memorandum - university of iowa sept 17 2015.pdfmay 2015 . competitive. charles connerly, professor...

MEMORANDUM To: Graduate Council Members From: John C. Keller, Dean Date: September 10, 2015 The Graduate Council will meet Thursday, September 17, beginning at 8:15 a.m. in the Callen Conference Room, 5 Gilmore Hall (lower level).

AGENDA

1) Approval of the minutes of the September 3, 2015 meeting – see attached (Keller, 5

minutes)

2) Announcements (Keller, Jardine, 10 minutes)

3) Proposal to approve classification of DNP students in two subprogram areas simultaneously – see attached (Keller, 15 minutes)

4) Proposal to approve the combined BA/BS degree in Environmental Policy and Planning

(Policy and Planning) subprograms (Geographical and Sustainability Sciences, CLAS) and the MA/MS non-thesis degree in Urban and Regional Planning (URP, Graduate College) – see attached (Keller, 15 minutes)

5) Proposal to approve the Bachelor of Science (BS) degree in Therapeutic Recreation (all subprograms)and Master of Science (MS) degree in Health and Human Physiology with subprogram in Child Life – see attached (Keller, 15 minutes)

Meeting Dates September 17 October 1 October 15 November 5 November 19 December 10 December 17 (if needed)

Prepared by UI Graduate College May 2015

Graduate Council September 17, 2015

Present: Professors Ankenmann, Banas, Cowles, Creekmur, Fethke, Figdor, Ganim, Kristof-Brown, Moorhead, Quelle, Xiao; Graduate Students Bernabo, Gerstle, Jardine, Marchal; Deans Keller, Larsen; Staff Arbisi-Kelm, Crooks, Teitle Absent: Professors Moore, Wurster; Staff: Chickering 1) The minutes of the September 3, 2015 meeting were unanimously approved.

2) Announcements and updates:

• The Graduate Student Senate (GSS) first travel fund deadline has passed. • At its September 15 meeting, the GSS cast a vote of “No Confidence” in the governing

abilities of the Iowa Board of Regents and issued a supporting statement. The full text may be found here.

• The Graduate College post-comprehensive research awards have been announced. Departments may nominate (in rank order) up to two students per deadline. Nominations are due October 15, 2015 (funding for Spring 2016 semester) and may be made here.

• The call for LB Sims Outstanding Master’s Thesis Award has gone out. Nominations in the disciplines of Biological/Life Sciences and Humanities & Fine Arts are now being accepted. More information may be found here.

3) Dean Keller presented a proposal from the College of Nursing to approve classification of Doctor of Nursing Practitioner (DNP) students in two subprogram areas simultaneously. The College of Nursing has identified a need for DNPs with dual preparation and certification. The dual classification allows students to pursue two different population-specific subprograms simultaneously (i.e. Family Nurse Practitioner and Psychiatric Mental Health Nurse Practitioner). Dual classification shortens training by a year and also allows both subprograms to be listed on transcripts. Students can then sit for multiple certification exams. Dually certified graduates are in high demand in rural areas where psychiatric services are often unavailable. No additional resources or courses will be needed. Executive Associate Dean Thad Wilson and Jen Clougherty were present to answer questions. They anticipate an initial cohort of one or two students. That will increase over time to 8-10 students. A motion was made to approve the proposal and passed with 13 affirmative votes and 1 abstention. 4) Dean Keller presented a proposal to approve the combined BA/BS degree in Environmental Policy and Planning (Policy and Planning) subprograms (Geographical and Sustainability Sciences, CLAS) and the MA/MS non-thesis degree in Urban and Regional Planning (URP, Graduate College). There is an ever-increasing demand for students with an understanding of environmental policy, planning, & implementation. This combined degree will allow students to obtain the skills necessary as well as the credentials expected by the planning profession in just 5 years. The proposal takes advantage of existing courses to create an expedited path for students without the elimination of any core content. Graduates of the School of Urban and Regional Planning are highly sought after. This combined program is expected to make them even more

http://gss.grad.uiowa.edu/content/news

http://www.grad.uiowa.edu/gc-post-comprehensive-research-awards

http://www.grad.uiowa.edu/awards/lb-sims-outstanding-masters-thesis-award

Prepared by UI Graduate College May 2015

competitive. Charles Connerly, Professor and Director, Urban and Regional Planning and John Fuller, Professor and Director of Graduate Studies, were present to answer questions. A motion was made to approve the proposal and passed unanimously. 5) Dean Keller presented a proposal to approve Proposal to approve the Bachelor of Science (BS) degree in Therapeutic Recreation (all subprograms) and Master of Science (MS) degree in Health and Human Physiology with subprogram in Child Life. The proposal takes advantage of existing courses to create an expedited path for students. This 5-year combined degree program will prepare students to work as practioners in the field of child life (CL). The Master’s degree is becoming the expected credential for entry into the field of CL and will soon be required by the accrediting organization. In addition, this pathway would take advantage of the recently created Masters of Science subprogram in Child Life. Kelly Cole, Associate Professor and Department Chair, Emily Mozena, Lecturer, and Ken Mobily, Professor, were present to answer questions. A motion was made to approve the proposal and passed unanimously. The meeting was adjourned at 9:10 a.m.

August 18, 2015 John C. Keller, PhD Dean Graduate College 205 GILH Re Proposal for Documentation of Two Subprograms on Transcripts Dear Dr. Keller: Attached please find a proposal requesting: 1) Approval to classify Doctor of Nursing Practice (DNP) students into two subprograms. In the College of Nursing this degree objective will be called “dual certification.” Students will graduate with the DNP in two, rather than a single, subprogram. We request creation of three dual certification programs. 2) Approval on an update to one of our primary care programs. Every subprogram which carries the name “gerontological” should be updated to “gerontology” in accord with the preference of our accreditation body. We currently have four primary care programs [Family Nurse Practitioner (FNP), Adult/Gerontological Nurse Practitioner (AGNP), Pediatric Nurse Practitioner (PNP), and Psychiatric Mental Health Nurse Practitioner (PMHNP)] within our DNP program. We are proposing to combine three of the programs (FNP, AGNP, PNP) with the PMHNP program to create dual certification programs which will enable graduates to obtain transcript notations in two subprograms (e.g.,. FNP and PMHNP) thus allowing them to sit for certification in each area upon the completion of their degree. The addition of these three plans of study does not require additional courses, faculty or funding; all the proposed dual certification programs include existing courses already being offered that are supported by General Education Funds. This proposed revision is strongly supported by the College of Nursing. Sincerely,

Thad Wilson, PhD, RN, FNP-BC, FAAN, FAANP Executive Associate Dean

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The University of Iowa College of Nursing

