Proposal for a New Academic Degree Program

Proposal for the Initiation of a New Instructional Program Leading to a Bachelor of Science (BS) in Geography and

Geospatial Science

Oregon State UniversityCollege of Earth, Ocean, and Atmospheric Sciences

CPS Proposal # 97646https://secure.oregonstate.edu/ap/cps/proposals/view/97646

April 2016

Institution: Oregon State UniversityCollege/School: Earth, Ocean, and Atmospheric SciencesDepartment/Program: BS, Geography and Geospatial Science

Executive Summary

With the proliferation of geospatial technology in every aspect of modern life, career opportunities abound for students trained in geospatial science and fundamentals of geography. Currently, however, OSU offers no undergraduate degree in this area. To meet these needs, we propose a new undergraduate major in Geography and Geospatial Science.  The major will consist of 85 credits of coursework that integrates Geography and Geospatial Science. Geography courses include physical geography, human geography, climate, water resources, planning, hazards, and related areas, and these courses integrate applications of geospatial science at every level of the curriculum. Geospatial science is currently taught through an introductory 200-level course leading to a 3-course sequence in GIScience, a 4-course sequence in geovisualization, and a 2-course sequence in remote sensing. The major will include field experiences, internship/research, and a capstone course, as well as WIC courses. Most of the constituent courses already exist within the Geography program, but eight courses have been substantially revised or are new. We have received 22 letters of support for the proposal, including from our peer institutions in Oregon, prospective employers, alumni, CEOAS Board members, and current students.  Letter writers note that geospatial science is in high demand among undergraduates. Students trained in this major will be highly qualified for jobs, and our proposed degree is unique at OSU and in Oregon.

In order to offer this degree, and to number courses in a rational manner, we have requested the re-establishment of the GEOG designator.  We have submitted Category II proposals for every class that is affected by a change in designator, number, title, description, or credit hours.  We have prepared linked Category II proposals for the Geography minor and for the GIScience undergraduate and graduate certificates. We also plan to offer the undergraduate GIScience certificate online (the graduate GIScience certificate is already offered online) and have submitted a proposal to Ecampus to update the affected Ecampus courses.  To facilitate access to the major, we have developed course articulation plans with four community colleges in Oregon, which offer GIScience courses (Central Oregon, Lane, Portland, Umpqua). The new major requires no additional staff, space, or facilities. The total estimated cost of this proposal is $2,500 which will be expended for new flyers and website modifications.

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1. Program Descriptiona. Proposed Classification of Instructional Programs (CIP) number (contact your

Registrar or campus Institutional Research office for this number).CIP Code 45.0799Title: Geography, Other.Definition: Any instructional program in geography not listed above.https://nces.ed.gov/ipeds/cipcode/cipdetail.aspx?y=55&cipid=87564https://nces.ed.gov/ipeds/cipcode/cipdetail.aspx?y=55&cip=45.0799

Explanation: The Department of Education Classification of Instructional Programs system (as of 2010) identifies "Geography and Cartography" as a discipline, https://nces.ed.gov/ipeds/cipcode/cipdetail.aspx?y=55&cip=45.07Within that designation, it identifies two sub-discliplines: (1) Geography and (2) Geographic Information Science and Cartography. Course areas are specified for both of these.https://nces.ed.gov/ipeds/cipcode/cipdetail.aspx?y=55&cip=45.0701https://nces.ed.gov/ipeds/cipcode/cipdetail.aspx?y=55&cip=45.0702The proposed major is in the "other" category, because it includes coursework relevant to both Geography and Geographic Information Science and Cartography.

b. Brief overview (1-2 paragraphs) of the proposed program, including its disciplinary foundations and connections; program objectives; programmatic focus; degree, certificate, minor, and concentrations offered.

