses.

Two full-time professional advisors—one for undergraduates and one for graduate students—are effective and well utilized by the student population.

The faculty has founded several start-up companies that demonstrate an entrepreneurial spirit and the partnerships existing between ECE and local industry.

Areas of technical strength and research collaborations exist in optical sciences, microwaves and antennas, neuroscience, and wireless systems.

To increase enrollment, ECE is actively marketing its non-thesis MS Program, which includes a fully-online option.

ECE has a collegial and optimistic faculty and staff, despite resource constraints.


Students feel the need for more advisement/preparation for employment or for graduate work. ECE should encourage and train faculty to serve as mentors on career options.

The proposed Center for Cognitive Sensing does not have a focused and compelling definition, a clear funding plan, or a vision of how it will leverage the faculty’s strengths. In planning the Center, ECE should align its mission with the COE and UA strategic plans, consider possible collaborating units and likely funding sources.

ECE needs an improved strategy for hiring more female and underrepresented minority faculty members. ECE should prepare a plan for diversity hiring, mentoring, and retention, perhaps in collaboration with other COE units.

While development efforts with alumni and industry partners are underway, these efforts could be expanded with a more complete alumni database and a list of targeted needs. ECE should work with the UA Foundation to expand its alumni contacts and to draft a strategic development plan with short and long-term goals.


ECE has five female faculty members and recently did a salary equity adjustment for three of them.

This fall, five new junior faculty and one non-tenure track faculty member will join the department. The department head has planned to initiate a mentoring program for all junior faculty members.

ECE is trying to hire more underrepresented minority faculty members, but the pool of faculty members in this field is very small. They discussed a plan with the Dean to invite underrepresented and female senior graduate students and postdocs from other institutions to give seminars in the department as a way to develop a relationship before these engineers go on the job market.

ECE plans to improve career mentoring for students.


F. Program Fees


DEPARTMENT OF ELECTRICAL AND COMPUTER ENGINEERING







Baccalaureate 169 166 121 86 57 13 3


Masters 98 77 85 84 72 71 115

Doctorate 95 102 94 88 86 93 102

Baccalaureate 306 264 178 136 91 38 11


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14




Masters 36 27 21 41 37 24 27

Doctorate 17 16 17 15 10 11 13

Baccalaureate 57 75 65 49 56 19 6

Total Degrees Granted 1,072 950 797 712 614 513 612 641




Computer Engineering

Electrical & Computer Engineering

Electrical Engineering

Computer Engineering

Electrical & Computer Engineering

Electrical Engineering


Unit for Review: Entomology and Insect Science Graduate Interdisciplinary Program (EIS-GIDP)

College/School: Graduate College



Entomology (closed in FY 2010):

Master of Science and Doctor of Philosophy Entomology and Insect Science (implemented in Fall 2010):

Master of Science Doctor of Philosophy Insect Science (closed in FY 2010):

Master of Science and Doctor of Philosophy

B. Quality Improvements Since Previous APRs: Entomology (ENTO) in 2008-2009 Academic Analytics (2014) ranked EIS at #1 among 38 programs/departments of

Entomology on the number of faculty with a grant, total number of grants, and total grant dollars; the program ranked #4 on the faculty’s scholarly productivity.

The EIS faculty, comprised largely of ENTO and Insect Science members, has built a collegial community with a shared mission. There’s good participation by most members, and students no longer segregate per their program track.

Student progress toward degree improved with an updated graduate student handbook and new monitoring procedures: (a) annual meetings with their graduate committee, and (b) yearly progress reports to the Advisory & Progress Committee.

Administrative support for the Program improved when a half-time Graduate Coordinator was hired to serve the needs of faculty and students in EIS.

EIS, in cooperation with ENTO, is engaged in educational outreach activities, such as the Arizona Insect Festival, Insect Discovery with public schools, and the UA Insect Collection. These activities raise the public profile of the Program and provide training opportunities for EIS students.


Strengths:

The faculty’s research strengths include insect behavior, physiology and microbial ecology; evolution, biodiversity and systematics; neurobiology of learning, memory and olfaction; symbiosis and species interactions; physiology and epidemiology of insect vectors; and insect-plant interactions.

EIS-PhD students select an ENTO or an Insect Science track, but requirements are minimal so students can customize their studies to meet unique interests and goals.

EIS is effectively led and managed by the Chair and several faculty committees. New MS and PhD assessment plans, including student learning outcomes,

assessment activities and findings, have been successfully implemented. Concerns/Recommendations:

The Program Coordinator’s office is located relatively far from the area where most faculty members and students reside. The distance limits her interactions and communications with those whose work she manages. The Chair should seek office space for the Coordinator in closer proximity to most faculty.

The current executive structure (3 committees) promotes broad faculty participation, but it seems excessive given the number of students. EIS should explore a more streamlined structure, perhaps focusing on one Executive Committee to oversee student admissions, progress, and awards. An ad hoc Resource Committee should be formed to generate ideas/proposals for external support, particularly for students.

While there is gender balance among the students, there are few students from underrepresented groups. Recruitment of students in STEM fields from under-represented groups will require a concerted effort from faculty. One possibility is to increase coordination with the PERT Program, which involves hosting undergraduates from diverse groups in EIS labs.

Given student concerns regarding unpredictability of funding, the EIS Chair should increase student communications. These could include regular meetings between the Chair and students to discuss the status of assistantships for the upcoming year, as well as email updates or a newsletter with student/faculty accomplishments, opportunities, and upcoming events.

The curricular structure of the PhD Program remains in transition. The faculty should engage in strategic evaluation of the content and learning outcomes of the two tracks. Since the track requirements differ only slightly, the faculty should consider whether to consolidate them, while still allowing flexibility for students.

Admissions and current enrollment are on the edge for long-term Program sustainability; however, enrollment can’t grow without more resources. Funding for student support (e.g., assistantships) should increase through the faculty’s grant awards, and faculty size should expand to offer more courses. EIS should explore interdisciplinary or cluster hires across departments in the Colleges of Agriculture/Life Sciences, Public Health, or Science.