Proposal to the Graduate College

Proposal for Approval to Classify DNP Students in Two Subprograms

Background: Current DNP Curricula The College of Nursing Doctor of Nursing Practice (DNP) Program currently offers four population-specific primary care subprograms: Family Nurse Practitioner (FNP), Adult/Gerontological Nurse Practitioner (AGNP), Pediatric Nurse Practitioner (PNP), and Psychiatric Mental Health Nurse Practitioner (PMHNP). When a DNP student wishes to become certified in two population-specific areas (aforementioned subprograms) they are currently required to graduate from the 4-year DNP of a single subprogram, e.g., Family Nurse Practitioner (FNP) (this specialty is noted on their transcript) and then they must be readmitted for the Post-Graduate Certificate Program in a second subprogram, e.g., Psychiatric Mental Health Nurse Practitioner (which is then also noted on their transcript). This process of having to complete the two subprograms sequentially, rather than concurrently, adds an additional two years to their education before it is possible for DNP students to become dually certified. Requested Revision We are requesting that DNP students be allowed to pursue two subprogram areas simultaneously, e.g., Family Nurse Practitioner (FNP) and Psychiatric Mental Health Nurse Practitioner (PMHNP). The result of this approval would allow students in the DNP degree program to complete two subprograms under a single admission to the University, rather than admission to the degree program and a post-graduate certificate. The two subprograms equate to educational preparation for “dual certifications” to be noted on graduates’ transcripts and would enable DNP graduates to sit for multiple certification exams upon degree completion. Need for the Program Implementation of the Affordable Care Act has resulted in an increasing number of newly insured individuals and a new focus on integrated primary and behavioral health care services. Providers who are dually certified in both a primary care specialty and psychiatry are in short supply and increasingly in demand. These providers are especially in demand in rural areas such as Iowa where psychiatric services are often unavailable. As a result of these rapidly changing needs, over the past three years the DNP program at the University of Iowa has seen an increasing number of graduates from primary care programs (FNP, AGNP, PNP) return to obtain a PMHNP post-graduate certificate in order to meet the needs of their patient population. Further, we have had increased interest in the potential to obtain both certifications more efficiently in a single educational experience. Therefore, the genesis of this request stems from a desire to enable current DNP students to obtain their degree in more than one subprogram area with their single admission. While we request approval to leave the subprogram matches open, the pairings we anticipate to be most common will be the FNP (family), AGNP (adult/gero), or PNP (pediatric) to be paired with PMHNP (psychiatric mental health). Budget and Resource Implications No additional budget or resource allocation is necessary. All courses necessary to implement dual certification are in place and are taught by doctoral prepared faculty who are certified in their specialty area (see Appendix A). The need for additional faculty is not anticipated. The number of applicants that can be admitted to each subprogram is based on recommended clinical student-faculty ratios of 6:1 put forth by the National Task Force on Quality Nurse Practitioner Education (NTF) and endorsed by the Commission on Collegiate Nursing Education (CCNE). Allowing the

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DNP degree to carry two subprograms, instead of one, adds only one summer semester of study to the existing primary care and PMHNP programs and sequences population specific clinical experiences to capitalize on prior knowledge and maximize efficiency. Clinical preceptors and faculty for all subprogram specialties are available to accommodate summer clinical experiences, DNP defenses, and graduation. Qualifications for Admission Applicants must meet qualifications for and be accepted into both the primary care program of their choice (FNP, AGNP, PNP) and the PMHNP program. Qualifications are clearly listed on the College of Nursing website: http://www.nursing.uiowa.edu/academic-programs/dnp. Requirements for dual Certification Please see Tables 1 and 2 below and attached plans of study (Appendix A: Current plan of study/Appendix B: Proposed Dual Certification Plans of Study) for an overview of differences between single and dual certification plans of study. All courses are currently being offered. A synopsis of the difference between the current plans of study and the proposed plans of study follows:

• Moved NURS:6802 (Health Policy, Law and Advocacy) from the fourth fall semester to the first summer semester and moved NURS:6808 (Clinical Decision Making for Advanced Practice) from the fourth fall semester to the third fall semester allowing us to add NURS:6500 (Psychiatric/Mental Health Nursing Theory I) and NURS:6701 (Advanced Practice PMHNP Clinical Practicum I) to the fourth fall semester.

• Added the additional 2 sh of NURS:5031 (Health Promotion and Assessment for Advanced Clinical Practice – PMHNP specialty) to the third spring semester giving the students the additional PMHNP knowledge prior to beginning the PMHNP didactic and clinical courses.

• Added NURS:5036 (Psychopharmacology for Advanced Clinical Practice) to the fourth summer as a pre-req to the didactic and clinical courses.

• Moved NURS:6811 (Social Determinants of Health and Health Systems) from the forth spring semester to the fourth fall semester allowing us to add NURS:6501 (Psychiatric/Mental Health Nursing Theory II) and NURS:6702 (Advanced Practice PMHNP Clinical Practicum II)

• Moved NURS:6825 semester hours from a final spring/fall/spring sequence to a final fall/spring/summer sequence to put the defense in the final semester.

• We reduced the PMHNP clinical hours from 720 to 540 as 180 clinical hours would have been covered in their other specialty clinical experiences.

Table 1

Single Subprogram Specialty Length (semesters*) Semester Hours Practice Experience Hours

Family NP 11 85 1096 Adult/Gero NP 11 81 1096 Pediatric NP 11 78 1006 Psychiatric Mental Health NP 11 82 1186

*includes summers

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Table 2

Dual Subprogram Specialties Length (semesters*) Semester Hours Practice Experience Hours

Family NP/Psychiatric Mental Health NP 12 106 1540 Adult/Gero NP/ Psychiatric Mental Health NP

12 102 1540

Pediatric NP/ Psychiatric Mental Health NP

12 99 1450

*includes summers The plans of study for combined primary care and psychiatric programs depict required coursework necessary to apply for dual certification in the appropriate specialty areas. The PNP dual certification plan of study has the least number of required practice experience hours (1450) because it does not encompass a lifespan perspective. Whereas the AGNP is not lifespan either, it incorporates a frail elderly course with 90 practice experience hours thus making the practice experience hours the same as the FNP. The practice experience hours for FNP, AGNP, PNP, and PMHNP programs are consistent with those of similar programs in other Schools and Colleges of Nursing. The number of clinical hours by population foci roughly correlate with the number of credit hours, although not exactly. To increase efficiency, some of the courses in the AGNP and PNP programs were designed to be taken by those students and also by FNP students in order that they obtain the required content. Thus, the FNP program has the most credit hours (106) because of its lifespan scope, while AGNP and PNP students on take courses appropriate to their more limited populations. Certifying bodies require that both didactic and clinical specialty courses be noted on the transcript and on the application for the certification exam. Our course formula has been successful as noted by 100% pass rates on certifying exams, while the national average is less than 90%. All core DNP courses are needed to be successful in the DNP part of the program. Certain efficiencies in the dual certification plans of study are possible during the education for dual certification because several foundational courses are required of all nurse practitioners, regardless of subprogram specialty, and clinical hours in the final year can be eliminated because students following a dual certification plan of study are in clinical experiences for both their third and final year to meet both certification requirements. It is noteworthy that clinical skills from the first (primary care) specialty can be used during the final PMHNP clinical experience because of the high rate of physical co-morbidities in the mental health population. Accreditation The DNP program, including all population-specific tracks is already approved by the Iowa Board of Nursing and accredited by CCNE through December, 2024

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APPENDIX A Current Plans of Study

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DNP Family Nurse Practitioner Focus Course Plan Student Information Statistics Student name Start term Fa 2015 UID: Expected graduation date Sp 2019 Program/Focus BSN DNP FNP Advisor: Rupe INTENT to ENROLL: 4yr New Course # Old Course # Course Title Semester Practice

2015 FALL Hrs Experience NURS:5002 096:208 Leadership and Management Essentials 3 NURS:5009 096:211 Evaluating Evidence for Practice 3 NURS:5015 096:215 Health Systems, Finance, and Economics 9 3

2016 SPRING NURS:5007 096:201 Applied Epidemiology 3 NURS:5008 096:202 Foundations of Nursing Science I 3 NURS:XXXX Graduate Physiology 9 3

2016 SUMMER NURS:6800 096:302 Emerging Science 3 3

2016 FALL Hrs NURS:5017 096:204 Quality and Safety 3 NURS:5032 096:218 Mental Disorders in Advanced Practice 3 NURS:XXXX Pathophysiology for Advanced Clinical Practice I 2 NURS:XXXX Pharmacology for Advanced Clinical Practice I 10 2

2017 SPRING NURS:5031

096:217 Health Promotion and Assessment for Advanced Clinical

Practice

5

NURS:XXXX Pathophysiology for Advanced Clinical Practice II 2 NURS:XXXX Pharmacology for Advanced Clinical Practice II 9 2

2017 SUMMER NURS:5018 096:207 Clinical Education in the Care Environment 3 NURS:XXXX Graduate Pharmacology Specialty 5 2

2017 FALL Hrs NURS:6100 096:219 Primary Care: Infants, Children, and Adolescents I 3 NURS:6200 096:280 Primary Care: Adults and Older Individuals I 3 NURS:6701 096:315 Advanced Practice Clinical Practicum I 9 3 180

