cals academic planning council

CALS ACADEMIC PLANNING COUNCIL 2321 DeLuca Biochemical Sciences Building 440 Henry Mall

Nov 6 2018 1:00pm – 2:30pm

Chair: Kate VandenBosch

Division 1: Barb Ingham (‘19) Food Science Hasan Khatib (‘20) Animal Sciences Division 2: Claudio Gratton (‘19) Entomology Doug Soldat (‘19) Soil Science Division 3: Jane Collins (‘19) Community & Environmental Sociology Larry Meiller (‘19) Life Sciences Communication Division 4: Jeri Barak (‘20) Plant Pathology William Tracy (‘21) Agronomy Division 5: Guy Groblewski (‘19) Nutritional Sciences Chuck Kaspar (‘19) Bacteriology Nicole Perna (‘21) Genetics Extension: Paul Mitchell (‘19) Agricultural & Applied Economics Academic Staff: Erika Anna (‘21) Nutritional Sciences Alan Turnquist (‘20) Agronomy

2018‐19 Meeting Dates: Nov,20*; Dec 4*,18; Jan 15; Feb 5,19; Mar 5,19; April 2*,16*, May 7,21 * Joint CALS/L&S

Welcome and introductions Review agenda Revisions to current agenda Review minutes for Oct 16 (materials in Box) 1:00‐1:05

Consent Agenda n/a

Action and Discussion Items 1. Landscape and Urban Studies Major (L&S) Karen/Nikki 1:05‐1:10

2. Notice of Intent to Plan – Data Science Major (L&S) Bret Larget 1:10‐ 1:30

3. Agroecology MS Program review (second review) Steve Ventura 1:30‐1:55

4. Health Promotion and Equity Major proposal (Education) Carolyn Kelley/William Hoyt

1:55‐2:15

5. Upcoming State Budget for UW Heidi 2:15‐2:25

Informational Items and Announcements 2:25‐2:30

6. Update on searches Dick/Bill

7. Update APC 5 year self‐study subcommittee

L&S Major Planning and Landscape Architecture

September 28, 2018

1. Mission: The BS/BA major in Landscape and Urban Studies provides students with the broad knowledge and skills needed to recognize and address current and future urban and regional challenges including sustainable and equitable land use, social and spatial inequalities, and the conservation, management, and restoration of natural and cultural systems.

2. Vision: We are a learning community working together locally and globally to advance equitable and sustainable urban and rural communities and the conservation and restoration of the natural environment, in the tradition of the Wisconsin Idea.

3. Learning Outcomes: 1. Demonstrate competence and critical judgment in creatively applying the intellectual

and technical skills necessary for site and landscape-scale natural and cultural resource conservation, planning, and management; these skills include cultural, historical and landscape literacy, data collection and analysis, spatial and temporal analysis, multidisciplinary problem-solving approaches and communication skills.

2. Demonstrate critical thinking and the ability to explore ideas and synthesize

information, both independently and in collaboration with interdisciplinary team members.

3. Understand, apply and evaluate the principles, theories and research findings underlying

at least one of the following advising pathways, Ecological Restoration and Design; Culture, Health, and Community; and Urban Studies.

4. Integrate social, cultural, ecological and technological dimensions in solving design and

planning problems concerning the conservation or management of sustainable natural and cultural landscapes.

5. Be able to perform as a member of a public, private or non-profits office or agency in the

fields represented within the department.

Landscape and Urban Studies, B.S./B.A. Landscape and Urban Studies integrates the biological and physical sciences, social studies and humanities to provide students with the broad knowledge and skills needed to recognize and address current and future urban and regional challenges. These include, but are not limited to, sustainable and equitable land use, social and spatial inequalities, and the conservation, management, and restoration of natural and cultural systems. The major provides students the flexibility of a liberal education and opportunities to specialize in several directions: Restoration and Ecological Design; Culture, Health and Community; and Urban Studies. The major also provides students opportunities to explore the design and planning professions and related emerging issues and is preparatory for graduate school. Students who graduate from

the major are prepared for starting positions in public or private agencies that oversee conservation, land management, cultural resource preservation and planning. The major is recommended for those wishing to provide input into how the natural world and human dwelling can mutually and beneficially occur with a focus on cultural and natural resource protection, green infrastructure, social equity and policy.

Requirements for the Major Students interested in the major are required to complete a set of introductory courses, breadth in the major under three categories: Biological and Physical Environment, Social and Cultural Studies and Technology and 15 credits of electives (see an Advisor and the Advising tab for recommended focused elective sets. Landscape and Urban Studies majors must complete at least 47 credits in the major.

Introductory Courses (13-14 credits) Landscape Architecture 250 Introduction to Landscape Architecture

(3 cr)

(LAS) (E) (H)

Landscape Architecture 260 Landscape Architecture History (3 cr) (LAS) (E) (H) Geography 127 Physical Environment (5 cr) (LAS) (E) (PS)

or Landscape Architecture 211 Landscape Inventory & Eval. Methods (4 cr) (LAS) (I) (NS) Urban and Reg. Planning 463 Evolution of American Planning (3cr) (LAS) (I) (SS)

Biological and Physical Environment (select 6-9 credits)

Botany 100 Survey of Botany (3 cr) (LAS) (E) (BS) or Botany 130 General Botany (5 cr) (LAS) (E) (BS)

Botany 260 Introductory Ecology (3 cr) (LAS) (E) (BS) or Botany 460 General Ecology (4 cr) (LAS) (I) (BS)

Geography 339 Environmental Conservation (4 cr) (LAS) (I) (SS) Soil Science 230 Soil: Ecosystem and Resource (3 cr) (LAS) (I) (PS)

or Soil Science 301 General Soil Science (4cr) (LAS) (I) (PS) Social and Cultural Studies (select 6-7 credits) Art History 457 Hist of Amer Vernacular Arch & Landscape (3cr) (LAS) (I) (H) Design Studies 221 Person and Environment Interaction (3 cr) (LAS) (I) Economics 101 Principles of Microeconomics (3 cr) (LAS) (E)

or Economics 111 Principles of Econ-Accelerated Treatment (4 cr) (LAS) (E) (SS) Economics 420 Urban and Regional Economics (3 cr) (LAS) (A) (SS) Geography 104 Introduction to Human Geography (3 cr) (LAS) (E) (SS) History 460 American Environmental History (4cr) (LAS) (I) (H/SS) Political Science 104 Intro to American Politics & Government (3 cr) (LAS) (E) (SS) Social Studies/CES 140 Intro to Community & Env Sociology (3 cr) (LAS) (E) (SS)

Technology (Select 7 credits from the following) Geography 377 Intro to Geographic Information Systems (4 cr) (LAS) (I) (PS) Landscape Architecture 211 Landscape Inventory & Eval Methods (4 cr) (LAS) (I) (NS) Landscape Architecture 460 Advanced Visual Communications Studio (3 cr) Landscape Architecture 622 Application of GIS in Planning (3cr) (LAS) (A) Landscape Architecture 695 Application of GIS in Nat Resources (3 cr) (LAS) (A)

Select from below: 15 credits of electives (see an Advisor and the Advising tab for recommended focused elective sets) Agronomy 370 Grassland Ecology (3 cr) (LAS) (I) Anthropology 474 Ethnobotany (3 cr) (LAS) (I) (BS/SS) (E) Botany 400 Plant Systematics (4 cr) (LAS) (I) (BS) or