D. Quality Improvements Planned The EIS self-study had an excellent assessment plan and assessment activities. No

improvements are needed at this time. EIS plans a full day retreat to reorganize the curriculum and streamline the

committee structure. The Director plans regular meetings with the grad students to address concerns. EIS director will work with the GIDP dean and donors to increase graduate student

support and to recruit a faculty member whose research is focused on insect genomics.


Entomology and Insect Science:

Master of Science – 7 degrees awarded in the past 3 years. Doctor of Philosophy – 0 degrees awarded in the past 3 years. Graduate Interdisciplinary Programs are excluded from threshold review.


ENTOMOLOGY AND INSECT SCIENCE GRADUATE INTERDISCIPLINARY PROGRAM

GRADUATE COLLEGE


Undergraduate NA NA NA NA NA NA NA 9.02 Graduate NA NA NA NA NA NA NA 7.90



Total Undergraduate NA NA NA NA NA NA NA NATotal Graduate 28 28 25 25 28 32 29 393

Masters 5 6 4 2 1 NA NA

Doctorate 12 12 12 10 8 6 3




Doctorate 11 10 8 8 4 3 2


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14

Total Baccalaureate NA NA NA NA NA NA NA NATotal Graduate 1 9 6 3 5 5 4 97


Doctorate 0 3 2 1 1 3 0




Doctorate 1 3 1 0 1 1 0





Entomology

Entomology & Insect Science

Insect Science

Entomology

Entomology & Insect Science

Insect Science


Total Faculty FTE NA NA NA NA NA NA NA 1.99

Tenured/Tenure-track Faculty FTE NA NA NA NA NA NA NA 1.99Lecturers and Instructors FTE NA NA NA NA NA NA NA 0.00

Professional FTE NA NA NA NA NA NA NA 4.24Staff FTE NA NA NA NA NA NA NA 11.88

Graduate Assistant FTE NA NA NA NA NA NA NA 15.02Total State Funds Personnel 0.00 0.00 0.00 0.00 0.00 0.00 0.00 33.13


Unit for Review: Department of French and Italian (F&I)




French (the BAE and PhD were disestablished in FY 2009): Bachelor of Arts Bachelor of Education Master of Arts Doctor of Philosophy Italian: Bachelor of Arts


F&I is one of eight units in the SILLC, which was formed in 2010 to increase administrative efficiencies with a central Business Center and to build on the faculty’s common research and teaching interests.

The faculty has increased the number of hybrid and fully online courses—currently fourteen—with the support of UA grants for innovation in teaching.

An Accelerated Masters Program is available for highly qualified BA-FREN students, who take courses toward the MA during their 4th year and finish it in their 5th year.

F&I students benefit from internship partnerships with AT&T, U.S. State Department Consulate in Nogales, Alliance Française of Tucson, high schools in Tucson and southern AZ, and Horizons for Refugee Families, among others.


Strengths:

The faculty’s research addresses areas of French/Francophone and Italian language, literature, and culture. Scholarly productivity averages two peer-reviewed publications per member/year.

F&I members collaborate with other programs, such as SLAT (Second Language Acquisition and Teaching Graduate Interdisciplinary Program), that raise its profile.

The BA-FREN assessment plan, with clear learning outcomes and well-developed assessment methods, is based on the National Standards for Foreign Language Learning. Assessment findings are used for continual curricular improvement.

COH approved the hiring of two tenure-eligible faculty members for FY 2016—one in Italian Cinema and another in Francophone Caribbean Literature/Culture—who will bring new energy and perspectives to the Department.

Along with other SILLC units, F&I members are active in outreach events: public lectures during Humanities Week, Italian movie nights, and “Meet & Greet” receptions with students. These activities increase the Department’s visibility.


Members of the two fields do not share a common Department identity and purpose. The interim Head should engage faculty in conversations to clarify the unit’s identity and mission and to explore ways that French and Italian faculty can collaborate academically, such as team-teaching courses that span both cultures.

The refusal of some faculty members to let go of past disagreements and to adjust to current realties is not helpful. The interim Head may need to bring in an external mediator to engage the faculty in conversations about the future, including realistic strategic directions and goals. The formation of an executive committee should improve communication and cooperation.

Curricular breadth—coverage of all subfields or time periods—is not necessary or useful in each academic program. For example, the faculty’s strength is growing in Francophone and this area should be established in the core curriculum.

Assessment plans for the MA-FREN and BA-ITAL are inadequate. The graduate and undergraduate committees should work with UA assessment specialists to create appropriate student learning outcomes and assessment implementation.

Responsibility for teaching undergraduate courses is not evenly shared among the faculty. The interim Head should explore ways in which the French/SLAT faculty can teach some undergraduate courses; teaching assignments should then be circulated to the entire faculty so members will know that this responsibility is fairly distributed.

Incoming graduate teaching assistants (TAs) are assigned two courses, sometimes requiring different preparations, with minimal training. F&I should make sure that TAs have only one course preparation and comprehensive training prior to teaching.

Some graduate students are effectively mentored by the faculty, while others are not. F&I should develop a set of standards for graduate student mentoring so that all students can count on the same degree of support from their mentor.

A recent faculty survey revealed that there’s little intellectual exchange among faculty members. The interim Head should reinstitute the colloquium series, including guest speakers who can model interdisciplinary approaches to topics in French and Italian.


F&I faculty met with assessment specialists on how to improve program level assessment, and a time line for improvements was agreed to at that meeting.

A plan has been developed to hold a retreat of the faculty in August. The formation of an executive committee and issues related to graduate teaching assignments and mentoring, curricular efficiencies, faculty teaching assignments will be discussed.

The SILLC director is serving as interim department head for F&I and plans to increase resources for the department by increasing summer session instruction, will have longer regular faculty meeting with F&I, and develop a new course for both French and Italian that will be taught in English and combine expertise of both disciplines.