2018 SPRING NURS:6101 096:220 Primary Care: Infants, Children, and Adolescents II 3 NURS:6201 096:284 Primary Care: Adults and Older Individuals II 3 NURS:6702 096:316 Advanced Practice Clinical Practicum II 3 180 NURS:6825 096:308 Clinical Leadership Project 11 2 148

2018 SUMMER NURS:6703 096:317 Advanced Practice Clinical Practicum III 4 4 270

2018 FALL Hrs NURS:6802 096:330 Health Policy, Law, and Advocacy 3 NURS:6808 096:331 Clinical Decision Making for Advanced Practice 3 NURS:6809 096:332 DNP Role Integration I 2 48 NURS:6825 096:308 Clinical Leadership Project 9 1 74

2019 SPRING NURS:6810 096:333 DNP Role Integration II 2 48 NURS:6811

096:339 Social Determinants of Health and Health Systems

Inequities

3

NURS:6825 096:308 Clinical Leadership Project 7 2 148 TOTAL HOURS 85 1096

6

DNP Adult Gero Nurse Practitioner Focus Course Plan Student Information Statistics Student name Start term FA 2015 UID: Expected graduation date SP 2019 Program/Focus BSN DNP AGNP Advisor: Hoskins INTENT to ENROLL: 4yr New Course # Old Course # Course Title Semester Practice

2015 FALL Hrs Experience NURS:5007 096:201 Applied Epidemiology 3 NURS:5008 096:202 Foundations of Nursing Science I 3 NURS:5017 096:204 Quality and Safety 9 3

2016 SPRING NURS:5002 096:208 Leadership and Management Essentials 3 NURS:5015 096:215 Health Systems, Finance, and Economics 3 NURS:XXXX Graduate Physiology 9 3


2016 FALL Hrs NURS:5009 096:211 Evaluating Evidence for Practice 3 NURS:5032 096:218 Mental Disorders in Advanced Practice 3 NURS:XXXX Pathophysiology for Advanced Clinical Practice I 2 NURS:XXXX Pharmacology for Advanced Clinical Practice I 10 2

2017 SPRING NURS:5031 096:217 Health Promotion and Assessment for Advanced Clinical Practice 5 NURS:XXXX Pathophysiology for Advanced Clinical Practice II 2 NURS:XXXX Pharmacology for Advanced Clinical Practice II 9 2

2017 SUMMER NURS:5018 096:207 Clinical Education in the Care Environment 3 NURS:XXXX Graduate Pharmacology Specialty 5 2

2017 FALL Hrs NURS:5401 096:241 The Care of the Frail Elderly 3 90 NURS:6200 096:280 Primary Care: Adults and Older Individuals I 3 NURS:6701 096:315 Advanced Practice Clinical Practicum I 9 3 180

2018 SPRING NURS:6201 096:284 Primary Care: Adults and Older Individuals II 3 NURS:6702 096:316 Advanced Practice Clinical Practicum II 3 180 NURS:6808 096:331 Clinical Decision Making for Advanced Practice 3 NURS:6825 096:308 Clinical Leadership Project 11 2 148


2018 FALL Hrs NURS:6802 096:330 Health Policy, Law, and Advocacy 3 NURS:6809 096:332 DNP Role Integration I 2 48 NURS:6825 096:308 Clinical Leadership Project 6 1 74

2019 SPRING NURS:6810 096:333 DNP Role Integration II 2 48 NURS:6811 096:339 Social Determinants of Health and Health Systems Inequities 3 NURS:6825 096:308 Clinical Leadership Project 7 2 148 TOTAL HOURS 81 1096

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DNP Pediatric Nurse Practitioner Focus Course Plan Student Information Statistics Student name Start term FA 2015 UID: Expected graduation date SP 2019 Program/Focus BSN DNP PNP Advisor: Berg INTENT to ENROLL: 4yr New Course # Old Course # Course Title Semester Practice

2015 FALL Hrs Experience NURS:5007 096:201 Applied Epidemiology 3 NURS:5008 096:202 Foundations of Nursing Science I 3 NURS:5015 096:215 Health Systems, Finance, and Economics 9 3

2016 SPRING NURS:5002 096:208 Leadership and Management Essentials 3 NURS:5009 096:211 Evaluating Evidence for Practice 3 NURS:XXXX Graduate Physiology 9 3


2016 FALL Hrs NURS:5017 096:204 Quality and Safety 3 NURS:5032 096:218 Mental Disorders in Advanced Practice 3 NURS:XXXX Pathophysiology for Advanced Clinical Practice I 2 NURS:XXXX Pharmacology for Advanced Clinical Practice I 10 2


096:217 Health Promotion and Assessment for Advanced Clinical

Practice

5

NURS:XXXX Pathophysiology for Advanced Clinical Practice II 2 NURS:XXXX Pharmacology for Advanced Clinical Practice II 9 2

2017 SUMMER NURS:XXXX Graduate Pharmacology Specialty 2 NURS:5018 096:207 Clinical Education in the Care Environment 5 3

2017 FALL Hrs NURS:6100 096:219 Primary Care: Infants, Children, and Adolescents I 3 NURS:6701 096:315 Advanced Practice Clinical Practicum I 3 180 NURS:6802 096:330 Health Policy, Law, and Advocacy 9 3

2018 SPRING NURS:6101 096:220 Primary Care: Infants, Children, and Adolescents II 3 NURS:6702 096:316 Advanced Practice Clinical Practicum II 3 180 NURS:6825 096:308 Clinical Leadership Project 8 2 148


2018 FALL Hrs NURS:6808 096:331 Clinical Decision Making for Advanced Practice 3 NURS:6809 096:332 DNP Role Integration I 2 48 NURS:6825 096:308 Clinical Leadership Project 6 1 74



Inequities

3


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DNP Psych Mental Health Nurse Practitioner Focus Course Plan Student Information

Statistics Y

Student name Start term FA 2015 UID: Expected graduation date SP 2019 Program/Focus BSN DNP PMHNP Advisor: Conley INTENT to ENROLL: 4yr New Course # Old Course # Course Title Semester Practice

2015 FALL Hrs Experience NURS:5002 096:208 Leadership and Management Essentials 3 NURS:5007 096:201 Applied Epidemiology 3 NURS:5009 096:211 Evaluating Evidence for Practice 9 3

2016 SPRING NURS:5008 096:202 Foundations of Nursing Science I 3 NURS:5015 096:215 Health Systems, Finance, and Economics 3 NURS:ANY1 Graduate Physiology 9 3


2016 FALL Hrs NURS:5032 096:218 Mental Disorders in Advanced Practice 3 NURS:5023 Pathophysiology for Advanced Clinical Practice I 2 NURS:5033 Pharmacology for Advanced Clinical Practice I 7 2


096:217 Health Promotion and Assessment for Advanced

Clinical Practice

5

NURS:5024 Pathophysiology for Advanced Clinical Practice II 2 NURS:5034 Pharmacology for Advanced Clinical Practice II 9 2

2017 SUMMER NURS:5018 096:207 Clinical Education in the Care Environment 3 NURS:5035 Graduate Pharmacology Specialty 5 2

2017 FALL Hrs NURS:6500 096:250 Psychiatric/Mental Health Nursing Theory I 4 NURS:6701 096:315 Advanced Practice Clinical Practicum I 4 270 NURS:5017 096:204 Quality and Safety 11 3

2018 SPRING NURS:6501 096:251 Psychiatric/Mental Health Nursing Theory II 4 NURS:6702 096:316 Advanced Practice Clinical Practicum II 4 270 NURS:6808 096:331 Clinical Decision Making for Advanced Practice 3 NURS:6825 096:308 Clinical Leadership Project 13 2 148