Botany 401 Vascular Flora of Wisconsin (4 cr) (LAS) (I) (BS) Botany 455 Vegetation of Wisconsin (4cr) (LAS) (I) (BS)

Environmental Studies 651 Conservation Biology (3cr) (LAS) (QRB) Environmental Studies 360 Extinction of Species (3 cr) (LAS) (I) (BS) Landscape Architecture 361 Wetlands Ecology (3 cr) (LAS) (I) (BS) Soil Science 323 Soil Biology (3 cr) (LAS) (I) (BS) Anthropology /AIS 354 Archeology of Wisconsin (3 cr) (LAS) (I) (SS) (E) or

Anthropology /AIS 353 Indians of the Western Great Lakes (3 cr) (LAS) (I) (SS) (E) or Amer Ind Studies 250 Indians of Wisconsin (3 cr) (LAS) (E) (SS), or AIS/Anthropology 431 American Indian Folklore (3 cr) (LAS) (E) or AIS/LSC 444 Native Amer Envir Issues & the Media (3 cr) (LAS) (I) (H/SS) (E) or AIS/CES/Soc 578 Poverty and Place (3 cr) (LAS) (A) (SS) (E)

Art History 457 Hist of Amer Vernacular Arch & Landscapes (3 cr) (LAS) (I) (H) or Art History 264 Dimensions of Material Culture (4 cr) (LAS) (E) (I)

Design Studies 221 Person and Environmental Interactions (3 cr) (LAS) (I) Folklore 439 Foodways (3 cr) (LAS) (H) (I),

or Folklore 540 Local Culture & Identity Upper Midwest (3 cr) (LAS) (A) (H/SS) (E) Geography 309 People, Land & Food (3 cr) (LAS) (I) (SS)

or Geography 501 Space and Place: A Geography of Experience (3 cr) (LAS) (A) (SS) or Geography 305 Introduction to the City (3 cr) (LAS) (I) (SS) (E), or Geography 434 People, Wildlife, and Landscapes (3 cr) (LAS) (A) (SS), or Geography 301 Geography of Social Organization (3 cr) (LAS) (I) (SS)

Geography 305 Introduction to the City (3 cr) (LAS) (I) (E) Geography 439 US Environmental Policy and Regulations (3-4 cr) (LAS) (I) (SS)

Geography 506 Historical Geog of European Urbanization (3 cr) (LAS)(A) (SS) Landscape Architecture 321 Design Health Promoting Environments (3 cr) *Landscape Architecture 677 Cultural Res Preservation & Landscape History (3cr) * Landscape Architecture 668 Restoration Ecology (4 cr) (LAS) (A) (BS) Landscape Architecture 675 Historic Preservation Planning Field Wrkshp (1-4 cr) (LAS) (A)(H) Real Estate 306 The Real Estate Process (3 cr) (LAS) (I) (SS) Real Estate 420 Urban and Regional Economics (3 cr) (LAS) (A) (SS) Urban & Reg Planning 449 Government and Natural Resources (3-4 cr) (LAS) (SS) * Urban & Reg Planning 601 Site Planning (3 cr) (LAS) (H/SS) Urban & Reg Planning 611 Urban Design: Theory and Practice (3 cr) (LAS) (I) Urban & Reg Planning 617 Community Development (3 cr) (LAS) (A) (SS)

Capstone All students are required to take a capstone course. The course is intended to demonstrate the knowledge and skills you have gained during your time at the university and should focus on your desired career path. Capstone courses are included within the focused elective sets and indicated with *.

QUALITY & RESIDENCE IN THE MAJOR: • A minimum 2.000 GPA in all major and Subject courses (LAND ARC and any course counted

in the major) • A 2.000 on at least 15 Upper Level major credits (Intermediate/Advanced level

courses) taken in Residence • 15 credits at any level in LAND ARC taken at UW-Madison (and not through a UW Madison

program offered remotely)

Introductory Courses 13-14 Major Breadth 19-23 Focused Electives 15 Total Major Credits 47-52

Proposed Bachelor of Science Landscape and Urban Studies: Draft 09/20/2018

Year Fall Semester Courses Credits Spring Semester Courses Credits

1 Land Arc 250: Survey of Landscape Architecture (HEC) 3 Land Arc 211: Landscape Inventory and Evaluation Methods or Geog 127: Physical Environment (formerly Land Arc 262)

4-5

Gen Ed Requirements (Quant A/B, Comm A/B, Ethnic Studies, Language) 3 *BPS Elective

3 or 5

Gen Ed Requirements (Quant A/B, Comm A/B, Ethnic Studies, Language) 3 Gen Ed Requirements (Quant A/B, Comm A/B, Ethnic Studies, Language) 3

Humanities Breadth 3 Gen Ed Requirements (Quant A/B, Comm A/B, Ethnic Studies, Language) 3

Free Elective 3

Total Credits 15 Total Credits 13-16


2 Land Arc 260: Landscape History 3 URPL 463: Evolution of American Planning 3

SS Elective 3 *BPS Elective 3

Humanities Breadth 3 *SS Elective 3

Gen Ed Requirements (Quant A/B, Comm A/B, Ethnic Studies, Language) 3 Free Elective 3

Gen Ed Requirements (Quant A/B, Comm A/B, Ethnic Studies, Language) 3 Humanities Breadth 3

Total Credits 15 Total Credits 15

Proposed Bachelor of Science Landscape and Urban Studies: Draft 09/20/2018


3 *SS Elective 3 *Technology Elective 3

*Technology Elective 4 SS Breadth 3 BPS Breadth 3 BPS Breadth 3 Free Elective 3 Free Elective 3

**Major Elective 3 **Major Elective 3



4 Free Elective 3 Capstone 4

Free Elective 3 Free Elective 3

Free Elective 3 Free Elective 3

**Major Elective 3 **Major Elective 3

**Major Elective 3

Total Credits 15-16 Total Credits 13-14

Required to graduate: 120 cr

• Select from Major options** Select from within mjor electives. Students are encourage to consult theiradvisor prior to enrolling in major electives.

BPS = Biological and Physical Sciences SS = Social Sciences White cells represent changes from the CALS BS Major Yellow cells/text represent consistencies between the old CALS and new L&S major

Credit Distribution Within Major + Electives Removed in Conversion from CALS Additions in Conversion to L & S Major Specialization/ Electives Capstone

Major Electives CALS 56 18 27 3

1. 6 additional Humanities credits2. 6 additional Social Studies

credits3. 3 additional langage req.4. 3 additional Technology credits

L&S 32 15 27 4

1. Drop LA 301 Intro Design Lab2. Drop LA 375 special topics3. Drop Chemistry4. Specialization requirements reduced 3 credits5. Geography 127 is optional with Land Arc 2116. Drop 1st year CALS seminar

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PREVIOUS REQUIREMENTS CALS Bachelor of Science: Major in Landscape Architecture


1 Land Arc 250: Survey of Landscape Architecture (HEC) 3 Land Arc 262: Landscape Inventory and Evaluation Methods Changes to 211 and 4 cr in L&S