DEPARTMENT OF FRENCH AND ITALIAN


2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 College Total


Undergraduate 407.64 383.76 390.55 373.92 435.57 407.40 414.88 4,058.09

Graduate 18.29 17.84 14.60 23.10 26.50 32.90 21.70 136.60





Baccalaureate (BAE) 3 3 3 1 NA NA NA

Masters 6 4 4 7 8 12 13

Doctorate 12 8 6 5 4 3 2

Baccalaureate 22 28 34 37 74 75 75


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14



Baccalaureate (BAE) 1 1 1 2 NA NA NA

Masters 3 1 1 1 2 5 6

Doctorate 2 2 1 2 0 2 0

Baccalaureate 10 11 13 13 8 15 20





French

Italian

French

Italian


Total Faculty FTE 18.51 19.61 21.63 20.51 22.65 21.18 20.04 117.65





Unit for Review: School of Geography and Development (SGD)




Development Practice (implemented with the School of Anthropology in FY 2012):

Master of Development Practice Environmental Studies (implemented in FY 2011):

Bachelor of Arts Geographic Information Systems and Technology (implemented with the School of

Natural Resources and Environment in FY 2011):

Master of Science Geography:

Bachelor of Arts, Bachelor of Science Master of Arts Doctor of Philosophy

Regional Development (reorganized as Urban and Regional Development in FY 2014):

Bachelor of Science B. Quality Improvements Since Previous APR: 2006-2007

In 2009 the Department was approved as a School and began to expand its academic programs. To accommodate its growing spatial needs, SGD will move into the new Environment and Natural Resources Building in Summer 2015.

The Development Practice Program, created in partnership with 25 universities in the US and around the world, trains students with international backgrounds in operational research in poverty alleviation or sustainable development.

The Geographic/Information Systems Technology Program, which integrates GIS and geospatial technology with management skills, was designed to meet the needs of recent graduates and working professionals. It is offered in-person and online.

The PhD Program was ranked 8th in the 2011 National Resource Council S-ranking and 13th in the R-ranking among 49 programs nationally.


Faculty research is prominent in the areas of political ecology, human-environment relations, climate, development studies, Latin America, political geography, critical social geography, media, and geographic education.

SGD has many affiliations with other UA units as a result of split faculty lines, participation on graduate interdisciplinary programs, and collaborations on research and instruction related to social and environmental issues.

Undergraduates have many opportunities for engaged learning experiences: internship programs, the Community/School Garden Workshop, the Public Political Ecology Lab, and study-abroad programs in Africa and Central/South America.

SGD has built industrial partnerships, many in connection with the GIST Program, with businesses, government agencies, and non-profits that provide service-learning

and internship experiences to students and that hire its graduates. The faculty is committed to educational outreach in southern AZ; members give talks

to community groups, work with K-12 teachers on curriculum, serve as advisors to policy-makers, and collaborate with agencies/industries on environmental issues.


Undergraduate program assessment plans include student learning outcomes along with a few assessment methods; however, those methods haven’t been put into action. Faculty should work with UA assessment specialists to develop a plan for regular data collection and analysis of the effectiveness of each program

The Urban/Regional Development Program’s purpose and curriculum are outdated. Faculty overseeing the Program should rethink its goals and revise core courses that cover sustainability and human/environmental justice aspects of cities/regions. By reframing the major, it will be more attractive.

Some faculty members are unaware of the School’s plans, procedures, and budget/ financial matters. The new Director should work to improve communication among all SGD members; she should hold retreat for strategic planning this fall.

Junior faculty members, overwhelmed with teaching responsibilities, don’t have sufficient time or resources to maintain their research. SGD should develop strategies to help junior members catalyze their research.

Faculty salaries are uncompetitive at all ranks relative to their AAU peers, but salary compression is even more problematic, as assistant professors earn more than tenured members. The new Director should seek funds from the SBS Dean to increase the salaries of associate/full professors.

Fund-raising efforts by the SGD Development Committee haven’t been very fruitful. Fund-raising efforts should be coordinated with the SBS Development Office to create synergies.

D. Quality Improvements Planned The lead faculty from all the SGD programs met with assessment specialists to

discuss how to improve their assessment plans and activities, and a time line was developed for improvements and reporting.

BA in Regional Development has already increased in enrollments, but the faculty will explore additional innovative approaches that could be used to modernize the program.

SGD senior faculty will improve the mentoring program for junior faculty to assist with balancing the workload between teaching and research.

SGD is expanding its role in development functions to obtain additional resources. The dean will try to address the salary compression problems in SGD.


F. Program Fees

SGD undergraduate upper division program fee - $50/ semester for 7+ units. MA in Development Practice has a program fee - $750/semester; $500 for summer. MS and certificate in GIST has a program fee - $100/unit.

SCHOOL OF GEOGRAPHY AND DEVELOPMENT


2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 College Total







Baccalaureate NA NA NA NA 1 16 38



Baccalaureate (BS) NA 11 29 35 39 35 48

Masters 26 22 26 26 26 20 18

Doctorate 45 53 57 56 55 53 51

Baccalaureate 318 312 249 188 163 129 109



Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14






Baccalaureate (BS) NA NA 15 9 20 9 13

Masters 10 9 9 7 10 10 9

Doctorate 6 2 10 12 6 4 11

Baccalaureate 126 148 126 101 89 66 59



Urban and Regional Development




Development Practice

Environmental Studies

Geographic Information Systems Technology

Geography

Regional Development

Urban and Regional Development

Development Practice

Environmental Studies

Geographic Information Systems Technology

Geography

Regional Development



Tenured/Tenure-track Faculty FTE 13.75 13.14 14.40 10.00 11.62 9.31 11.93 226.30





Unit for Review: Latin American Studies Center (LAS)




Latin American Studies:

Bachelor of Arts Master of Arts


The Center has grown to 165 core and affiliated LAS faculty members representing 53 schools, departments, and centers, who teach over 300 area studies courses.