2018 FALL Hrs NURS:6802 096:330 Health Policy, Law, and Advocacy 3 NURS:6809 096:332 DNP Role Integration I 2 48 NURS:6825 096:308 Clinical Leadership Project 6 1 74



Inequities

3


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APPENDIX B Proposed Dual Certification Plans of Study

10

Plan of Study – Dual FNP/PMHNP

Year/

Semester Course Number Course Title Semester

Hours Cum

Semester Hours

Clinical/ Practice Hours

Year 1/ Fall

NURS:5002 NURS:5009 NURS:5015

Leadership and Management Essentials Evaluating Evidence for Practice Health Systems, Finance, an Economics

3 3 3

9

Year 1/ Spring

NURS:xxxx NURS:5008 NURS:5007

Graduate Physiology Foundations of Nursing Science Applied Epidemiology

3 3 3

9

Year 1/ Summer

NURS:6800 NURS:6802

Emerging Science Health Policy, Law, and Advocacy

3 3

6

24 Year 2/

Fall NURS:5023 NURS:5033 NURS:5032 NURS:5017

Pathophysiology for Advanced Practice I Pharmacology for Advanced Practice I Mental Disorders in Advanced Practice Quality and Safety

2 2 3 3

10

Year 2/ Spring


Pathophysiology for Advanced Practice II Pharmacology for Advanced Practice II Health Promotion & Assessment for Advanced Clinical Practice

2 2 5

9

Year 2/ Summer

NURS:5035 NURS:5018

Graduate Pharmacology Specialty - FNP Clinical Education in the Care Environment

2 3

5

48 Year 3/ Fall NURS:6100


Primary Care: Infants, Children, Adolescents I Primary Care: Adults/Older Individuals I Advanced Practice Clinical Practicum I Clinical Decision Making for Advanced Practice

3 3 3 3

12

180

Year 3/ Spring

NURS:6101 NURS:6201

Primary Care: Infants, Children, Adolescents II Primary Care: Adults/Older Individuals II

3 3

11


Advanced Practice Clinical Practicum II Clinical Leadership Project Health Promotion and Assessment for Advanced Clinical Practice – PMHNP specialty

3 2 2

13

180 148

Year 3/ Summer

NURS:6703 NURS:5036

Advanced Practice Clinical Practicum III Psychopharmacology for Advanced Clinical Practice

4 2

6

270

79 778 Year 4/ Fall NURS:6500


Psychiatric/Mental Health Nursing Theory I Advanced Practice PMHNP Clinical Practicum I DNP Role Integration I Social Determinants of Health and Health Systems Inequities

4 3 2 3

12

180

Year 4/ Spring

NURS:6501 NURS:6702 NURS:6825 NURS:6810

Psychiatric/Mental Health Nursing Theory II Advanced Practice PMHNP Clinical Practicum II Clinical Leadership Project DNP Role Integration I

4 3 1 2

10

180 74

Year 4/ Summer

NURS:6703 NURS:68215

Advanced Practice PMHNP Clinical Practicum III Clinical Leadership Project

3 2

5

180 148

106 1540

12

Plan of Study – Dual AGNP/PMHNP

Year/ Semester

Course Number Course Title Semester Hours

Cum Semester

Hours


Year 1/ Fall



3 3 3

9

Year 1/ Spring



3 3 3

9

Year 1/ Summer

NURS:6800 NURS:6802


3 3

6

24 Year 2/



2 2 3 3

10

Year 2/ Spring


Pathophysiology for Advanced Practice II Pharmacology for Advanced Practice II Health Promotion & Assessment for Advanced Clinical Practice Clinical Decision Making for Advanced Practice

2 2 5 3

12

Year 2/ Summer

NURS:5035 NURS:5018

Graduate Pharmacology Specialty - AGNP Clinical Education in the Care Environment

2 3

5


NURS:6200 NURS:6701

The Care of the Frail Elderly Primary Care: Adults/Older Individuals I Advanced Practice Clinical Practicum I

3 3 3

9

90

180

Year 3/ Spring


Primary Care: Adults/Older Individuals II Advanced Practice Clinical Practicum II Clinical Leadership Project

3 3 2

180 148

13

NURS:5031 Health Promotion and Assessment for Advanced Clinical Practice – PMHNP specialty

2

10

Year 3/ Summer

NURS:6703 NURS:5036


3 2

5

180




4 3 2 3

12

180

Year 4/ Spring



4 3 1 2

10

180 74

Year 4/ Summer



3 2

5

180 148

102 1540

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Plan of Study – Dual PNP/PMHNP

Year/ Semester

Course Number Course Title Semester Hours

Cum Semester

Hours


Year 1/ Fall



3 3 3

9

Year 1/ Spring



3 3 3

9

Year 1/ Summer

NURS:6800 NURS:6802


3 3

6

24 Year 2/



2 2 3 3

10

Year 2/ Spring


Pathophysiology for Advanced Practice II Pharmacology for Advanced Practice II Health Promotion & Assessment for Advanced Clinical Practice

2 2 5

9

Year 2/ Summer

NURS:5035 NURS:5018

Graduate Pharmacology Specialty - PNP Clinical Education in the Care Environment

2 3

5


NURS:6701 NURS:6825

Primary Care: Infants, Children, Adolescents I Advanced Practice Clinical Practicum I Clinical Decision Making for Advanced Practice

3 3 3

9

180

Year 3/ Spring


Primary Care: Infants, Children, Adolescents II Advanced Practice Clinical Practicum II Clinical Leadership Project Health Promotion and Assessment for Advanced Clinical Practice – PMHNP specialty

3 3 2 2

10

180 148

15

Year 3/ Summer

NURS:6703 NURS:5036


3 2

5

180




4 3 2 3

12

180

Year 4/ Spring



4 3 1 2

10

180 74

Year 4/ Summer



3 2

5

180 148

99 1450

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APPENDIX C FACULTY

17

Faculty Educational Preparation Position Course(s)

BERG, MARY S DNP, RN, ARNP, CPNP, FAANP

Clinical Associate Professor

Adv Practice Clinical Practicum I, II, III

Primary Care: Infants, Child & Adoles I, II

Health Promotion & Assessment for Adv Clinical Practice

BOGUE, RICHARD J PhD Clinical Associate Professor

Health Systems, Finance, & Economics

BUTCHER, HOWARD K

PhD, RN Associate Professor Clinical Leadership Project

CLARK, MARY K PhD, RN, ARNP, FNP

Professor Applied Epidemiology

CONLEY, VIRGINIA PhD, RN, APRN, FNP-BC, PMHNP-BC, FAANP



Psychiatric/Mental Health Nursing Theory I, II

Mental Disorders in Adv Practice

CULP, KENNITH R PhD, RN, FGSA, FAAN

Professor Applied Epidemiology

Emerging Science DESCHENES, CYNTHIA

DNP, RN, ARNP, FNP-BC

Clinical Instructor Pharmacotherapeutics for Advanced Clinical Practice

ELAND, JOANN M PhD, RN, FNAP, FAAN

Associate Professor Clinical Leadership Project

ERSIG, ANNE L PhD, RN, ARNP, PNP-BC

Assistant Professor DNP Role integration I, II

FARAG, AMANY A PhD, RN Assistant Professor Quality and Safety Clinical Leadership

Project FOOTE, JAN M DNP, RN, ARNP,

CPNP, FAANP Clinical Assistant Professor

Clinical Leadership Project

GROVES, PATRICIA PhD, RN Assistant Professor Quality and Safety Clinical Leadership

Project HUBER, DIANE L PhD, RN, FAAN,

NEA-BC Professor Leadership &

Management Essentials JUDGE-ELLIS, TERESA

DNP, RN, ARNP, FNP, PMHNP-BC, FAANP



Primary Care: Adult & Older Individ II

18

Mental Disorders in Adv Practice

RHODES, ANN M JD, RN Clinical Professor Health Policy, Law, and Advocacy

RUPE, KERRI LYNN DNP, RN, ARNP, FNP-C, COHN-S, FAANP

Clinical Professor Adv Practice Clinical Practicum I, II, III

Primary Care: Adults and Older Individuals I

Health Promotion and Assessment for Advanced Clinical Practice

St. Marie, Barbara PhD, RN Associate Physiology and Pathophysiology for Advanced Clinical Practice