3

Land Arc 201 2 Math 113

2

Physical Science Fundamentals: Chemistry 5 Biology Elective 5

Math 112 3 Gen Ed Requirements (Comm A/B, Ethnic Studies) 3

First Year Seminar 1 Gen Ed Requirements (Comm A/B, Ethnic Studies) 3



2 URPL 463 3 Land Arc 260: Landscape History 3

Soil Science 301 (CALS Science Req) 4 Biology Elective 3-4

Elective 3 Gen Ed Requirements (Quant B, Comm A/B, Ethnic Studies) 3

Gen Ed Requirements (Quant B, Comm A/B, Ethnic Studies) 3 Land Arch 375 3

Elective 3

Total Credits 15 Total Credits 15-16

CALS Bachelor of Science: Major in Landscape Architecture


3 History 460 or Art Hist 457 3 Land Arch 695 or URPL 622 (Technology) 3

Specialization 3 Specialization 3 Geography 127 (also counts for International req.) 5 Specialization 3 Biology elective 3 Elective 3

Elective 3



4 URPL 601 3 Capstone 3

Elective 3 Specialization 3

Elective 3 Elective 3

Specialization 3 Elective 3

Specialization 3 Elective 3

Total Credits 15-16 Total Credits 15

Required to graduate: 120 cr

Yellow highlights indicate those requirements that continue in the new L&S Major.

NoticeofintenttocreateamajorinDataScienceSeptember10,2018

1)Thenameoftheproposeddegree/major

BA/BSinDataScience

2)Homedepartment/department-likeunitandSchool/College

TheadministrativehomewillbetheDepartmentofStatisticsintheCollegeofLetters&Science.

ThecurricularhomewillbeaprogramcommitteewithrepresentationfromtheDepartmentsofComputerScience,Mathematics,Statistics,andtheiSchool.

3)Modeofdelivery(face-to-face,online,other-specify)

Primarilyface-to-face,exceptforanonlinecapstoneexperiencecourse.

4)Primaryfacultycontactperson

BretLarget,Professor,DepartmentofStatistics([email protected])

5)Learningoutcomes

Studentswill:

1. integratefoundationalconceptsandtoolsfrommathematics,computerscienceand

statisticstosolvedatascienceproblems;

2. demonstratecompetencieswithtoolsandprocessesnecessaryfordatamanagement

andreproducibility;

3. producemeaningfromdataemployingmodelingstrategies;

4. demonstratecriticalthinkingrelatedtodatascienceconceptsandmethods;

5. conductdatascienceactivitiesawareofandaccordingtopolicy,privacy,securityand

ethicalconsiderations;and

6. demonstrateoral,writtenandvisualcommunicationskillsrelatedtodatascience.

ThelearningobjectivesforstudentsintheproposedDataSciencemajorareconsistentwith

recommendationsbytheNationalAcademiesofScience,Engineering,andMedicine1.

6)Programdescription

Inlinewiththeselearninggoals,theapproachweenvisionistoteachDataScienceasa

laboratorysciencewherestudentsregularlyworktocrystallizeunderstandingandvalidate

1EnvisioningtheDataScienceDiscipline:TheUndergraduatePerspective,InterimReport.

knowledgethroughiterativeexperimentation.Thelearningenvironmentwillbe

productive,collaborative,experimental,welcomingoffailure,computational,curiousand

imaginative,andportfoliobased.Thisapproachisadistinctdeparturefromaprimarily

theoretical-based-understandingprovidedintraditionalcoursework.Instead,wewillgrow

theoryfrompractice.

Outlineofcoursework

Themajorwillincludefivefoundationalcourses,twoofwhichwillbeaccessibletomost

incomingfreshmen.Foundationalcoursesinmathematicsareprerequisitesforone

foundationalcourseandsomeelectivecourses.Studentswilldeepenandbroadentheir

understandingofdatasciencewithelectivecourseswithdatasciencecontentfrom

multipledepartments.Finally,studentswilltakeadatasciencecapstonecourse,integrative

andproject-based,inthespiritoftheWisconsinExperience.

FoundationalDataSciencecourseswillbetaughtintheDepartmentsofComputerSciences,

Statistics,Mathematics,andbytheInformationSchool.Electivecourseswillbeavailable

withinthesedepartmentsandinmanyotherdepartmentsacrosstheuniversity.

0)FoundationsinMathematics.Studentsareexpectedtogaincompetenceinthreeareasofmathematics:calculus,probability,andlinearalgebra.Thiscompetencemaybeattained

bycompletingprerequisitecourses,orrequiredorelectivecoursesthatsatisfyother

degreerequirements.

• Calculus:Math221(orMath171/217)andMath222[typically9credits].Thesecoursesareprerequisitesforsomerequiredcoursesandsomeelectivecourses

expectedtobepopular.SomedatascienceelectivecoursesalsorequireMath234as

aprerequisite,butthedegreerequirementscanbecompletedwithoutit.

• Linearalgebra:Studentsmustcompleteacoursewherelinearalgebraisamajor

componentofthecourse[typically3credits].ThecoursesMath320,Math340,Math375,andECE532satisfythelinearalgebracomponent.Thereareplansto

createnewcoursesthatwillalsosatisfythisrequirement.

• Probability:Abasicintroductiontoprobabilityisincludedinthedatamodeling

sequence.Somestudentswillelecttotakeadditionalelectivesthatincludemore

probability.

1) FoundationsofDataScience(17credits).Eachofthesecourseswillteachdatascienceinalaboratorysettingwithablendedcombinationoflecture,hands-on

experienceinagroupsetting,andteamprojects.

• DataModelingI(4cr,newStatisticscourse):datawrangling,dataexploration,data

visualization,datasummarization,statisticalthinking,basicmodeling—introduce

R.

• DataModelingII(4cr,newStatisticscourse):modelingfordatascience,

introductiontoprobability,statisticalinference,introductiontoBayesianstatistics,

regressionmodels,statisticallearning

• DataProgrammingI(3cr,ComputerSciencecourse):introductiontoprogramming

principlesanddatamanagement,elementsofdatabases—introducepython.

• DataProgrammingII(3cr,newComputerSciencecourse):advanceddata

structures,datamanagement,objectorientation,etc.

• DataScienceEthics(3cr,newiSchoolcourse):ethicalissuesindatascience.

2) Datascienceelectives(15credits).Studentscompleteelectivecoursesatanintermediate/advancedlevel.

• Statisticalmodeling(3credits)Onecourseinstatisticalmodelingandinference.

• Computing(3credits).Onefurthercourseincomputingwithdata.

• Machinelearning(3credits)Onecourseinmachinelearning.

• Otherelectives(6credits)

3) Datasciencecapstonerequirement(1credit).Studentscompleteacapstoneexperiencewhichintegrateslearningfromtheprogramwithanareaofapplication,

workingwithateam,resultinginaprojectandpresentation.Possiblewaystosatisfy

thisrequirementincludecompletingprojectsinthecontextofanewseminarcourse,

internshipstakeninconjunctionwiththiscourse,orindependentresearchwith

facultyacrosscampusonprojectsapprovedbytheprogramcommittee.

Thenumberofrequiredcreditsforthisprogram(33)iswithintherangeofotherL&S

majors.AlsolikeotherL&Sprograms,studentswillcompleteadditionalprerequisite

coursesinmathematicsandcomputerscience(dependingonelectiveschosen),sothe

actualnumberofcreditsandindividualstudentswillcompletemaybehigher.

Nevertheless,theprogramwillgovernnomorethan60ofstudents120credits,percollege

policy.Thisshouldresultintimelycompletionoftheprograminacollegewherethe

averagetime-to-degreeis3.97calendaryears.