Thirty-five affiliates currently have major research projects with Latin American faculty that are supported by grants totaling over $7 million. In recent years LAS distributed seed grants to 30 members for collaborations with partner institutions.

The Center initiated an annual conference on Human Rights and Indigenous Peoples in Latin America, as well as “Virtual Dialogues,” in which UA faculty and graduate students converse with colleagues in Latin America.

LAS has expanded community college transfer programs through LARCA (Latin American Research Council of AZ) that consists of college faculty representatives.

LAS began offering an indigenous language of Guatemala—Maya Kaqchikel; based on current enrollment, the faculty is considering offering other indigenous languages.


Strengths:

The Center’s commitment to interdisciplinary collaborations on and off campus facilitates its programs/courses and provides opportunities for students. For example, LAS-MA students may earn dual degrees in Law, Public Health, Journalism, or Public Administration that prepare them to enter those professions.

The core and affiliated faculty is highly engaged in student advising and mentoring. Travel funds for research, such as the Tinker Field Research Fellowship, support

graduate field work in Latin America. Students then present their research findings at the annual Tinker Symposium, which is open to the UA community.

A Latin American immersion experience (study abroad or internship) requirement for the BA program increases student engagement and attracts diverse and well-qualified students to the major.

LAS is committed to outreach with Tucson-area schools. Faculty and graduate students offer continuing education workshops for K-12 teachers and assistance with curriculum development.


Core faculty members who retired/resigned have not been replaced, and the 1.75 FTE members are stretched extremely thin. The SBS Dean should approve funds

for at least 1.00 FTE faculty position so the Center can carry out its mission.

The Title VI National Resource Center grant was not funded at the last round, although the evaluation was quite good. The Director and faculty need to work to restore this funding.

Administrative staff shrank with the loss of a full-time outreach coordinator. This position helps to oversee the Center’s many educational community and international programs and to pursue fund-raising and grant opportunities. Since outreach is central to the LAS mission, the Director should work with SBS to obtain donor or college support for this position.

Given the scarce resources currently available to the Center, development activities are essential. With the help of an outreach coordinator (if reinstated), LAS could build relationships with potential donors in AZ and beyond and could create a high-profile Community Advisory Board to raise financial support. The coordinator could build and maintain ties to alumni, promote the Center through listservs and the website, and organize a variety of development activities.

LAS has a largely untapped resource in its affiliated faculty, whose involvement in the Center could be increased. The Director should hold monthly meetings with affiliated members to strengthen their commitment and to brainstorm ways that they could further contribute to LAS. The Director should also attend meetings in units where there are numerous affiliates to raise the profile of LAS and explore new forms of collaboration.

Student learning outcomes have been identified for the BA and MA programs; however, the faculty needs assistance in creating and implementing assessment plans for both programs. The newly formed Assessment Committee should work with UA specialists in developing appropriate assessment methods, a schedule for data collection/analysis, and ways to apply findings for program improvement.

D. Quality Improvements Planned The director is working on a revision of the Title VI National Resource Center that

will be submitted at the next deadline. The director agrees that a community advisory board would be beneficial and she

will assemble a list of potential board members for consideration by the LAS faculty. In recent years the enrollment in LAS degrees fell by 30%; LAS will work to increase

the enrollments in the BA and MA. If enrollments increase appropriately, the Dean of SBS will consider providing

resources for a new faculty member for LAS. The Director and program leads met with assessment specialists to develop an

improvement plan for student learning outcomes assessment and a timeline for improvement as established.



LATIN AMERICAN STUDIES PROGRAM


2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 College Total


Undergraduate 57.72 50.09 40.29 42.55 42.02 38.80 25.72 7,373.80

Graduate 16.60 9.78 15.60 5.60 11.52 6.19 3.92 815.86Total FTE Enrollment 74.32 59.87 55.89 48.15 53.54 44.99 29.64 8,189.66



Masters 33 35 39 28 30 30 29



Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14


Masters 16 11 14 10 14 7 8













Unit for Review: Department of Marketing (MKTG)

College/School: Eller College of Management (Eller)



Marketing: Bachelor of Science in Business Administration Management – Marketing option: Master of Science Doctor of Philosophy


The MKTG-BSBA was reaccredited by the Association to Advance Collegiate Schools of Business, and it was ranked by US News & World Report (2014) at #21 nationally, along with other Eller undergraduate business administration programs.

The MS-Management (MGT) with a MKTG emphasis was reactivated this year and promoted to prospective MBA students as a Dual Degree option: MBA and MS. Since the courses for the MS are the same, the faculty workload hasn’t increased.

A MKTG Minor was recently created. Offered only in summer to a cohort of non-Eller students, the Minor leverages teaching resources, meets student demand for marketing skills, and generates much needed revenue for Department operations.

The Department initiated a research workshop series, along with an annual research symposium featuring prominent speakers from other universities. It also participates in an ASU/ UA Marketing Research Camp attended by faculty and doctoral students.


Strengths:

The faculty’s research and scholarly output is excellent, with 28 refereed articles published in top-tier marketing journals (2014) that generated thousands of citations.

The faculty’s research focuses on consumer decision-making and behavior, organization economics, branding and brand equity, marketing strategy and technology, innovation and business models, and collaborative consumption.

Events, such as the Career Immersion Experience and the Thinking Forward-Leadership & Innovation Marketing Conference, supported by gifts from private donors and companies, give students leadership and public speaking experience.

The faculty contributes core and elective MKTG courses toward the MBA Program. Students in the full-time and online MBA can take a concentration in MKTG.

Under the leadership of the current Head, a collegial and supportive environment has evolved among faculty and staff.


A few research faculty members disproportionately teach in the off-load MBA Programs (i.e., executive, evening, online); heavy teaching in these programs, in

addition to their in-load teaching, is having an adverse effect on their research productivity. The Head should review the teaching loads of research-active members and consult with the Eller Dean about adopting a model wherein the faculty’s teaching load varies with research productivity.