Disciplinary Foundations. The proposed undergraduate major in Geography and Geospatial Science combines the ancient discipline of Geography with contemporary geospatial science. Geography is the study of the lands, the features, the inhabitants, and the phenomena of Earth (literally "to describe or picture or write about the earth"). Geography is an ancient discipline, with foundations dating back to Eratosthenes, more than 200 years B.C. Geospatial science is a more recent discipline that combines the principles of cartography; digital information (e.g., from remote sensing, including satellite and airborne Earth observations, social media, tagging and tracking of organisms, and video surveillance); technologies to manage and analyze digital spatial datasets (geographic information systems); and associated computer, statistical, and mathematical methods for analysis and modeling (spatial statistics, spatial modeling, geovisualization). Geospatial science is a ubiquitous, essential feature of our global interconnected world.The Geography faculty voted unanimously to name our new major “Geography and Geospatial Science” rather than to use the term "geographic information science" or "GIScience." This is because the discipline of geospatial science is outgrowing its identification with specific software approaches, such as GIS. While “geographic information science” has been a defining term for several decades since it was coined in the 1980s, and although geographic information science is used as a CIP (classification of instructional programs) category, our faculty members consider that “geospatial science” is more accessible to students and more obviously inclusive of the broad array of activities which rely on geospatial technologies (only some of which involve GIS).

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The term "geospatial science" also increasingly appears in introductory textbooks to distinguish this discipline from human and physical geography. In summary, the proposed new major in "Geography and Geospatial Science" unites traditional human and physical geography with contemporary geospatial technologies and analysis. Program Objectives. (1) Geography. To teach students to understand fundamental concepts and theories governing the spatial distribution and interrelationships of people, natural resources, plant and animal life; to evaluate how human-environment relationships vary based on history, political, economic, and cultural systems; and to apply these concepts and theories to areas such as land-use planning, water resources, development studies, and analyses of specific countries, regions, and resources. (2) Geospatial science. To teach students to understand the fundamental physical principles underlying contemporary ubiquitous geospatial technology; to apply mathematical, statistical, computer, and other techniques to analyze large amounts of geographic data; and to create maps and visualizations of geographic information emerging from these technologies and analyses.Programmatic Focus. The new major will consist of 85 credits of courses, divided between geography (physical and human) and geospatial science. Geography courses include climatology, biogeography, geomorphology, water resources, globalization, food and agriculture, natural hazards/disasters. Geospatial science courses include maps and imagery, global positioning systems (GPS), geographic information systems (GIS), cartography, remote sensing, geovisualization, programming, and spatial modeling.Degrees Offered. We propose a BS in Geography and Geospatial Science. Current status: OSU currently offers MA, MS (since 1953) and PhD (since 1970) degrees in Geography, as well as an undergraduate and graduate, on-campus and online undergraduate and graduate certificates in Geographic Information Science (since 2005). The GIScience certificate program is the largest certificate program at OSU, and the Ecampus GIScience certificate is one of the leading GIScience certificate programs nationally. OSU began to offer classes in Geography in the 1880s at the then Oregon State Agricultural College, and offered BS (and subsequently BA) degrees in Geography from 1949 to 2012, when Geography was relegated to an option in the new BS in Earth Sciences major. The Geography program has been very highly ranked: in 2010, the National Research Council ranked the Geography PhD program at OSU as #12 in the nation (http://chronicle.com/article/NRC-Rankings-Overview-/124734/). In 2012, in response to fears that OSU would eliminate the Geography undergraduate program as threatened under a university reorganization, the Geography BA and BS degrees were eliminated, and Geography became an option in the BS in Earth Sciences major in CEOAS. In retrospect, this was an ill-considered decision. Over the past decade, enrollment in the GIScience certificate has increased dramatically, drawing students from majors throughout the OSU campus (Anthropology, Soil Science, Horticulture, BioResource Research, Biological and Ecological Engineering, Computer Science, Marine Biology, Natural Resources, Public Health). At the same time, employment opportunities have exploded, and "Geographer", "GIScience professional," or "cartographer" are in the fastest-growing occupations according to the Bureau of Labor Statistics (http://www.bls.gov/emp/ep_table_103.htm). Furthermore, employers

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and our CEOAS Board of Advisors agree that a 27-credit certificate (the current GIScience undergraduate certificate) is inadequate preparation for a career in Geography and Geospatial Science. More in-depth education and training are needed, including basic geographic concepts and theory, and knowledge of the specific problem settings where geospatial science is applied. Hence, to better serve undergraduates at OSU, we propose a new major, Geography and Geospatial Science, for Oregon State University.