7)Requiredresources

• InstructionandTAsfortheproposednewcourseswillinitiallybeprovidedby

reallocationwithinrelevantdepartments.

• SignificantgrowthinthemajormaybeanticipatedtorequireadditionalTAand

academicstaffsupport,aswellasadditionalfacultymembers.

• Coredatasciencecourseswillhaveparticulartechnologicalandinstructionaldesign

needstomeetgoalsofinstructors.

TheCollegeofLetters&Sciencehasaresourceallocationmodelthatallowsreallocationof

resourcestoparallelenrollmentgrowth.Thecollegeisactivelyengagedinfacilities

planning(includingdesignofnewbuildingsandrenovationofsomeexistingspace)to

accommodateemerginginstructionalneeds.Theunitsparticipatinginthisproposalare

engagedinthesediscussionsandplanningprocesses,andthecollegeisawareoftheir

collectiveprioritizationofthisprogram.

8)Otherrequiredapprovals

NoapprovalsbeyondtheBoardofRegentsarerequired.

9)Evidenceofhowthenewprogramalignswiththeinstitutionalmission,strategicplan,andexistingacademicdegreeprogramarray

DataScienceencompassesallaspectsofdata,includingitscollection,cleaning,

visualization,analysis,andmodeling,whichwhencombinedwithdomainknowledge

producesinsight,knowledge,meaning,andunderstanding,leadingtothecommunication

ofinterpretationstostakeholdersfordecisionmaking.DataScienceisanemergingfield

whichintegrateselementsofmanyexistingfieldsincludingcomputerscience,information

science,mathematics,andstatistics.AlthoughUW-Madisoncurrentlyoffersundergraduate

programsinmostoftheseareas,theproposedprogramisdistinctfromexistingmajorsin

theserelatedfields.

ItisimportanttoofferanundergraduatemajorindatascienceatUW-Madisontomeetthe

growingdemandforgraduateswithexpertiseinthisarea.TheDataSciencemajorwill

directlycontributetotheWisconsinExperience:thecurriculumwillfosterrelentless

curiosity,intellectualconfidenceandpurposefulactionbyengagingstudentsiniterative

experimentation,relevanthands-ondataanalysis,problem-solving,andcollaborativeteam

work.

10)Alinktotheinstitution’sacademicstrategicplan

https://chancellor.wisc.edu/strategicplan2/ed_experience.html

11)Needfortheprogram

DatascienceisoneofthefastestgrowingareaofjobsinthenationandinWisconsin.Data

Scientististhe#1jobonthewebsiteGlassdoor2withover25,000jobs(29August,2018).

Monster.com3listsover12,500jobsindatasciencenationally(29August,2018).

Indeed.com4hasover200joblistingsfordatascientistsandover1,000jobsfordata

analystsjustinthestateofWisconsin.(29August,2018).

AtUW-Madison,theundergraduatemajorprogramsmostcloselyalignedwithdatascience

arecomputerscienceandstatistics.However,neithermajorrequiresthecombinationof

coursesacrossthefullrangeoftopicsthatadatascientistshouldlearn.Severalofourpeer

2https://www.glassdoor.com/List/Best-Jobs-in-America-LST_KQ0,20.htm

3https://www.monster.com/jobs/search/?q=Data-Science

4https://www.indeed.com/jobs?q=data+scientist&l=Wisconsin

institutions,includingUCBerkeley,Michigan,Purdue,andPennStaterecentlyhaveadded

undergraduatemajorsindatascience.

WithintheUWSystem,UW-RiverFallshasanundergraduateprograminDataScienceand

PredictiveAnalytics.UW-StevensPointhasanundergraduateprograminDataAnalytics.

Withtheintensedemandandinterestindatascienceandtheemploymentopportunities

forgraduates,weanticipatethecreationofmultiplenewundergraduateprogramsindata

scienceandrelatedfieldsacrosstheUWSystem,tailoredforthespecificneedsofstudents

ateachinstitution.

12)Programfaculty

KeyfacultyinthedesignandimplementationofthisnewprogramwillbeAdityaAkellaand

RemziArpaci-DusseaufromComputerScience;BretLargetandBrianYandellfrom

Statistics;KristinEschenfelderfromtheiSchool;andSebastienRochandQinLifrom

Mathematics.

13)LettersofSupport

WeincludelettersofsupportfromthecoordinatingDepartmentsofMathematics,

Statistics,andtheiSchool.AletterfromtheDepartmentofComputerScienceisexpectedto

arriveseparatelywithinafewdays.

September 7, 2018 Dear Dean Scholz, I have shared the "Notice of Intent to Create a new Data Science Major" with our Undergraduate Program Committee. I am pleased to report that the Department of Mathematics fully supports the creation of this new major and looks forward to contributing to this important initiative. Sincerely,

Tonghai Yang Professor and Chair Of Department of Mathematics

Department of Statistics 1220 Medical Science Center

1300 University Avenue Madison, WI 53706-1532

(608) 262-259 To: Dean Karl Scholz, L&S From: Jun Zhu, Professor and Chair, Department of Statistics Date: September 7, 2018 Subject: Support for Notice of Intent - Undergraduate Major in Data Science Dear Dean Scholz, On September 4, 2018, the faculty in the Department of Statistics voted unanimously in strong support of the Notice of Intent to create a new undergraduate major in Data Science to be administered by our department, the Department of Statsitics, and with a program committee with representation from the Departments of Computer Science, Mathematics, and Statistics, as well as the School of Information (iSchool). Thank you. Yours sincerely,

Jun Zhu Professor and Chair Department of Statistics Cc: Deputy Dean Eric Wilcots, Associate Dean Gloria Mari-Beffa, and Associate Dean Elaine Klein, L&S

Information School 4217 Helen C. White Hall 600 North Park Street Madison, Wisconsin 53706-1403 USA

Phone: 608/263-2900 Fax: 608/263-4849 E-mail: [email protected] Website:ischool.wisc.edu

September 4, 2018 To Dean Karl Scholz: The faculty of the School of Information (iSchool) is pleased to support the Notice of Intent for an undergraduate major in Data Science administered by the Department of Statistics. The iSchool is developing a new course “Data and Algorithms: Ethics and Policy” that will fulfill a requirement of the proposed major. The iSchool may also offer electives as approved by a BS Data Science program committee. The iSchool will have no administrative or advising responsibilities for the major. Sincerely yours,

Kyung-Sun Kim Professor and Interim Director

October 2018

REQUEST FOR AUTHORIZATION TO IMPLEMENT A BACHELOR OF SCIENCE DEGREE IN HEALTH PROMOTION AND HEALTH EQUITY

AT UW-MADISON PREPARED BY UW-MADISON

ABSTRACT

The University of Wisconsin-Madison proposes to establish a Bachelor of Science (B.S.) degree in Health Promotion and Health Equity (HPHE). The development of the program responds to student interest and employer demand for health-related expertise and health education careers, and reflects a long commitment by the School of Education to engage with disadvantaged communities. The program will provide students with tools and perspectives to facilitate healthy practices at the individual and societal levels, preparing majors for emerging career opportunities for health educators within non-profit community health organizations, health insurance companies, hospital-based systems, mental health centers, senior citizen centers, home visitation programs, and governmental health offices. The B.S. in HPHE can also serve as a stepping stone to graduate study in fields such as physical therapy, occupational therapy, public health, and mental health counseling. The major will be comprised of 40 credits, which will include 31 required “core” classes and 9 elective credits. PROGRAM IDENTIFICATION Institution Name University of Wisconsin-Madison Title of Proposed Program Health Promotion and Health Equity (HPHE) Degree/Major Designations Bachelor of Science Mode of Delivery Single institution Projected Enrollments by Year Five Table 1 represents enrollment and graduation projections for students entering the program over the next five years. By the end of year five, it is expected that 220 students will have enrolled in the program and 99 students will have graduated from the program. The average student retention rate is projected to be similar to the retention rates of undergraduate students overall on campus.