The amount of research funding provided to faculty for conference travel, technology needs and research support is less than given at peer institutions. The Head should work with the Eller Dean to find ways to increase research support and to incentivize faculty to submit proposals to external funding agencies for research grants.

The BSBA curriculum does not include any digital marketing courses—in demand by students/employers. While some aspects are covered in other courses, the faculty should design a course focusing on digital tools, analytics, and applications.

The MKTG Major doesn’t have areas of emphasis. The faculty should consider creating tracks (e.g., sales, advertising, digital marketing, marketing research and analytics) to help students align their academic preparation with a career path.

Assessment of student learning outcomes needs significant improvement in all programs.

The Department loses top PhD applicants to other universities due to the low annual stipend. More funding is necessary to recruit and retain highly qualified students. The Head should consider ways to raise the stipend, either by increasing the teaching requirement (e.g., one course/year) or increasing development efforts (e.g., scholarship fundraising).

The Board of Advisors consisting of practicing professionals has become relatively inactive. The Board members should be “re-engaged” so they can contribute to the Department by providing counsel on program/ curriculum issues, serving as student mentors and networking sources, and offering internship/ employment possibilities.


Last year the department hired two faculty members and this next year, they will be allowed to recruit another faculty member.

Dean and department head will explore how to increase the PhD stipends. The department will develop a digital marking course for the BSBA program. The department will develop areas of special emphasis in the MKTG master’s

degree. The department head met with assessment specialists and agreed to a time line for

improvement in student learning outcomes and assessment activities for all MKTG programs.


F. Program Fees

Eller undergraduate advanced standing fee - $900/ semester for 12+ units Eller Master’s programs - $5,750/ semester for 7+ units

DEPARTMENT OF MARKETING

ELLER COLLEGE OF MANAGEMENT

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 College Total


Undergraduate 287.77 282.23 350.20 350.46 399.45 365.28 369.98 3,746.38



Total Undergraduate 309 304 344 330 353 335 332 2,191 Total Graduate NA NA NA NA NA NA NA 779

Masters - MGT Program, MKTG Option NA NA NA NA NA NA NA

Doctorate - MGT Program, MKTG Option 12 13 11 13 12 10 10


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14

Total Baccalaureate 194 167 196 188 198 213 199 1,017 Total Graduate NA NA NA NA NA NA NA 397

Masters - MGT Program, MKTG Option NA NA NA NA NA NA NA

Doctorate - MGT Program, MKTG Option NA NA 1 0 3 1 2











Unit for Review: Department of Pathology (PATH)




The Department does not offer degree programs. In addition to patient care and research, it provides academic and clinical training in pathology for medical students, residents, and fellows.


The ACGME-accredited fellowships are in Hematopathology and Molecular Genetics Pathology (both established in 2004); a third one, the Gastrointestinal, Liver & Pancreatic-Biliary Fellowship, was established in 2011 (not yet accredited).

A Post-Sophomore Fellowship was created for in-depth study on the mechanisms of disease for one to three medical students before they start their clinical work.

The faculty now has a major role in the first three years of the AZMed curriculum, delivering lectures and coordinating virtual microscopy laboratories, team-learning, and workshops. Since 2008 the curriculum has emphasized case studies, integrated gross photomicrographs and imaging, and active student participation.

New research space was added in 2009: one laboratory for the archived blocks and slides from UA Medical Center, a second for bone marrow transplant processing, and a third for developing new fluorescence in situ hybridization assays, so that most tests can be performed in-house for improved patient care at reduced costs.


The ACGME-accredited Residency Program has been successful in filling each of its match positions year after year. Residents report a high level of satisfaction with the Program, which is achieving its goal of training competent pathologists—based on their high pass rates on the American Pathology Board Exams.

The faculty’s research and scholarly contributions extend from basic science investigations in neuropathology and cancer to clinical investigations to improve pathology practice in such areas as molecular diagnostics in infectious disease, transfusion medicine, and cytogenetics.

New or expanded clinical programs include toxicology, medical and molecular microbiology, cytopathology, cytogenomics, and molecular diagnostics. Some of the practice areas have been upgraded with state-of-the-art technologies.

The AZ Telemedicine Program provides innovative telepathology clinical services in 70 communities, as well as research and instruction related to digital pathology.

The faculty is engaged in educational outreach, which includes organizing conferences for practicing pathologists and offering a health literacy program with a medical science component for middle school and high school students.


Underfunding of the Department inhibits its ability to realize some aspects of its

mission. Banner Health-COM leaders should reinvest PATH lab-based revenues in the practice/Department to facilitate quality patient care, optimize test utilization, and recruit/ retain academic pathologists so the unit can fulfil its multi-faceted mission.

The scholarship and teaching achievements among PATH faculty are inconsistent. Some members have productive research programs and/or are excellent teachers, but others lack interest in research and instruction. Restructuring with more productive academic and expert clinical faculty will allow the Department to realign with the vision established by the integrated Banner Health-COM system leaders.

The subspecialty practice model is unsustainable with the current clinical volume and faculty size, and it affects patient care. PATH should consider either increasing the quantity and complexity of cases from Banner Health; and/or changing to a limited subspecialty system in only a few areas.

Declining clinical volumes and lack of faculty expertise in some subspecialty areas are placing the educational program and finances at risk. PATH should recruit faculty in transplant, molecular diagnostics, and pathology informatics, and align the needs and strategic plans of the integrated Banner Health-UA system.

The aging infrastructure in some clinical laboratories (i.e., histopathology, grossing areas and autopsy laboratories) could place faculty, staff, and students at risk from infectious agents and volatile chemicals. The danger is mitigated with appropriate ventilation and containment, but the current facilities are beyond renovation.

One of Department’s goals is to enhance molecular diagnostics and genomics/ genetics. The Genomics Core and a centralized biobank are administered by BIO5 without involvement by PATH faculty, who should have a leadership role in these areas. Banner Health-UA leadership should consider reorganizing molecular diagnostics and genetics/genomics to be more aligned with PATH.