SIEWERT, REBECCA

DNP, RN, ARNP, NNP-BC, FAANP


Clinical Leadership Project

STEELMAN, VICTORIA

PhD, RN, CNOR, FAAN

Associate Professor Evaluating Evidence for Practice

STINEMAN, ANITA M

PhD, RN Clinical Associate Professor

Clinical Education in the Care Environment

TAYLOR, JANETTE PhD, RN, WHNP-BC, FAAN

Associate Professor Social Determinants of Health and Health Systems Inequities

WALLACE, ANDREA PhD, ND, RN Assistant Professor Clinical Decision Making for Advanced Practice

TBD The Care of the Frail Elderly

Memorandum To: John Keller, Dean, Graduate College

Sarah Larsen, Associate Dean, Graduate College

From: Charles Connerly, Professor and Director, School of Urban and Regional Planning Dave Bennett, Professor and Department Chair, Geographical and Sustainability Sciences

Date: August 21, 2015 Re: Dual degree program proposal

BA and BS in Environmental Policy and Planning (Policy and Planning) subprograms MA and MS (non-thesis) in Urban and Regional Planning

Enclosed please find the dual degree proposal for the BA/BS in Environmental Policy and Planning (Policy and Planning) subprograms (Geographical and Sustainability Sciences, CLAS) and the MA/MS non-thesis in Urban and Regional Planning (URP, Graduate College). The proposal includes a plan of study for obtaining both degrees in five years. We seek to recruit undergraduates for admission beginning in fall 2016. Enclosed with the proposal are letters of support from the two DEOs and the Dean of the College of Liberal Arts and Sciences. cc: Chaden Djalai, College of Liberal Arts and Sciences

Combined BA/BS in Environmental Policy and Planning (Policy and Planning) subprograms (Department of

Geographical and Sustainability Sciences)

and MS/MA (non-thesis) in Urban and Regional Planning (School of Urban and Regional Planning)

Proposal for a Combined Degree Program

Rationale

There is continuing interest and demand for professionals who have a clear understanding of environmental policy, planning and implementation. This is especially true as understanding and appreciation of climate change and its impact on the environment grows.

The planning profession in the U.S. is a little over 100 years old, whose beginnings are marked by many with the 1909 Plan of Chicago. After World War II, the planning profession accelerated as the U.S. was confronted by rapid growth in suburban areas and sunbelt regions accompanied by population declines and increased poverty in central cities. Issues of race became more central to planning, although as in other areas of American life, planning was no exemplar. Nevertheless, racial concerns stand central to our key socioeconomic problems. With increasing focus on the environment after the first Earth Day in 1970, planning also embraced educating planners to conserve the natural environment. Planners have also concentrated their energies and expertise in economic development, transportation, and housing and community development.

Universities responded to increasing demand for professional planners by creating planning programs. In the late 1940s, there were a handful of planning schools in US universities, but in the 1960s the number of planning schools increased significantly. Among these is the University of Iowa, which created its School of Urban and Regional Planning in 1964.

Currently, there are 88 accredited degrees of planning in the US at 76 universities, all of which are accredited by the Planning Accreditation Board. Iowa was among the first planning schools to be accredited—in 1984—and most recently its masters’ program in planning was given a seven- year accreditation, the longest term that can be granted by PAB. Accreditation is important because it helps to set a standard for high quality planning education—one that is recognized by planning schools, planning associations, and employers.

The creation of a dual degree between the Department of Geographical and Sustainability Sciences and the School of Urban and Regional Planning (URP) allows undergraduate students majoring in the Environmental Policy and Planning (EPPL) degree to study environmental policy or planning as well as to begin a professional and accredited master’s program while they are still undergraduates. Because the master’s degree in urban and regional planning at Iowa is

accredited, students completing the dual degree program will graduate with the credentials expected by the planning profession. Of the 88 accredited degrees in planning in the US, 72 are accredited masters’ degrees and only 16 are accredited bachelors’ degrees (see http://www.planningaccreditationboard.org/index.php?id=30 ). This distribution is reflective of the importance placed on the master’s degree in US planning education as well as the job market for students with planning degrees. With the master’s degree in urban and regional planning, students in the proposed dual degree will be able to compete well with planning graduates of the large majority of accredited US planning schools.

The value of the master’s degree in planning at Iowa is reflected, in part, in the employment rate of recent planning graduates. In recent years, including the great recession, approximately 80 percent of Iowa students earning a master’s in urban and regional planning (URP) have obtained professional employment in their field within one year of graduation. An additional three to nine percent of our students go on for advanced degrees as well. For our most recent graduating class in spring 2015, nearly all of the graduates found employment in planning within two months of graduation. Moreover, 87 percent of Iowa graduates who take the AICP (American Institute of Certified Planners) certification exam pass the exam—among the highest pass rates among US accredited planning schools.

The dual degree in Environmental Policy and Planning and Urban and Regional Planning will enable students with interests in these complementary fields to obtain both degrees in five years. Dual-degree program students will begin taking master’s level URP courses in their fourth year of study. During the fifth year (after receiving a BA or BS in EPPL) students complete a curriculum similar to that of Planning’s second-year students. In most cases, students in the dual degree program will complete an approved planning internship during the summer between their fourth and fifth years.

Graduates of the dual degree program will benefit from obtaining a combination of technical skills plus an understanding of policy development and implementation. Admissions

Applicants to the dual degree program should apply for admission during the second semester of their junior year. The application requirements are:

• Completion of 80 s.h. of undergraduate work. • Successful completion of URP:3001 Planning Livable Cities. • A minimum GPA of 3.25 • Submission of the online application to the Graduate College • Three letters of recommendation • A resume • A statement of purpose • Official GRE and, if applicable, TOEFL (international students) scores

The application will be reviewed by the Urban and Regional Planning Admissions Committee, and will require support from the applicant’s undergraduate advisor in the Department of

http://www.planningaccreditationboard.org/index.php?id=30

Geographical and Sustainability Sciences. Students must have an undergraduate GPA of at least 3.00 at the time of transition to graduate-only status, and must maintain a cumulative GPA of 3.0 in graduate level Planning courses in order to graduate with a MA or MS in Planning.

Tuition and Fees Assessment

• The student pays undergraduate tuition/fees during the first semester of dual-degree program enrollment (normally semester 7).

• The student pays graduate tuition/fees beginning with the second semester of dual-degree program enrollment (normally semester 8), and for all academic terms thereafter.

• The student may hold a graduate appointment after earning the undergraduate degree.

Cross-crediting

Seventeen to eighteen (17-18) semester hours of credit earned after admission to the dual degree program will be cross-credited. This will be credit earned in the student’s senior year (year 4).

Final Examination

Dual degree program students will take the standard final examination administered to all MA or MS in Planning students, during the last semester of the fifth year.

Plan of Study

Figures 1 and 2 provide details of how the EPPL and URP dual degree can be completed in five (5) years. One Planning core course (URP:6200 Analytic Methods I) is waived for students who earn the BS in EPPL because they are required to take two statistics courses which cover much of the material taught in URP:6200 Analytic Methods I. A detailed plan of study will be prepared for each student after admission to the program, and will be configured to ensure that the BA/BS in EPPL will complete their undergraduate degree requirements two semesters after admission to the dual degree program, and that all requirements for the MA/MS in URP will be completed by the end of year five.