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Table 1: Five-Year Degree Program Enrollment Projections

2019-20 2020-21 2021-22 2022-23 2023-24

New students 50 80 80 80 80 Continuing students 0 48 94 122 140 Total Enrollment

50 128 174 202 220

Graduating 0 30 48 58 76 Note: Cohort retention rate to graduation estimated at 95%. Tuition Structure

For students enrolled in the HPHE program, standard tuition and fees will apply. For academic year 2018-19, UW-Madison resident tuition and segregated fees total $5,277.76 per semester for a full-time student (12-18 credits), or $440 per credit. Of this amount, $4636.68 is attributable to tuition and $641.08 is attributable to fees. Nonresident tuition and segregated fees totals $18,402.64 per semester for a full-time student (12-18 credits) or $1534 per credit. Of this amount, $17,761 is attributable to tuition and $641.08 is attributable to segregated fees.

Department or Functional Equivalent Department of Kinesiology College, School, or Functional Equivalent School of Education

Proposed Date of Implementation First students enrolled in program: September, 2019 DESCRIPTION OF PROGRAM Overview of the Program The BS-Health Promotion and Health Equity is designed to provide students with tools to facilitate healthy practices at the individual and societal levels, preparing majors for emerging career opportunities for health educators or for further training at the master’s level in the health and mental health professions.

The proposed curriculum includes 31 credits of required coursework and 9 credits of elective coursework for the major, and a total of 120 credits for the degree. The core curriculum includes a balanced focus on the interrelated areas of physical health, mental health, and disability. Electives will allow students to tailor the major in the direction of individual interests in one of the above areas. Students will learn about the theoretical, programmatic and empirical foundations of health promotion and health equity interventions, as well as demonstrate competence in evaluating strengths and weaknesses in health promotion programs. The major will prepare graduates to practice as health educators by preparing them for the Certified Health Education Specialist (CHES) exam.

The HPHE major is designed to serve as a stand-alone major, or as an additional major to students who are completing another bachelor's degree and associated major. We believe that

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students with majors such as pre-med or pre-nursing fields, human development and family studies, psychology, social welfare, and social work would be good candidates for an additional major in HPHE. Table 2: Credit Breakdown for HPHE Major Requirement Description Credits HPHE Core

Core required courses in three participating departments (Kinesiology; Rehabilitation Psychology & Special Education; Counseling Psychology) focused on specific competencies and learning outcomes for the major

31

HPHE Electives

Elective coursework in HPHE (includes options in three participating departments and other UW-Madison departments)—students will select coursework to provide in-depth training relevant to professional goals

9

Total Credits (minimum) 40 Student Learning Outcomes and Program Objectives

The HPHE major aims to prepare students for careers as health educators at graduation, with an emphasis on skills to work effectively with diverse and underserved populations. The curriculum has been designed to conform to the standards of the National Commission for Health Education Credentialing (NCHEC), including preparation for the seven competency areas covered on the Certified Health Education Specialist (CHES) exam. Some students may also use the HPHE major as preparation for graduate study in other disciplines (e.g., counseling; physical therapy; public health; occupational therapy)—however, advising will be critical as these students will generally need to complete coursework beyond the requirements of the major to be competitive applicants for most graduate programs in health and mental health.

Upon program completion, students will demonstrate competence in the following

learning outcomes.

Learning Outcome #1: Recognize concepts and theories related to health promotion and health equity.

Learning Outcome #2: Relate the role of social factors in facilitating or hindering health.

Learning Outcome #3: Evaluate the strengths and weaknesses of health behavior and health equity interventions.

Learning Outcome #4: Identify links between physiological and psychological health.

Learning Outcome #5: Interpret and communicate the interaction between personal and environmental determinants of health and wellbeing.

Learning Outcome #6: Draw from personal and professional identities to develop socially just practices and to lead effectively within their communities of practice.

4

Program Requirements and Curriculum Major coursework includes required HPHE core curriculum (31 credits) and electives (9

credits). The HPHE core courses form the main content of the major and are linked to NCHEC expectations for training critical to the role of a health educator, including conceptual and theoretical foundations; awareness of multiple determinants of physical and psychological health; program planning, administration, and evaluation; and working effectively with underserved populations (e.g., persons with disability; low-income groups; racial and ethnic minority populations).

Elective coursework allows for specialized training in areas (e.g., physical activity and health; disability; mental health) related to the student’s career objectives.

Students may enroll directly to the BS-HPHE program upon admission to the University as a new freshman or transfer student, or may declare the major later in their course of study (typically during the first or second year of study at UW). Currently enrolled students declaring the HPHE major must have a minimum of a 2.5 cumulative GPA to be admitted, and majors are expected to maintain this GPA during their matriculation in the School. (This is the School of Education required minimum GPA to be in good academic standing.) Advising for admission will be provided by staff within the SoE’s Education Academic Services unit. Table 3 shows the curriculum for the proposed program. Table 3: B.S. in Health Promotion and Health Equity Curriculum

UNIVERSITY GENERAL EDUCATION REQUIREMENTS (Summarized) Credits

Breadth—Humanities/Literature/Arts 6

Breadth—Natural Science 4-6

Breadth—Social Studies 3

Communication Part A & Part B

Ethnic Studies 3

Quantitative Reasoning Part A & Part B

SOE LIBERAL STUDIES REQUIREMENTS (Summarized) 40 Credits

Humanities (literature, fine arts, elective) 9 (minimum)

Social Studies (social science) 9 (minimum)

Science 9 (minimum)

Cultural and Historical Studies 9 (minimum)

MAJOR REQUIREMENTS (40 Credits)

Required Health Promotion Core, 31 credits 31 Credits KINES 150: Foundations of Health Behavior and Health Equity 3 KINES 235: Human Physiology and Health 4 KINES 370: Planning, Facilitating & Assessment in Movement and Health Professionals

3

KINES 566: Promoting Health in the Community 3 RP & SE 505: Biological, Psychosocial, and Vocational Aspects of Disability

3

5

RP & SE 516: Health Promotion for Individuals with Disability and Chronic Illness

3

RP & SE 325: Self-Management of Chronic Illness and Disability 3 COUN PSY 237: Mental Health, Self-Awareness, and Social Justice: Working in Diverse Communities

3

COUN PSY 531: Prevention and Intervention in Mental Health Across the Lifespan

3

COUN PSY 655: Clinical Communication Skills 3

Major Electives, 9 credits Select 3 courses from one of the following emphases or select courses across areas 9 Credits

Physical Activity and Public Health

KINES 100: Exercise, Nutrition, and Health 2 KINES 123: Living Well: Lifestyle Balance and Health Promotion for College Students 2