The blood bank has been neglected in terms of equipment, technology and personnel: (1) an irradiator is needed to meet the needs of pediatric patients; (2) the manual service of cross matching donors/patients should be replaced by modern software that will integrate with other clinical technology now in use; (3) one Board-certified transfusion medicine specialist is inadequate; a second blood banker in pathology should be hired; and (4) there are insufficient technologists to handle growth or a high-volume crisis; more blood bank technologists should be hired.

D. Quality Improvements Planned Quality improvements needed include more clinical research faculty, improved

facilities and increase in bloodbank staff, review of appropriate administration of the biobank, and increased funding of PATH. These improvements primarily will require negotiations between UA and Banner Health.

The clinical laboratories are old, but not unsafe. They are checked regularly for proper ventilation and containment. New clinical pathology labs being planned by Banner Health in concert with the department head.

Banner Health has committed to 100 new clinical faculty at COM-Tucson, with at least 2-3 for Pathology.

Banner Health is funding a few of the Fellowships for Pathology Residents.



DEPARTMENT OF PATHOLOGY

COLLEGE OF MEDICINE - TUCSON

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 College Total


Undergraduate 0.94 0.03 0.50 2.05 1.35 0.88 0.42 623.85



Total Undergraduate NA NA NA NA NA NA NA 340 Total Graduate NA NA NA NA NA NA NA 72

Total Professional NA NA NA NA NA NA NA 724 Total Degree Seeking Students 0 0 0 0 0 0 0 1,136

Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14

Total Baccalaureate NA NA NA NA NA NA NA 248Total Graduate NA NA NA NA NA NA NA 16

Total Professional NA NA NA NA NA NA NA 153












Unit for Review: Department of Philosophy (PHIL)




Philosophy: Bachelor of Arts Master of Arts Doctor of Philosophy Philosophy, Politics, Economics and Law (implemented in FY 2010): Bachelor of Arts


In 2009 the interdisciplinary BA in Philosophy, Politics, Economics and Law (PPEL) was established with the School of Government/Public Policy, Department of Economics, and College of Law. PHIL offers ~50% of the courses for this Program.

The Philosophical Gourmet Report (2014) ranked PHIL #13 out of 51 philosophy departments, #1 in Political Philosophy, and in the top 7 for Ethics, Cognitive Science, and Philosophy of Action, based primarily on the faculty’s achievements.

The Center for the Philosophy of Freedom, created by PHIL in 2008, increased the size of the faculty and staff, spurred a high volume of political philosophy research, created research fellowships for graduate students, and developed undergraduate courses and a curriculum for high schools—Ethics, Economy, and Entrepreneurship.

PHIL collaborated with the College of Law in developing a new Law and Philosophy Program to promote scholarly exchanges between the two units: a faculty/student seminar, reading groups, and speaker series.


Strengths:

In FY 2014 (Fall and Spring) PHIL offered 35 online classes, and 33 were offered in summer/winter sessions. The PHIL-BA Ethics Track can now be completed online.

To shorten the PhD time-to-degree, PHIL recently reduced course requirements and changed the exam/ paper requirements so that students can begin focusing on their dissertation topic at an earlier point in their studies.

Several measures ensure that graduate teaching assistants (GTAs) are well-trained: a Teaching Advisory Committee that visits GTA classes, a 4-session training program, a GTA Teaching Handbook, and a GTA peer mentoring program.

Academic advising improved when a Director of Undergraduate Studies was hired to teach and advise undergraduate students and to oversee online instruction.

The faculty has been successful in obtaining external grants in support of their research on the philosophy of freedom, free will, immortality, morality, moral cognition, and experimental philosophy.


The teaching load for graduate assistants (three discussion sections of 33 each/ semester) exceeds that at comparably ranked philosophy programs, but is comparable to other teaching in SBS.

The current financial support offered to prospective graduate students, after adjusting for cost of living, is below that at other public universities. This makes it harder to recruit top PhD applicants. The Head should work with the Dean to increase GTA funding packages and donations for student scholarships.

Online instruction, primarily by GTAs, accounts for much of the Department’s enrollment and revenue. The Head should assign regular faculty to participate in the instruction of online PHIL courses.

The PPEL does not have a clear administrative structure—a shortcoming for an interdisciplinary program. PPEL would benefit from commitments from the partner units to help organize/ streamline its structure and to ensure that courses are taught in a timely manner with sufficient seats to support student progress toward degree. The three unit heads/directors need to collaborate on providing resources, such as administrative staff, to facilitate close PPEL oversight and administration.

The organization and design the PHIL website and graduate handbook should be improved to highlight program requirements and deadlines.

Four faculty members are over age 65 and may retire in the next 5 years. The faculty should rethink its plan to hire established scholars in tenured positions who would help maintain the department’s current strengths and reputation. Retirements are an opportunity to hire young assistant professors who will bring fresh energy and new research areas to PHIL and who can connect easily with graduate students.

Office space is in short supply and most GTAs (~40) share two crowded classroom-sized rooms, an arrangement that isn’t conducive to studying or tutoring undergraduates. The Head should work with the Dean to find additional space.


The graduate program in PHIL is very highly ranked, but the Head will continue to improve clarity in program requirements to assist the PhD students toward successful careers.

PHIL received very good scores on their assessment rubrics for all three programs and will continue to work with the Office of Instruction and Assessment on further improvements.

The Senior Vice Provost for Academic Affairs will call a meeting of the three departments involved in offering courses in the BA in PPEL to make sure students in this program have access to courses they need to graduate and be successful.

PHIL has a strong and successful instructional training program for TAs. In addition, the department head has worked to improve instruction by limiting the number of undergraduates in sections taught by PHIL TAs and will work to have more faculty involved in online instruction.


F. Program Fees

BA in Philosophy, Politics, Economics and Law, junior/senior fee - $400/ semester for 7+ units.