Table 1. Proposal Summary

NEW: Undergraduate Degree Program

Program Title:Geography and Geospatial Science Degree Types: Bachelor of Science (B.S.) Program Level: Undergraduate Master of Interdisciplinary Studies (MAIS) Participant: Yes Academic Home:

Geography ProgramCollege of Earth, Ocean and Atmospheric Sciences

Contacts: Anita Grunder (7-5189; grundera@geo.oregonstate.edu)Julia Jones (7-1224; jonesj@geo.oregonstate.edu)

Option(s): o Undergraduate Option(s): NAo Graduate Options: NA

Areas of Concentration: NA Minors:

o Undergraduate: Geography (Existing; changes to the curriculum will be made via Category II proposals)

o Graduate: NA CPS #: 97646 https://secure.oregonstate.edu/ap/cps/proposals/view/97646 CIP #: 45.0799 / Title: Geography, Other SIS #: XXX - To be assigned by the Registrar’s Office College Code: 24 Course Designator: GEOG (New; conversion from GEO currently underway via

Category II proposals) Courses: See proposal for list of required and elective courses Program Total Credit Hours: 85 Pre-Professional/Professional Model: NA Thesis or Non-Thesis: NA Delivery Mode(s): On-Campus (Face-To-Face) Location(s): OSU-Main (Corvallis) Enrollment (Anticipated): ~80+ Graduates (Anticipated): ~15-20 per year by the fifth year Accreditation: NA Program Unique to Public Higher Education Institutions in Oregon: Yes Proposed Effective Term: Fall Term 2016 (Banner: 201701)

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c. Course of study – proposed curriculum, including course numbers, titles, and credit hours. List the full plan for the program down the line, including any new courses planned as part of the program. Give the number and title and pending approval.

The proposed BS in Geography and Geospatial Science consists of 85 credits of coursework spanning geography and geospatial science (Table 2). The program includes experiential learning, WIC courses, and a DPD course. It allows students to focus on areas of excellence in the Geography program at OSU, including water, climate and society, international, and hazards and planning (Figure 1). The re-activation of the GEOG designator permits (for the first time since the early 1990s) the logical numbering of courses and course sequences in Geography. The program includes predominantly existing courses. A few new courses have been created at the 200 level to enhance the visibility of this prospective major to undergraduates, who typically have not encountered geography or geospatial science as a subject before attending university. Four new upper-division courses in geospatial science have been developed or significantly revised. A new capstone course has been developed, emphasizing contemporary issues in the practice of Geography and Geospatial Science including security, surveillance, and ethics. The proposed program includes significant experiential learning. All courses can be staffed (Appendix B). The request for the GEOG designator is in Appendix C. The crosswalk table between former GEO and new GEOG courses is in Appendix D. A full listing of the catalog course descriptions is in Appendix E. Syllabi for all courses have been submitted to the Curriculum Proposal System.

Table 2. List of courses in the proposed new BS in Geography and Geospatial Science program. Courses in blue font are revised, pending approval; courses in red font are new, pending approval.