KINES 353: Health and Physical Education in a Multicultural Society 2

KINES/CURRIC 501: Health Information for Teachers 3 KINES 547: Skills for Health: Methods and Practicum of Teaching Health 3 HIST SCI: 212: Bodies, Diseases, and Healers: An Introduction to the History of Medicine 3

Chronic Illness, Disability, and Health RP & SE 100: Disability and Society 3

RP & SE 310: Positive Psychology and Well Being 3

RP & SE 125: Health & Rehabilitation Professions 3

RP & SE 121: Disability and Substance Abuse 3

Health Equity, Mental Health, and Well-Being

COUN PSY 225: Coming to Terms with Cultural Diversity: Invitation to Dialogue 3 COUN PSY 230: Race and the Developing Child 3

COUN PSY 331: Immigrant Health and Wellbeing 3 COUN PSY 525: Dimensions of Latin@ Mental Health Services 3

Social Determinants of Health

HIST SCI 523: Race, American Medicine and Public Health 3

HIST SCI 275: Science, Medicine, and Race: A History 3

MED HIST/POP HEALTH 553: International Health and Global Society 3

NUTR SCI 350 World Hunger and Malnutrition 3 C&E SOC/SOC 140 Introduction to Community and Environmental Sociology 3

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C&E SOC/SOC 532 Health Care Issues for Individuals, Families, and Society 3

C&E SOC/SOC 533 Public Health in Rural & Urban Communities 3

AAE/INTL ST 373 Globalization, Poverty and Development 3

CSCS 125 Community and Social Change 3

CSCS 460 Civil Society and Community Leadership 3

HDFS 474 Racial and Ethnic Families in the U.S. 3

HDFS 469 Family and Community Influences on the Young Child 3

Health Sciences

ANAT & PHY 337 Human Anatomy 3

NUTR SCI 132: Nutrition Today 3

NUTR SCI 332: Human Nutritional Needs 3

PSYCH 202: Introduction to Psychology 3-4

ANY ADDITIONAL CREDITS NEEDED TO COMPLETE 120 CREDITS

DEGREE TOTAL 120 Note: Some courses may meet requirement in more than one area (university requirements/SoE requirements/major requirements).

Assessment of Outcomes and Objectives

An important goal of assessment is to ascertain the extent to which students are meeting the learning outcomes for the major. Direct evidence is provided by (1) student work products, as all core courses will include assignments with direct relevance to learning objectives, (2) post-degree outcomes, including attainment of post-degree career and academic objectives, and (3) for students seeking health educator certification, pass rates on the CHES exam. Student evaluations of teachers and classes are an important additional source of program assessment data, which can inform program and course design, instructional strategies, and program improvement. During the implementation phase, the program will also carefully monitor student access to courses to ensure growth of course capacity to fully meet student demand, and student engagement and success, to inform program, course and instructional design.

Data collection for the annual review will be orchestrated by the HPHE program director with support from the HPHE Steering Committee and Kinesiology faculty and staff. In consultation with the steering committee, the program director will prepare an annual report including data summaries and recommendations for program improvement. An abbreviated report will be provided to the Office of the Provost, in accordance with UW-Madison institutional guidelines on student learning assessment1. Steering committee members will serve as liaisons to the three participating departments in reviewing and implementing recommended changes to the program, as described in the section on program review, below. More extensive reviews of program outcomes will occur after 5 years and then at 10-year (maximum) intervals. These reviews are carried out by UW-Madison’s University Academic Planning Council and are also described in the program review section. 1 See https://assessment.provost.wisc.edu/institutional-plan-for-assessing-student-learning/

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Diversity

Faculty in the three participating departments share an understanding of health as related to the whole person, and study environmental, social, physical, and psychological factors that intersect to affect health outcomes for individuals and populations. Health equity is a unique focus of the new major, and key learning outcomes relate to the knowledge and skills needed to work with diverse and underrepresented populations. The emphasis on understanding and reversing health disparities will be attractive to a broad spectrum of undergraduates, including students wishing to work with specific underserved groups (e.g., racial or ethnic minorities; low-income and/or rural populations). By promoting informed discussions about group-based disparities and promoting skills for intercultural dialogue, courses within the HPHE major will contribute positively to the campus climate2 in an era of increasingly diverse student population. The emphasis on building expertise to address health inequities will prove attractive to students from underrepresented groups currently or potentially attending UW-Madison, as well as to faculty considering UW-Madison as an employment setting. In this way, the new major can serve the strategic initiatives related to diversity in the School of Education and the campus. Collaborative Nature of the Program

The BS-Health Promotion and Health Equity major is a UW-Madison campus-based program and will not have collaborative arrangements with other UW System schools.

The Health Promotion and Health Equity major represents a collaboration among the three health area departments in the School of Education, capitalizing on the expertise of current as well as incoming faculty to provide training in the fast-growing field of health education. Core requirements encompass 10 courses (3 of which are existing courses; the remaining 7 have been developed to ensure comprehensive coverage of program learning outcomes, and with the CHES certification standards in mind). Elective options include both existing and new courses from the three collaborating departments, as well as existing courses from departments in other colleges (e.g., History of Science; Population Health; Nutritional Sciences, Community and Environmental Sociology; Human Development and Family Studies). The new major will be hosted within the Department of Kinesiology. It will be administered by a program director (academic staff position) housed in that department, with support from a Steering Committee comprised of one faculty member from each of the three participating departments. The Steering Committee will convene monthly to confer with the program director about program administration, will prepare an annual report related to enrollments and students’ attainment of learning outcomes, and will serve as liaisons to participating departments on matters of program review and program changes. Projected Time to Degree

The B.S. degree in HPHE is designed to be completed in four years of full-time study. HPHE core courses will be offered on a predictable schedule, with enrollment priority given to majors. Many core classes will also be offered in the summer, to provide students with greater flexibility.

While the School of Education anticipates that many students will choose to complete their degree in the traditional four-year timeline, student academic advisors have developed program plans that would enable students to complete the program in three years by taking 2 See more information about UW-Madison campus climate at https://campusclimate.wisc.edu/

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courses online during the summer term. For example, in summer 2018, 15 HPHE required and elective courses were offered in the summer (three SoE core courses were offered online; four SoE electives were offered online, one foundational course was offered online, and seven foundational courses were offered face-to-face). While completing the program in three years would not be a requirement, supplementing study during the academic year with summer courses could reduce overall cost of attendance, facilitate participation in study abroad opportunities, and provide for earlier entry into graduate study or the workforce.

Program Review Internal program reviews will be initiated by the program director annually, with assistance from the Steering Committee. In addition, the HPHE program will undergo an initial, formal program review (chaired by a member of the UW-Madison University Academic Planning Council) approximately five years after the implementation date (i.e., during the 2024-25 academic year), followed by regular UAPC reviews, initiated by the dean and at a maximum of 10-year intervals. These regular program reviews will follow UW-Madison’s Academic Program Review Guidelines, which include the preparation of a self-study by program faculty, a site visit by a review committee comprised of university faculty and (optionally) outside experts, and a written report from the review team with recommendations to be shared with the dean and with program faculty.