DEPARTMENT OF PHILOSOPHY


2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 College Total


Undergraduate 626.84 722.94 633.28 812.95 931.88 1,106.62 1,104.58 7,373.80

Graduate 34.30 28.34 36.80 28.10 31.60 30.15 34.30 815.86Total FTE Enrollment 661.14 751.28 670.08 841.05 963.48 1,136.77 1,138.88 8,189.66



Baccalaureate 155 168 163 157 157 131 132

Masters 0 0 1 1 0 7 5

Doctorate 49 45 51 45 41 41 40



Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14


Baccalaureate 41 42 47 42 44 55 34

Masters 2 1 1 2 11 2 3

Doctorate 7 3 2 6 9 9 4











Philosophy

Philosophy, Politics, Economics and Law

Philosophy

Philosophy, Politics, Economics and Law


Unit for Review: Department of Spanish and Portuguese (SPAN)

College/School: College of Humanities (COH)



Spanish (the BAE was disestablished in FY 2009):

Bachelor of Arts Bachelor of Arts in Education Master of Arts Doctor of Philosophy


SPAN is engaged in the Digital Humanities—using virtual reality platforms to expand its curriculum, help students in the learning process, and explore new revenue streams. One initiative is Cibola, a virtual community for Spanish speakers/ learners.

SPAN is participating in UAOnline by converting its basic language courses, SPAN Minor courses, and Translation/ Interpretation Certificate courses to online delivery.

Undergraduate majors are required to enroll in a service learning class or internship that connects them to the community. For example, majors in the Translation/ Interpretation option do internships in local courthouses, hospitals, and nonprofits.

Study Abroad options have expanded with a summer program in Heredia, Costa Rica for basic language learners. Programs for majors/minors are offered in Spain, Brazil, and Chile. With donor-funded scholarships, participation has increased.

The Spanish for Heritage Learners pathway for Hispanic majors/ minors enables students to make a smooth transition from high school to the UA by strengthening their connection to their home language and culture, building self-esteem and contributing to academic success


Strengths:

All faculty members are actively engaged in scholarly research. Latinamericanists focus on Modern Latin American, Luso-Brazilian, Mexican, and Latino Cultures, Border Studies, and Hemispheric/Transnational Studies. The Hispanic Linguistics faculty engages in research in socio-linguistics, syntax, phonology, experimental linguistics, and translation studies.

SPAN offers a series of “Conversations on the Profession” to help PhD candidates transition from student to professor. Professional development is also available from editing/ publishing an online journal, serving as assistants to the Undergraduate Studies and Basic Language Programs, and organizing the graduate symposium.

Spanish Linguistics, a recently established PhD emphasis, will soon produce its first cohort of graduates. The program has a well-formulated curriculum that offers opportunities for multi-disciplinary research and publication collaborations.

The faculty’s commitment to undergraduate teaching/ mentoring is strong. Students

praise the advisor and instructors for their helpfulness, accessibility, and support. Faculty and students are committed to academic outreach, and they participate in

myriad projects with local supporters through Foreign Language Week, an annual breakfast for high school teachers, school visits, and a Hispanic/Brazilian film series.


Graduate teaching assistants (GTAs) and adjunct lecturers must share office space and sometimes desks, which makes it challenging to advise/tutor students. More office space is urgently needed.

Funds for computers and technology support haven’t kept pace with the increase in faculty and GTAs. GTAs must share outdated equipment that is prone to break-downs. When funding becomes available, a computer replacement timetable should be developed.

The current Head provides excellent leadership and is held in high regard; however, he is approaching retirement age and has no obvious successor. The Head should create leadership opportunities, such as an associate department head, for tenured faculty members and should mentor them in organizational management.

While junior faculty benefits from a Department mentoring system in which members are paired with senior faculty, new faculty would like more opportunity to discuss any issues that are unclear and to connect with colleagues across campus. Senior faculty should engage junior members in dialogue about departmental governance and should facilitate interdisciplinary collaboration opportunities with other units.

The size and complexity of the Department taxes the staff's ability to efficiently run its operations. Efforts by the faculty to increase enrollment by developing online courses will only increase the current heavy workload. The Head should work with the COH Dean to regain a staff position that was lost during the 2009 budget cuts.

The faculty has should be more proactive in seeking external funding for research, student training, and graduate student support. The Head should work with the COH Dean to create college-level infrastructure for grant preparation/ submission.

D. Quality Improvements Planned The department head has developed opportunities for professors in his department

to obtain additional leadership and management skills in preparation for future succession of departmental leadership.

A retreat planned for the end of August will include discussions about how to improve communication throughout this large department and improvement in the MA program.

A future meeting with the dean will include discussion about replacing the staff member lost during budget cuts and increasing space for the TAs. Both of this requests will be very challenging to accommodate under our current budget and space challenges.



DEPARTMENT OF SPANISH AND PORTUGUESE


2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 College Total


Undergraduate 1,217.58 1,255.65 1,303.85 1,206.94 1,345.36 1,365.50 1,353.95 4,058.09Graduate 62.40 59.44 44.40 50.80 48.60 46.27 46.80 136.60

Total FTE Enrollment 1,279.98 1,315.09 1,348.25 1,257.74 1,393.96 1,411.77 1,400.75 4,194.69



Baccalerate (BA) 401 404 372 358 404 433 420

Baccalerate (BAED) 14 18 21 10 NA NA NAMasters 27 19 13 24 27 19 16

Doctorate 62 64 53 51 48 44 45


Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14


Baccalerate (BA) 96 116 94 118 100 98 128

Baccalerate (BAED) 3 9 11 9 NA NA NA

Masters 14 6 2 7 11 10 6

Doctorate 5 8 8 9 6 12 5












Unit for Review: Department of Teaching, Learning and Sociocultural Studies (TLSS)




Early Childhood Education: Bachelor of Arts in Education Elementary Education: Bachelor of Arts in Education Language, Reading and Culture Master of Arts Educational Specialist Doctor of Education; Doctor of Philosophy Literacy, Learning and Leadership Bachelor of Science Teaching and Teacher Education Master of Arts; Master of Education Doctor of Philosophy


TLSS was formed in 2009 from the merger of Language, Reading and Culture (LRC) and Teaching and Teacher Education (TTE). The undergraduate programs and many Department functions were integrated to produce efficiencies, such as a reduction in support staff and the elimination of low-enrollment programs.