Undergraduate Degree (EPPL) Requirements BS 47-48 s.h. in the major Core Courses for major (13-14 s.h.) • GEOG:1070 Contemporary Environmental Issues (3) • ECON:1100 Principles of Microeconomics (4) • ANTH:2261 Human Impacts on the Environment (3) or ANTH:1046 People and the

Environment: Technology, Culture, and Social Justice (3) • EES:1080 /ENVS:1080 Introduction to Environmental Science (3-4) or GEOG:1020 The

Global Environment (3) Intermediate core courses (9 s.h.) • ANTH:3103 Environment and Culture or ANTH:3112 Environmentalisms or ANTH:4130

Religion and Environmental Ethics (3) • POLI:1400 Introduction to Comparative Politics or POLI:3111 American Public Policy (3) • GEOG:3780 US Energy Policy in Global Context (3) Methods Courses (13 s.h.) • STAT:4143 Introduction to Statistical Methods (3) • STAT:6513 Intermediate Statistical Methods (4) • GEOG:1050 Foundations of GIS (3) • GEOG:3520 GIS for Environmental Studies (3) Planning subprogram Requirements (12 s.h.) • ECON:3625 Environmental and Natural Resource Economics (3) • URP:3001 Planning Livable Cities (3) • Two of the following: ECON:3640 Regional and Urban Economics (3), GEOG:2410

Environment and Development (3), GEOG:2930 Water Resources (3), GEOG:3340 Ecosystem Services: Human Dependence on Natural Systems (3), GEOG: 3350 Urban Ecology (3), GEOG: 3400 Iowa Environmental Policy in Practice (3), GEOG: 3760 Hazards and Society (3), GEOG:4770 Environmental Justice (3), URP:3350 Transportation Economics (3)

BA 40-41 s.h. in the major Core Courses for major (13-14 s.h.) • GEOG:1070 Contemporary Environmental Issues (3) • ECON:1100 Principles of Microeconomics (4) • ANTH:2261 Human Impacts on the Environment (3) or ANTH:1046 People and the

Environment: Technology, Culture, and Social Justice (3) • EES:1080 /ENVS:1080 Introduction to Environmental Science (3-4) or GEOG:1020 The

Global Environment (3)

Intermediate core courses (9 s.h.) • ANTH:3103 Environment and Culture or ANTH:3112 Environmentalisms or ANTH:4130

Religion and Environmental Ethics (3) • POLI:1400 Introduction to Comparative Politics or POLI:3111 American Public Policy (3) • GEOG:3780 US Energy Policy in Global Context (3) Methods Courses (6 s.h.) • GEOG:1050 Foundations of GIS (3) • STAT:1020 Elementary Statistics and Inference (3) or STAT:1030 Statistics for Business (4)

or STAT:2010 Statistical Methods and Computing (3) or STAT:2020 Probability and Statistics for the Engineering and Physical Sciences (3) or STAT:3510 Biostatics (3) or STAT:4143 Introduction to Statistical Methods (3)

Planning subprogram Requirements (12 s.h.) • ECON:3625 Environmental and Natural Resource Economics (3) • URP:3001 Planning Livable Cities (3) • Two of the following: ECON:3640 Regional and Urban Economics (3), GEOG:2410

Environment and Development (3), GEOG:2930 Water Resources (3), GEOG:3340 Ecosystem Services: Human Dependence on Natural Systems (3), GEOG: 3350 Urban Ecology (3), GEOG: 3400 Iowa Environmental Policy in Practice (3), GEOG: 3760 Hazards and Society (3), GEOG:4770 Environmental Justice (3), URP:3350 Transportation Economics (3)

Graduate Degree (URP) Requirements

Urban and Regional Planning Requirements Students must complete 50 s.h. total BS in EPPL Core Courses (20 s.h.) • URP:6201 Analytic Methods in Planning II (3)* • URP:6202 Land Use Planning: Law and Practice (4)* • URP:6203 History and Theories of Planning (3)* • URP:6205 Economics for Urban Planners (3)* • URP:6208 Program Seminar in Planning Practice (1)* • URP:6258 Modeling Dynamic Systems (3) • URP:6233 Financing Local Government (3) or URP:6290 Economic Impact Assessment (3) Capstone Courses (6 s.h.) • URP:6209 Field Problems in Planning I (3) • URP:6210 Field Problems in Planning II (3)

Area of concentration (9 s.h.) One area of concentration course is cross-counted* Electives and internship (15 s.h.) • URP:6335 Internship (2) BA in EPPL Core Courses (23 s.h.) • URP:6200 Analytic Methods in Planning I (3)* • URP:6201 Analytic Methods in Planning II (3)* • URP:6202 Land Use Planning: Law and Practice (4)* • URP:6203 History and Theories of Planning (3)* • URP:6205 Economics for Urban Planners (3)* • URP:6208 Program Seminar in Planning Practice (1)* • URP:6258 Modeling Dynamic Systems (3) • URP:6233 Financing Local Government (3) or URP:6290 Economic Impact Assessment (3) Capstone Courses (6 s.h.) • URP:6209 Field Problems in Planning I (3) • URP:6210 Field Problems in Planning II (3) Area of concentration (9 s.h.) Electives and internship (12 s.h.) • URP:6335 Internship (2) *Indicates cross-counted course Total Planning credits: 50 (35 credit hours must have a URP prefix)

Figure 2 Recommended Plan of Study for EPPL BA-MURP degree

Fall (1) Spring

(1) Fall (2) Spring (2) Fall (3) Spring (3) Fall (4) Spring (4) Summer (5) Fall (5) Spring (5)

Sem Cr: 15 Cum Cr: 15






Sem Cr: 14 Cum Cr: 105 URP Cr: 14

Sem Cr: 15 Cum Cr: 120 URP Cr: 3 Cum URP Cr: 17

Sem Cr: 5 Cum URP Cr: 22



* Cross-counted Undergrad/Grad

*URP: 6200 3 s.h.

BA degree

conferred

Take GRE by Jan 1st

Apply to URP

5 GE courses 15 s.h.


ECON: 1100 4 s.h.

GEOG: 1050 3 s.h.

GEOG: 1070 3 s.h.

ANTH: 1046 or ANTH: 2261 3 s.h.

2 GE courses 6 s.h.

EES:1080 or GEOG: 1020 3 s.h.

URP:3001 3 s.h.

2 Electives or GE courses 6 s.h.

URP Elective 3 s.h.

URP degree conferred

GEOG: 3780 3 s.h.

ANTH: 3103 or ANTH: 3112 or ANTH: 4130 3 s.h.

POLI: 1400 or POLI: 3111 3 s.h.

EPPL Track course 3 s.h.

1 Elective 3 s.h.

ECON: 3625 3 s.h.

1 Elective 3 s.h.

STAT: 1020, 1030, 2010, 2020, 3510, or 4143 3 s.h.

2 EPPL Track courses 6 s.h.

*URP: 6202 4 s.h.

*URP: 6203 3 s.h.

*URP: 6205 3 s.h.

*URP: 6208 1 s.h.

*URP: 6201 3 s.h.

4 EPPL electives 12 s.h.

URP: 6335 2 s.h.

URP: 6209 3 s.h.

URP: 6258 3 s.h.

URP: 6210 3 s.h.

URP: 6233 or concentration 3 s.h.

URP concentration 3 s.h.


URP Elective 3 s.h.

2 URP Electives 6 s.h.


Figure 1 Recommended Plan of Study for EPPL BS-MURP degree

Fall (1) Spring

(1) Fall (2) Spring (2) Fall (3) Spring (3) Fall (4) Spring (4) Summer

(5) Fall (5) Spring (5)







Sem Cr: 14 Cum Cr: 106 URP Cr: 11

Sem Cr: 15 Cum Cr: 121 URP Cr: 6 Cum URP Cr: 17




* Cross-counted Undergrad/Grad

1 EPPL Track course 3 s.h.

BA degree

conferred

Take GRE by Jan 1st

Apply to URP



ECON: 1100 4 s.h.

GEOG: 1050 3 s.h.

GEOG: 1070 3 s.h.