Similar to the annual review, the HPHE Steering Committee will take the lead in addressing recommendations arising from these periodic formal reviews, and will act as liaisons to the participating department chairs as needed to implement changes to program policies and practices. Accreditation

There are no specialty accreditation requirements in this area. JUSTIFICATION Rationale and Relation to Mission

The mission statement of UW-Madison3 states that the institution seeks to “Offer broad and balanced academic programs that are mutually reinforcing and emphasize high quality and creative instruction at the undergraduate, graduate, professional and postgraduate levels.” The HPHE major serves this mission as an interdisciplinary and high-quality training program with a unique focus on health promotion and health equity as it relates to physiological health, psychological well-being, the social determinants of health, and the right to health. The new major aligns with the UW-Madison campus commitment to the Wisconsin Idea by preparing professionals who will serve communities across the state, nation, and world. Because of the emphasis on health equity and overcoming societal barriers to access to health care for diverse populations, the new major will also contribute to UW-Madison’s commitment to “attract and serve students from diverse social, economic and ethnic backgrounds and to be sensitive and responsive to those groups which have been underserved by higher education.” The HPHE

3 Available at https://www.wisc.edu/about/mission/

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program also connects to the UW-System mission4 “to extend knowledge and its application beyond the boundaries of its campuses”.

The UW-Madison Chancellor’s Strategic Framework 2015-2019 seeks to “improve learning outcomes, including reducing time to graduation, for all students.” By linking program objectives closely to expanding employment opportunities in the health sector, and by carefully sequencing HPHE core courses (and providing multiple alternatives for many of the prerequisite courses), the HPHE major will allow students to complete the degree in a timely way and will prepare them to achieve the Certified Health Educator on graduation by passing the CHES exam. The course content, the contextual approach to health and well-being, and the skills-based orientation of this new major will appeal to a diverse group of potential UW-Madison students. It will contribute to creating an inclusive climate and provide enhanced attention to issues related to equity and diversity on the campus and in the School of Education.

Institutional Program Array

The Department of Kinesiology is the ideal academic home for the major given the department’s history of research and instruction in health promotion, health and physical activity, occupational therapy, health education, and epidemiology. The major will also draw on crucial strengths in the School’s Rehabilitation Psychology and Counseling Psychology programs, especially related to detection, diagnosis, and treatment of physical and mental health conditions, social determinants of health, prevention, early intervention and treatment, health policy, and health equity. The major’s location in the School of Education is a particular strength, given these departments’ nationally recognized expertise in health education and training, and that education itself is a primary determinant of health and well-being in later life. Finally, the major’s multidisciplinary perspective helps ensure that “health” is broadly defined within this program – for instance, that health maintains a holistic perspective of both physical and mental health, including family and community components, larger social and environmental factors, and individual factors.

The B.S. in HPHE will complement health-related training programs at UW-Madison in the School of Medicine and Public Health and the School of Nursing. The new major has the distinguishing goal of training undergraduates for emerging career opportunities for health educators within non-profit community health organizations, health insurance companies, hospital-based systems, mental health centers, senior citizen centers, home visitation programs, and governmental health offices. As mentioned previously, the B.S. in HPHE can also serve as a stepping stone to graduate study in fields such as physical therapy, public health, occupational therapy, and mental health counseling. The intensive focus on health equity issues, and on building skills to work with underserved populations, is an additional unique feature of the new major, and will complement existing health-related undergraduate degree programs at UW-Madison. The B.S. in HPHE can also complement existing certificate programs at UW-Madison related to health (e.g., Certificate in Global Health; Certificate in Health and the Humanities) and social equity (e.g., Gender and Women’s Studies Certificate Program). Other Programs in the University of Wisconsin System

The proposed degree is intended primarily to serve existing UW- Madison students, not to draw students away from other UW-System institutions. Unsurprisingly, the high demand for

4 Available at https://www.wisconsin.edu/regents/policies/the-university-of-wisconsin-system-mission/

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health care professionals has resulted in a number of health-related undergraduate programs at UW System institutions. The list below delineates related programs within the UW-System.

● UW-La Crosse offers a B.S. in Public Health and Community Health Education that emphasizes preparation for the Certified Health Education Specialist (CHES) examination upon graduation. Their core health content contains practices in health education, emotional health, violence, drugs, sexuality and nutrition.

● UW-Stevens Point also offers a major in Health Promotion and Wellness that includes courses in behavior change, stress management and several practicums.

● UW-Superior has a Community Health Promotion major/concentration that spans health topics and includes electives in public health, maternal child health and environmental/epidemiology.

● UW-Stout offers a B.S. in Health, Wellness and Fitness with an opportunity for a concentration in Health and Wellness Promotion preparing students to establish health education opportunities within larger organizations, consult within health programs and address public healthcare issues.

● UW-Whitewater offers a minor in Health Promotion that focuses on a holistic approach to health and addresses facilitating health behavior, current topics in health and health assessment.

● UW-Parkside offers a B.S. in Applied Health Sciences that uses clinical experiences to prepare students for pursuing advanced professional degrees.

● UW-Platteville offers a Health Promotion emphasis in their Health and Human Performance major with a range of potential courses including health promotion technology, emotional health and multiple aspects of physical activity.

● UW-Milwaukee offers a B.S. in Community Engagement and Education that encompasses content in cultural diversity and community-based organizing and various areas of focus. There is also a Health Promotion track for students pursuing a B.S. in Kinesiology that prepares students to enter the workforce after completion of their degree.

UW-Madison’s program will incorporate a distinctive focus on health equity and the health

needs of socially and economically challenged communities. The collaboration across the three departments also makes the proposed program unique in its focus on the multidimensionality of health by providing a balanced presentation of the topics of disability, physical health, and mental health. The nine UW campuses that offer related programs each have their own distinguishing features and focus areas. Only two of the existing programs emphasize preparation for the Certified Health Education Specialist (CHES). Need as Suggested by Current Student Demand Interest among UW-Madison undergraduates in health and wellness can be inferred from student interest in existing programs. Of the array of First-Year Interest Group (FIG) offerings for Fall 2018, 17 of 60 (28%) listed on the website feature multidisciplinary approaches to health and life sciences. In addition, current health-related majors on our campus are not able to accommodate the demand from undergraduate students wishing to attain degrees in these fields. For example, the School of Nursing received 431 applications for the Traditional Bachelor of Science in Nursing in 2018 but were only able to admit 148 students, and of qualified applicants over the last five years, the program has admitted an average of 42% of students each year (K. Mittelstadt, personal communication, August 17, 2018).

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Despite growing interest among students in majors related to health careers, there is at present no undergraduate major that includes the word “health” in its title at UW-Madison. The B.S. in HPHE aims to meet this demand for students interested in preparation at the undergraduate level for careers in health promotion. The major, along with CHES certification, will prepare graduates for opportunities with non-profit community health organizations, health insurance companies, hospital-based systems, mental health centers, senior citizen centers, home visitation programs, and governmental health offices. With appropriate supplementation to required courses, the HPHE major can also be a stepping stone to professional graduate degree programs in fields such as physical therapy, occupational therapy, nursing, counseling, social work, or other health promotion professional degrees.

Student demand for the new major is sustainable, as demand for many of these health-sector professions is expected to continue to increase (see below). Need as Suggested by Market Demand

The U.S. Department of Labor defines health educators as those who promote, maintain, and improve individual and community health by assisting individuals and communities to adopt healthy behaviors, and by collecting and analyzing data to identify community needs prior to planning, implementing, monitoring, and evaluating programs that encourage healthy lifestyles, policies, and environments. Fifty-one percent of health educators currently work in health systems and community organizations, while an additional 23% work in government programs.