The BS in Literacy, Learning and Leadership was created for students interested in leadership in nontraditional educational settings; this COE program resides in TLSS.

TTE developed the MEd for Teach Arizona, a 1-year teacher certification program that includes students taught on Main Campus and in Chandler.

The BAE in Early Childhood was revamped after the merger as “Communities as Resources in Early Childhood Education” (CREATE), a unique program that includes two years of school-site course work (practica) and frequent engagements with a child’s family with whom students have been matched.

U.S. News and World Report (2014) ranked the COE in the top 5% of Education colleges nationally, and the National Council on Teacher Quality (NCTQ) Teacher Prep Review (2014) ranked the secondary education programs at #19 and the elementary education programs at #155 out of 1,612 preparation programs.


Strengths:

The faculty’s scholarship addresses issues of inequity and social justice in schools, curriculum and instruction, STEM education, language/ literacy development, early childhood education, application of courses to practice, and teachers in industry.

TLSS outreach programs with faculty/student participation include the American Indian Language Development Institute for promotion of Indigenous languages;

Cooper Center for Environmental Learning, a residential outdoor partnership with Tucson schools; and a tutoring program that employs undergraduate tutors.

The Department has benefitted from dedicated, talented and compassionate leaders who have helped the faculty develop and enact a common vision with shared goals.

TLSS has been resourceful in terms of obtaining external funding and developing revenue streams with new academic programs, such as those mentioned above.

The Department has diversified the faculty by hiring three Indigenous members with areas of expertise that can lead TLSS forward in the field of Indigenous education.


There are some lingering challenges from the merger of LRC and TTE. The faculty and COE Dean recognize that full integration is a long-term process. Meanwhile, new hires have found it difficult to work in two sets of committees. This issue was recognized by the Head and Dean during the APR and will be alleviated.

Four senior faculty members will soon retire, and the Department will be challenged to maintain its vision and attain its goals upon the loss of these key members. The Head should guide the faculty in discussions for a strategic recruitment/hiring plan.

Enrollment in the two BAE programs has declined, which should not be a surprise given the budget cuts and low teacher salaries in K-12 in AZ. Working with staff from the Dean, the department faculty should try to increase enrollment.

TLSS has begun to convert courses to online delivery, but the MA-Teachers in Industry Program is the only fully online option. A sustained effort to develop cross-department online courses, along with an evaluation system, should be a priority.

Grant proposals should be increased, both for general revenue and for graduate student support. Faculty and graduate students need training in grant writing.

Junior faculty would benefit from a clear mentoring process, including an explicit framework for professional growth and promotion. The TLSS Head should oversee the development and implementation of a more formal faculty mentoring system.

TTE faculty is working to improve graduate program assessment, including learning outcomes and activities, and LRC faculty should do likewise


The Dean’s Office provides staff support for development of grant proposals. TTSS is working with the assessment specialists in the Office of Instruction and

Assessment to document the normal assessment activities the programs do for accreditation and to improve assessment of the non-accredited programs.

The new Literacy, Learning, and Leadership BS program is very popular and already has 175 students enrolled. The students in this program have numerous opportunities to be involved in internships and research projects.


Language, Reading and Culture: Educational Specialist – 2 completions in the past 3 years. This program uses the same courses as the EdD in Language, Reading and Culture, so disestablishment wouldn’t save resources.


DEPARTMENT OF TEACHING, LEARNING AND SOCIOCULTURAL STUDIES


2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 College Total





Total Undergraduate 357 321 333 333 336 329 326 893 Total Graduate 247 243 275 265 243 253 251 743

Baccalaureate 0 38 47 46 64 61 44

Baccalaureate 357 283 286 287 272 249 217

Masters 52 51 55 47 39 40 44


Doctorate (EdD) 4 3 4 2 2 2 2

Doctorate (PhD) 97 82 87 85 78 78 76


Masters (MA) 26 30 43 43 37 30 35

Masters (MEd) 16 25 42 50 50 68 55

Doctorate (PhD) 46 47 42 36 36 35 37





Early Childhood Education

Elementary Education

Language, Reading and Culture

Literacy, Learning and Leadership

Teaching and Teacher Education

Degrees Granted 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2013-14


Baccalaureate 0 21 22 22 22 32 20

Baccalaureate 201 154 142 156 130 136 105

Masters 21 19 21 24 17 14 15


Doctorate (EdD) 0 0 0 0 1 NA NA

Doctoral (PhD) 8 8 18 9 12 7 8


Masters (MA) 13 15 6 16 27 14 6

Masters (MEd) 13 24 44 48 46 65 51

Doctorate (PhD) 3 8 4 4 6 1 6


State Funds Personnel (Fall Census) 2007-08 2008-09 2009-10* 2010-11 2011-12 2012-13 2013-14 2013-14

Total Faculty FTE 31.64 35.64 32.61 31.66 29.90 31.23 59.48Tenured/Tenure-track Faculty FTE 22.00 24.20 24.89 27.55 26.97 27.03 47.47

Lecturers and Instructors FTE 9.64 11.44 7.72 4.11 2.93 4.20 12.01

Professional FTE 1.00 3.00 4.00 2.58 1.95 1.99 16.44Staff FTE 7.47 6.72 7.33 7.80 4.13 5.10 20.68

Graduate Assistant FTE 5.79 9.91 12.40 8.17 8.25 9.13 15.88Total State Funds Personnel 45.90 55.27 56.34 50.21 44.23 47.45 112.48

*Personnel data are missing for 2009-10.

Early Childhood Education

Elementary Education

Language, Reading and Culture

Literacy, Learning and Leadership

Teaching and Teacher Education

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