Supporting Skills (12)MTH 112. *Elementary Functions (4)ST 351. Introduction to Statistical Methods (4)ST 352. Introduction to Statistical Methods (4)

Foundational Skills (17)GEOG 105. *Geography of the Non-Western World (3) OR GEOG 106. *Geography of the Western World (3)GEOG 102. *Physical Geography (4) [pending review and approval] OR GEO 202. *Earth Systems Science (4)GEOG 103. *Human Geography (3) [pending review and approval] OR GEOG 203. *Human-Environment Geography (3) [pending review and approval]GEOG 201. *Foundations of Geospatial Science and GIS (4) [pending review and approval]GEOG 240. *Climate Change, Water, and Society (3) [pending review and approval] OR GEOG 250. *Land-Use Planning (3) [pending review and approval] OR GEOG 251. Geography of Disaster Management (3)

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Upper-Division Geospatial Science Techniques and Problem-Solving (12)GEOG 360. GIScience I: Geographic Information Systems and Theory (4) [pending review and approval]GEOG 370. Geovisualization: Principles of Cartography (4) [pending review and approval]GEOG 480. Remote Sensing I: Principles and Applications (4)

Seminar (1)GEOG 407. Seminar (1)

Experiential Learning (9)GEOG 295. Introduction to Geographic Field Research (3)GEOG 410. Internship (3) OR GEOG 401. Research (3) OR GEOG 403. Thesis (3)GEOG 495. Field Geography of Oregon (3)

Capstone (3)GEOG 464. Geospatial Perspectives on Intelligence, Security, and Ethics (3) [pending review and approval]

Upper-Division Geography and Geospatial Science Electives (31) GEOG 323. ^Climatology (4) OR GEOG 324. Geography of Life: Species Distributions and Conservation (4)

27 credits from lists below, at least five courses at 400 level.

Geospatial ScienceGEOG 361. GIScience II: Analysis and Applications (4) [pending review and approval]GEOG 462. GIScience III: Programming for Geospatial Analysis (4) [pending review and approval]GEOG 371. Geovisualization: Web Mapping (4) [pending review and approval]

GEOG 463. GIScience IV: Spatial Modeling (4) [pending review and approval]

GEOG 472. Geovisualization: Geovisual Analytics (3) [pending review and approval]GEOG 481. Remote Sensing II: Digital Image Processing (4) [pending review and approval]

International StudiesGEOG 311. *Geography of Africa (3)GEOG 313. *Geography of Asia (3)GEOG 314. *Geography of Latin America (3)

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GEOG 330. *^Geography of International Development and Globalization (3) GEOG 431. Development and Global Resources (3) [pending review and approval]

Water ResourcesGEOG 423. Snow Hydrology (4) [pending review and approval]GEOG 424. Hydrology for Water Resource Management (3) [pending review and approval]GEOG 340. *Introduction to Water Science and Policy (3)GEOG 440. Water Resources Management in the US (3) [pending review and approval]GEOG 441. International Water Resources Management (3) [pending review and approval]

Resources, Hazards, and PlanningGEOG 300. *Sustainability for the Common Good (3)GEOG 331. *Population, Consumption and Environment (3) [pending review and approval]GEOG 350. *Geography of Natural Hazards (3) [pending review and approval]

GEOG 430. Resilience-Based Natural Resource Management (3) [pending review and approval]GEOG 432. *Geography of Food and Agriculture (3) [pending review and approval]GEOG 450. Land Use in the American West (3)GEOG 451. Planning Principles and Practices for Resilient Communities (4) [pending review and approval]GEOG 452. Sustainable Site Planning (3) [pending review and approval]

TOTAL 85*Baccalaureate Core Course (BCC)^Writing Intensive Course (WIC)

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Figure 1. Diagram of key features of the proposed new BS in Geography and Geospatial Science. Red font indicates new or significantly revised courses.

d. Manner in which the program will be delivered, including program location (if offered outside of the main campus), course scheduling, and the use of technology (for both on-campus and off-campus delivery).