ANTH: 1046 or ANTH: 2261 3 s.h.

2 GE courses 6 s.h.

EES:1080 or GEOG: 1020 3 s.h.

URP:3001 3 s.h.

2 Electives or GE courses 6 s.h.

URP Elective 3 s.h.

URP degree conferred

GEOG: 3780 3 s.h.

ANTH: 3103 or ANTH: 3112 or ANTH: 4130 3 s.h.

POLI: 1400 or POLI: 3111 3 s.h.

STAT: 4143 3 s.h.

1 Elective 3 s.h.

ECON: 3625 3 s.h.

GEOG: 3520 3 s.h.

STAT: 6513 4 s.h.

2 EPPL Track courses 6 s.h.

*URP: 6202 4 s.h.

*URP: 6203 3 s.h.

*URP: 6205 3 s.h.

*URP: 6208 1 s.h.

*URP: 6201 3 s.h.

3 EPPL electives 9 s.h.

URP: 6335 2 s.h.

URP: 6209 3 s.h.

URP: 6258 3 s.h.

URP: 6210 3 s.h.




URP Elective 3 s.h.

3 URP Electives 9 s.h.

*URP concentration 3 s.h.

August 18, 2015 John C. Keller Associate Provost for Graduate Education Dean of the Graduate College 201 Gilmore Hall Dear John: The College of Liberal Arts and Sciences is very pleased to support an initiative for an undergraduate “three plus two” plan from the School of Urban and Regional Planning and the CLAS Department of Geographical and Sustainability Sciences (GSS). The BA/BS in Environmental Policy and Planning offered by GSS combined with the MA/MS in Urban and Regional Planning will allow a student to earn the undergraduate and graduate credentials within five years, saving the student resources while providing an excellent education and a seamless academic experience. The CLAS Undergraduate Educational Policy and Curriculum Committee unanimously endorsed this proposal. The initiative has my strong support. It brings important attention to the study of geography and sustainability and to urban and regional planning, helping students to better understand how these fields are related while providing a clear pathway toward further professional expertise in the field. Sincerely,

Dean of the College of Liberal Arts and Sciences UI Alumni Association Dean's Chair in the Liberal Arts & Science c: David Bennett Dale Wurster

John Fuller Heidi Arbisi-Kelm Elizabeth Crooks John Fuller Lon Moeller

Helena Dettmer Evalyn Van Allen-Shalash Dian Gottlob Brenda Gritsch Kathryn Hall

Nic Arp

August 17, 2015 TO: Dr. John Keller, Dean, Graduate College FROM: Chuck Connerly, Director, School of Urban and Regional Planning RE: BS in Environmental Policy and Planning and MA/MS in Urban and Regional Planning—Proposal for a Dual Degree Program I am pleased to support a dual degree proposal for the BS in Environmental Policy and Planning (EPPL) (Geographical and Sustainability Sciences, CLAS) and the MS/MA in Urban and Regional Planning (SURP, Graduate College). This proposal includes a plan of study for receiving both degrees in five years. The rationale for such a degree is well-stated in the proposal—with the dual degree, students graduating from the EPPL undergraduate program will have the added advantage of an accredited master’s in planning, which is the commonly accepted standard for professional degrees in planning, With the degree in planning, EPPL students will have a better chance of obtaining professional employmnet that will enable them to work on meaningful issues related to the environment and planning. We are pleased that this proposal will be considered at the September 17 meeting of the Graduate Council and I am pleased to be able to answer any questions at that time, if not before.

Dean Chaden Djalali

College of Liberal Arts and Sciences

The University of Iowa

Dear Dean Djalali:

Re: BA/BS in Environmental Policy and Planning and Master’s of Urban and Regional Planning

The faculty of the Department of Geographical and Sustainability Sciences (GSS) and the School of

Urban and Regional Planning (URP) worked closely in the preparation of this proposal for a

combine five year program the culminates in a BA/BS degree in Environmental Policy and Planning

(EPPL) and a Master’s degree in Urban and Regional Planning the joint degree program. Planning is

a common career path for EPPL students and a Master’s degree from a quality accredited planning

program, like the one here at UI, provides a great foundation for future success. I am completely

convinced that a five year joint degree format will provide a significant service to UI students and

strengthen both programs.

I believe this will be a strong program with significant student demand. I fully support the proposed

combined propgram in BA/BS in Environmental Policy and Planning and Master’s of Urban and

Regional Planning.

Sincerely,

David Bennett

Professor and Chair

Department of Geographical and Sustainability Science

[email protected]

(319) 335-0158

mailto:[email protected]

September 8, 2015 John C. Keller Associate Provost for Graduate and Professional Education Dean of the Graduate College 201 Gilmore Hall Dear John: I am writing in support of the proposed undergraduate to graduate plan that charts a pathway from the undergraduate major (BS) in Therapeutic Recreation (Inclusive Recreation) to the MS in Health and Human Physiology (Child Life). The proposed plan was unanimously recommended for approval last Thursday by our Undergraduate Educational Policy and Curriculum Committee. The plan creates a clear pathway for our students to seek the appropriate credential as a child life specialist, which will become increasingly important as the requirement for this credential changes in the future from the baccalaureate to the master’s degree. Sincerely,

Chaden Djalali Dean of the College of Liberal Arts and Sciences UI Alumni Association Dean's Chair in the Liberal Arts & Sciences c: Kelly Cole Ken Mobily Heidi Arbisi-Kelm Helena Dettmer

Marc Armstrong Kathryn Hall Brenda Gritsch

September 8, 2015 John C. Keller Associate Provost for Graduate and Professional Education Dean of the Graduate College 201 Gilmore Hall, Dear Dean Keller, I write to enthusiastically support the proposal to develop an undergraduate-to-graduate pathway from the Therapeutic Recreation major in our department to the MS in Health and Human Physiology (Child Life). This U2G mechanism is a sensible and efficient pathway in light of the approaching mandate by the professional organization regulating certification for the master’s degree to serve as the minimum degree for professional practice as a Child Life specialist. Sincerely,

Kelly J. Cole, PhD Associate Professor and DEO

1

Proposal for U2G Program Bachelor of Science (BS) in Therapeutic Recreation (all

subprograms)and Master of Science (MS) in Health and Human Physiology with subprogram in Child Life

Effective: Fall 2016

Rationale

The purpose of this proposed U2G program is to prepare advanced practitioners in child life (CL) and to meet credentialing requirements for CL. The national accrediting organization for the profession, the Child Life Council, has implemented a path toward credentialing that will require completion of a Master’s degree to sit for the national examination. In 2022 eligibility for credentialing will require preparation at the Master’s level. Last academic year (AY) 2014-15, the Graduate College and Provost’s office approved implementation of the master’s degree in Health and Human Physiology, CL subprogram . This proposal builds on that initiative by articulating a means by which exemplary undergraduate students in Therapeutic Recreation (TR) can “fast track” to completion of a Master’s in CL using the U2G dual degree model.

Child Life Specialists work to reduce stress and anxiety for children and families who are

undergoing challenging life events. Child Life internships are primarily completed in the hospital setting. Child Life Specialists work in a variety of areas in pediatrics; inpatient units, outpatient clinics, intensive care units, emergency centers, surgery, and rehabilitation units. University of Iowa students are gaining the academic background in the areas recommended by the Child Life Council, completing practicum opportunities at local facilities, and securing competitive internships at children’s hospitals across the United States. The University of Iowa is staying current with all requirements to become a Certified Child Life Specialist and we feel there are a number of reasons students would want to come to and stay at The University of Iowa for their training.

Current undergraduate students in therapeutic recreation (TR) are already facing

increasing competition when they apply for internships and jobs because some applicants for the same opportunities hold a Master’s degree from programs at other universities. To date, because of the hard work of the faculty at Iowa, undergraduate students have been very successful in acquiring high-quality internships (e.g., 100% placement of 60 students in the past 6 years), passing the national certification exam (98%), and subsequently securing jobs in the field (58% working as Certified Child Life Specialists (CCLS)). Nevertheless, with the Master’s degree becoming the expectation for professional preparation in CL, we aspire to remain at the forefront of developments in the field by identifying outstanding undergraduate students to populate our Master’s degree.