The employment of health educators, mental health therapists, and health promotion specialists is growing faster than the national average compared to other occupations. Specifically, the employment of health educators is expected to grow 13% by 2024 in the state of Wisconsin5 and employment of health educators and community health workers is expected to grow 16% nationally by 20266. The State of Wisconsin initiative, “Healthiest Wisconsin 2020,” is advancing health promotion activities to improve health across the lifespan. Local governments will further develop and implement educational policies and practices that support healthy outcomes, including tracking indicators of health literacy and community health as well as integrating health literacy and decision-making skills surrounding health into schools7. Growing job demand in health education fields has spurred student interest in health-related majors. In the most recent first destination survey, 12% of undergraduates at UW-Madison entered health-related professions. PROGRAM SUPPORT Advising and Student Services Advising in the School of Education occurs partly within departments, and is partly centralized in the office of Education Academic Services (EAS). Advising is a key element of

5 Wisconsin Center for Health Equity (2013, May). Healthiest Wisconsin 2020 Focus Area Profile: Social, Economic, and Educational Factors that Influence Health. Retrieved from http://www.wche.org/uploads/8/8/9/8/8898682/hw2020_see_profile_20131101b_finalforweb.pdf 6 Bureau of Labor Statistics. (2018, April 13). Occupational Outlook Handbook, 2016-17 Edition, Health Educators and Community Health Workers. Retrieved from https://www.bls.gov/ooh/community-and-social-service/mental-health-counselors-and-marriage-and-family-therapists.htm 7 Wisconsin Center for Health Equity (2013, May). Healthiest Wisconsin 2020 Focus Area Profile: Social, Economic, and Educational Factors that Influence Health. Retrieved from http://www.wche.org/uploads/8/8/9/8/8898682/hw2020_see_profile_20131101b_finalforweb.pdf

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the proposed major, as thoughtful assistance with program planning will be important in guiding students to adopt a course sequence that will prepare them for intended career goals. In support of the new major, the School of Education has committed to resources for program administration and advising, including an additional 1 full time equivalent (FTE) academic staff position in the Department of Kinesiology to serve as program director and academic advisor to HPHE majors. Program Faculty, Instructional Staff, and Other Key Personnel

In addition to the advising personnel referenced above, the following faculty and academic staff will serve as key personnel in the HPHE major.

Table 4: Key Personnel

Name Dept Title FTE Susan Andreae (new hire) Kinesiology Assistant

Professor 0.125

Additional New Hire (January 2019)

Kinesiology Associate Professor

0.325

Jonanne Haynes-Monague Kinesiology Associate Faculty Associate

0.125

Morgan Shields Kinesiology Associate Faculty Associate

0.25

Stephen Quintana Counseling Psychology Professor 0.05 Alberta Gloria Counseling Psychology Professor 0.05 Lynet Uttal Counseling Psychology Professor 0.175 Corissa Lotta Counseling Psychology Associate

Faculty Associate

0.125

David Rosenthal Rehabilitation Psychology and Special Education

Professor 0.125

Brian Phillips Rehabilitation Psychology and Special Education

Associate Professor

0.05

Melinda Leko Rehabilitation Psychology and Special Education

Associate Professor

0.125

Susan Wiegman Rehabilitation Psychology and Special Education

Faculty Associate

0.25

Program Director (new hire) Kinesiology 1.00 Resource and Fiscal Consideration

Overview of plans for funding the program. The School of Education has invested new resources in staffing the major, including two new faculty lines in the Department of Kinesiology, an academic staff program director, and two new faculty lines in the Department of Counseling Psychology that will relieve existing faculty in Counseling Psychology to teach in the HPHE program.

In addition, the School of Education has agreed to invest new resources in 1 full-time equivalent (FTE) academic staff director in the Kinesiology Department to provide advising and

13

administrative support for the program. In addition, SoE Education Academic Services will provide supplemental advising to students considering health education careers. The School of Education has committed to providing teaching assistant support to accommodate program growth, and we anticipate that an estimated 12 additional 0.5 FTE teaching assistant lines will be needed to provide small group instruction in core courses with a skill-building (“lab”) component and large enrollment core courses with a lecture-discussion format. Finally, the Dean has committed to work with departments to fund an anticipated two additional 0.25 FTE instructional academic staff positions (one each for RPSE and CP) to support instruction for HPHE core courses. Funding for the new hires will come from reallocation of resources at the School level, and allocation of new resources from revenue generating programs and donor funds.

Further, each of the three participating departments is reallocating instructional time for faculty and academic staff, to support what are expected to be relatively high-enrollment courses required for HPHE majors, and to give additional priority to non-required courses that can serve as HPHE electives.

Costs of reallocation. HPHE students will create a substantial increase in enrollment for some classes. The Kinesiology Department has experience with designing engaged learning environments for high enrollment classes, and we will ensure that course designs are able to accommodate the additional students through state of the art pedagogical practices and additional discussion sections taught by newly allocated teaching assistants.

Impacts on other programs in these departments. Although there will be some impact of prioritizing faculty and academic staff instructional time for instruction of HPHE core and elective courses, we have offset these demands with additional resources, including new faculty hires specifically to support the new major or to provide additional instructional capacity to relieve existing faculty to support the new major permitting flexible allocation of instructional resources to the new major without sacrificing commitment to existing programs. We anticipate that enrollment in the new HPHE major will slightly reduce enrollments in the Rehabilitation Psychology and Kinesiology majors, which will also offset impact of the new program on departmental resources. Letters of Support a. Letters of support must accompany the proposal. b. The cover letter is a letter of support from the dean, which signifies the school/college commitment to the program including curriculum, student services, assessment, and program review. c. Additional letters should be included from all departments or units that contribute courses and units that will experience an impact from the program. This includes programs with similar names or programs that may experience increases or decreases in enrollment as a consequence of the new program. CALS L&S School of Medicine and Public Health School of Nursing School of Pharmacy Center for Pre-Health Advising

14

Department of Chemistry Department of Psychology Department of Math Department of Educational Psychology Department of Nutritional Sciences Department of Integrative Biology Department of Bacteriology ------------------------------------------------------------------------------------------------------------

Questions forwarded to Steve Ventura (Chair, Agroecology Program) for further discussion at the Nov 6th APC meeting:

1. Will you comment further on the climate of the program? What feedback have you received from students, staff, or faculty about climate, and how do you seek this type of information?

2. What is the relationship of Agroecology to similar programs in CALS? On campus? Are there unexplored opportunities for collaboration or synergies, especially with other CALS programs including Horticulture, Plant Breeding & Plant Genetics, and Plant Pathology?

3. The administrative structure of the program not having a department home was discussed, and the council would like to hear more about the pros and cons of this structure and if the program has considered seeking a departmental home.

4. What percentage of students pursue a dual degree in a related program (e.g., Soil Sci)? 5. In their report, the review committee recommends regularly offering the 701/702 core courses

and offers suggestions for managing the teaching of these courses. What strategies does the program intend to take to address this challenge?

6. Given the challenges of recruiting a diverse student body, has the program considered removing the GRE requirement for admission, as is becoming more common across campus programs?

7. The program has a very strong manager now, but how will institutional memory be retained if/when Alan Turnquist leaves his current role? How will faculty numbers and interest be maintained?

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