The proposed BS in Geography and Geospatial Science will be offered on-campus, at the OSU main campus in Corvallis.

e. Ways in which the program will seek to assure quality, access, and diversity.In 2010, the Geography Program at OSU was ranked 12th by the National Research Council for Geography PhD programs in the US. From 2010-2015, COAS and GEO faculty have co-administered “Increasing Diversity in Earth Science” (IDES), a 4-year (NSF-supported) program aimed at recruiting, retaining and graduating underrepresented minority students toward careers in Earth Science. COAS also led OSU participation in proposing and being awarded a 5-year Louis Stokes Alliance for Minority Participation award from NSF, beginning Fall 2009. Geography faculty have led a summer site Research Experience for Undergraduates (REU) program that attracts students to graduate programs. Geography faculty members led an NSF Innovative Graduate Education and Research Training (IGERT) in Ecosystem Informatics that supported 30 PhD students from 2003-2011, and will co-lead a newly awarded NSF Research Traineeship (NRT) grant for interdisciplinary education that will

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support 30 additional PhD students from 2015-2020. Geography has a diverse faculty: three of nine tenure-track faculty members are women, eight of 18 faculty are women, and four are from under-represented groups.

f. Anticipated fall term headcount and FTE enrollment over each of the next five years.

Once the program is up and running, we anticipate a headcount of 80+ majors.

Figure 2. Enrollment in Geography BS and BA (through 2012), Geography option of the Earth Sciences BS, and the GIScience certificate from 1992 to the present.Enrollment in Geography has fallen since the Geography major became an option, but enrollment in GIScience has increased. Currently about 130 students are enrolled in various certificates and options involving geography and GIScience (Figure 2).

g. Expected degrees/certificates produced over the next five years.Once the program is up and running, we anticipate at least 15-20 graduates per year.

h. Characteristics of students to be served (resident/nonresident/international; traditional/nontraditional; full-time/part-time; etc.)

The BS in Geography and Geospatial Science will serve full-time resident students. It is open to students who study on a part-time basis.

i. Adequacy and quality of faculty delivering the program.The BS in Geography and Geospatial Science will be supported by the existing Geography faculty, so no new faculty will be required. Geography faculty represent an established undergraduate teaching unit and they have been highly successful in

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delivering Geography courses since the 1930s, with consistently high teaching evaluations and a very high proportion of teaching awards on campus. Geography faculty members are noted for their high research productivity, participation in outreach and engagement, and recognition at national and international levels.

j. Faculty resources – full-time, part-time, adjunct.The Geography faculty consists of 9 (soon to be 12) tenure-track faculty and 9 research faculty or fixed term instructors, http://ceoas.oregonstate.edu/academics/geography/. Three new tenure-track Assistant Professors will join the faculty in fall of 2016 (Wrathall, Zhao) and 2017 (Watson) (Table 2). Geography courtesy and adjunct faculty are listed at https://ceoas.oregonstate.edu/people/browse/adjunct/, but courtesy and adjunct faculty do not participate in undergraduate teaching.

Table 3. Faculty resources. All faculty listed below are full-time, and they are shown with the GEOG courses they are scheduled to teach in 2016-17 and 2017-18. This is not a unique distribution of teaching assignments.

Faculty member Rank ExpertiseGEOG Courses taught

1 Becker, Laurence Professorhuman geography, food & agriculture, Africa

330, 511, 431/531, 432/532

2 Campana, Michael Professorphysical geography, water resources

340, 340H, 424/524, 541, 507

3 Gosnell, HannahAssociate Professor

human geography, land use & water, American West

240, 430/530, 450/550, 512

4 Harte, Michael Professor

human/physical geography, marine resources OC 333

5 Jones, Julia Professor

physical geography, geospatial science, spatial statistics 546, 565, 566, 596

6 Kennedy, Robert Asst ProfessorGeospatial science, remote sensing

201, 462/562, 560, 5XX*

7 Nolin, Anne Professor

physical geography, geospatial science, remote sensing

102, 323, 423/523, 480/580

8 Van Den Hoek, Jamon Asst ProfessorGeospatial science, remote sensing

360, 464/564, 481/581, 5XX*

9 Watson, James* Asst Professor

human geography, geospatial science, spatial modeling

361, 463/563, 561, 5XX*

10 Wolf, Aaron Professor

human geography, water resources, transboundary water

340H, 495, 540, 595, 507

11 Wrathall, David* Asst Professor

human geography, natural hazards 5XX*

12 Zhao, Bo* Asst Professor

Geospatial science, geovisualization

371, 472/572, 571, 5XX*

1 Jarvis, Todd Asst Prof, Sr physical geography, e340, 440,

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3 Researchhuman geography, water resources e440/540