2

We offer a very strong, competitive Master’s program in CL because of several factors that make our capacity to deliver a U2G degree timely and significant. First, all of our faculty members are credentialed in one or both areas of TR and CL. Credentialed faculty are vital because some curricular components must be taught or mentored by credentialed faculty.

Second, the proximity of the University of Iowa Children’s Hospital (UICH) means that a

“laboratory” for practice is readily available and accessible. Our current undergraduate program, for instance, has practicum arrangements with UICH and several other agencies throughout the Cedar Rapids-Iowa City corridor and in the Des Moines area (ChildServe in Johnston, St. Luke’s in Cedar Rapids, Ronald McDonald House, Iowa City Hospice, and Children’s Center for Therapy, Iowa City).

Third, construction of the new UICH is scheduled to be completed in 2016 and presents a

unique opportunity to grow interest in CL. The presence of CL practice at UICH will expand correspondingly. This means more opportunities for direct practice experiences for CL students and more potential part-time employment for students as CL assistants.

Our analysis indicates that graduate applicants to the new Master’s in CL will come from

three sources: 1) current undergraduates in TR, 2) current undergraduates completing a bachelors in a related field with appropriate pre-requisites, and 3) graduates with a bachelors in TR. Approval of this U2G proposal would allow us to recruit exceptional undergraduates from the first population of students (our own TR majors) directly into the master’s program.

We believe this is the responsible direction to take for several reasons. First, as indicated above, undergraduate students in TR are already facing strong competition for internships and jobs from Master’s prepared students from other programs. This has not been an overwhelming problem so far and we have been able to help our undergraduates secure high quality internships. But we do anticipate that the internship experience will get more competitive in the near future.

Second, we currently accept only a small number of students (approximately ten) into our undergraduate program in this area. Ten is the number we believe we can handle to provide a high-quality, closely mentored educational experience. In particular, practicum and service learning aspects of TR require that the lead faculty member to be present all or most of the time to assure quality and safety. The Master’s program, likewise, will accept only ten students per year, which is the number we believe we can provide with a high quality educational experience.

Third, it is more responsible to alert entering students of the new requirement (Master’s

degree) sooner rather than later so they may plan their curricula accordingly. Finally, it will be beneficial to their training. U2G students will be eligible for both TR

certification (as a result of completing the undergraduate degree) and child life certification (as a result of completion of the Master’s degree). Because of credentialing in two areas of practice, the student’s career opportunities should expand significantly as a result of the dual degree and opportunity for dual certification (Certified Therapeutic Recreation Specialist, and Certified Child Life Specialist).

3

Two pathways to the master’s degree for UI TR majors

Current undergraduate curriculum for the BS in TR.

Pre-requisites Intro Psychology Intro Sociology Human Anatomy Persptv. on Leisure and Play Common Core Inclusive Rec. Foundation Recreation Leadership Growth and Development Intro TR Inclusive Recreation

Intro to CL Concepts and Issues Assessment and Evaluation TR: Rehabilitation TR: Clientele Abnormal Psych. Medical Terminology

Applications from UI UGs in TR program (Path 1 & 2)

Path 1 Path 2 Complete TR pre-requisites

Apply for admission to TR Program

Enter TR Program

Most applicants

Identify outstanding applicants

Complete TR Core

Complete TR Core

Complete TR Foundation

Apply to BS-MS dual degree

Apply for admission to MS

(Path 1)

Complete BS-MS dual degree (Path 2)

4

Graduate Admissions

The dual degree option in CL requires that all CLAS general education requirements, TR common core, and pre-requisites be completed before application and admission. The application requirements include all of the following:

• Completion of 80 s. h. of undergraduate coursework. A student who did not start his/her academic career at the University of Iowa must take 30 s. h. of coursework at the University of Iowa before applying;

• At least a 3.25 GPA; • A letter of application including a statement of purpose; • Three letters of recommendation (with at least one from a CCLS); and • Completion of all of the pre-requisites and common core classes for the

undergraduate degree in TR

The application will be reviewed by the TR program and will require support from the applicant’s undergraduate advisor. Recommendations for approval will be sent Graduate Admissions for approval.

TOEFL scores (international student) must be submitted to Graduate Admissions before

continuing in the U2G program after conferral of the Bachelor’s degree. Additionally, students must have an undergraduate GPA of 3.00 or greater at the time of transition to graduate-only status.

Appendix 1 represents a recommended plan of study for a student entering the dual

degree program in fall of the senior year. Tuition and Fees

Students admitted to the U2G program pay undergraduate tuition and fees during the first semester of dual degree program enrollment (usually semester 7). Students pay graduate tuition and fees beginning in the second semester of the U2G program (semester 8) and for all academic terms afterwards. Students may hold a graduate assistantship appointment beginning the second semester of U2G program enrollment. Cross-crediting

Twelve (12) semester hours of appropriately-numbered coursework [3000-7000 in the new-course-numbering system], earned after the student is enrolled in the combined program, may be cross-credited. This will be credit earned in the student’s senior year (year 4). In the attached Appendix 1, the recommended plan of study, the 12 semester hours of cross listed course work are Play and childhood (TR:3260), Research Methods (TR: 5205), Child life Practicum (TR:4167), and Child life Seminar (TR:3166).

Appendix 1 Recommended Plan of Study for BS in Therapeutic Recreation (TR) and MS in HHP with subprogram Child Life (CL)

Fall (1) Spring (1) Fall (2) Spring (2) Fall (3) Spring (3) Fall (4) Spring (4) Summer (4) Fall (5) Spring (5)

Elem. Psych PSY:1001 3 s.h.

Perspsect. on Leisure and Play TR: 1070 3 s.h.

Human Anatomy HHP: 1100 3 s.h.

Human Growth and Dev. HHP: 2130 3 s.h.

Rec Leadership and Prog. TR: 1061 3 s.h.

TR: Clientele TR: 3162 3 s.h.

Play and Childhood TR: 3260 3 s.h.**

Research Methods TR: 5205 3 s.h.**

TR Internship TR: 4191 12 s.h.

Professional Ethics TR: 3211 3 s.h.

CL Internship TR: 4192 9 s.h.

Intro to Socio. SOC: 1010 3 s.h.

Abnormal Psych PSY:2930 3 s.h.

Intro to CL TR: 1077 3 s.h.

Medical Term. CLSA: 3750 2 s.h.

TR: Rehab TR: 3164 3 s.h.

CL: Seminar TR: 3166 3 s.h.**

CL: Methods & Materials TR: 3165 3 s.h.

Parent Child Relations EDTL: 3114 3 s.h.

Intro to TR TR: 3160 3 s.h.

Concepts and Issues TR: 3163 3 s.h.

Inclusive Recreation TR: 3261 3 s.h.

CL: Practicum TR: 4167 3 s.h.**

Death/Dying SSW: 3786 3 s.h.

TR: Assessment TR: 3161 3 s.h.

Stats PSQF: 4143 3 s.h.

Preintern. Sem. TR: 4190 1 s.h.

3 GE courses for 9 s.h.





2 GE courses for 6 s.h. *recommended add’l child dev. courses

2 Elective courses

1 Elective course







Sem Cr: 9 Cum Cr: 99 MS Cr: 3

Sem Cr: 12 Cum Cr: 111 MS Cr: 12


Sem Cr: 12 MS Cr: 24

Sem Cr: 12 MS Cr: 36

* Apply to B.S. in TR

*Apply to M.S. degree in CL

*Receive B.S. in TR

*Receive M.S. in CL

memorandum - university of iowa sept 17 2015.pdfmay 2015 . competitive. charles connerly, professor...

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