14 Tilt, Jenna

Asst Prof, Sr Research

human geography, planning

250, 451/551, 452/552

15 Santelmann, Mary

Assoc Prof, Sr. Research

physical geography, biogeography 324

16 Becker, Laurie Instructor GIScience 201, 360, 361, 56117 Cook, Steve Instructor

human geography, sustainability 300

18 de Silva, Lynette Instructor

human geography, water resources 340, 440/540

19 Hommel, Demian Instructor human geography

103, 106, 295, 300, 331, 350

20 Hyrapiet, Shireen Instructor human geography

105, 203, 251, 300, 309

21 Walsh, Kuuipo Instructor GIScience

462/562, 560, 561, 464/564

* Course in specialty to be developed in 2017-18 academic year or later.

k. Other staff.The BS in Geography and Geospatial Science will be supported by CEOAS staff, including the Office of Student Services (5 staff members), Publications Office (3 staff members), undergraduate advising staff (3 staff members), and computer staff (3 members). The computing support staff includes Cory Langhoff, Information Tech Systems Specialist, who provides hardware and software support for the teaching of geography and geospatial science classes.

l. Facilities, library, and other resources.The BS in Geography and Geospatial Science will be supported by CEOAS facilities staff (3 staff members). Existing classrooms and laboratories in CEOAS (Burt, Wilkinson, Strand) and campus classrooms are currently adequate to meet the needs of course delivery. Many geospatial science courses are taught in Digital Earth, a computer classroom (Wilkinson 210). The OSU Valley Library provides access to considerable collections of Geography and Geospatial Science books, maps, databases, and scientific literature—much of it online (see Library evaluation).The OSU Center for Teaching and Learning has provided a learning innovation grant of $100K for creation of the Geospatial Analysis and visualiZation for Education (GAZE) facility in Strand Hall. Located in a 70x25 ft (1,750 sq. ft) classroom within the newly remodeled Strand Agriculture Hall, GAZE will be a shared space that promotes spatial reasoning and understanding of human-environment interactions and Earth processes through data-driven visualizations and hands-on learning. GAZE will also be OSU’s hub of informal education and outreach through Extension-supported public engagement in Corvallis and broader Oregon on topics such as land use planning, natural hazards, marine resources, and transportation.

m. Anticipated start date.

Fall term, 2016.

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2. Relationship to Mission and Goalsa. Manner in which the proposed program supports the institution’s mission and

goals for access; student learning; research, and/or scholarly work; and service.The proposed new BS in Geography and Geospatial Science addresses OSU's mission as a land-, sea-, space- and sun-grant institution. The proposed BS is an inherently interdiscplinary degree, combining a traditional discipline (geography) with modern technology (Geospatial Science ), hence reflecting OSU’s increased emphasis on interdisciplinary approaches to research and education.

Geography and Geospatial Science is a rapidly growing field with many opportunities for employment in the government and private sectors. Entry-level salaries are high and OSU graduates are valued by prospective employers (see Appendix A, Letters of Support)

The proposed new major complements, but differs distinctly from existing undergraduate majors at OSU. In contrast to the Natural Resources undergraduate major, the proposed BS in Geography and Geospatial Science offers education in concepts and applications of spatial processes (geography), crucial for the successful practice of geospatial science. In contrast to the Environmental Sciences undergraduate major, the proposed BS in Geography and Geospatial Science offers education in spatial processes (Geography) and training in computational techniques (Geospatial Science). In contrast to the Earth Sciences undergraduate major, the proposed BS in Geography and Geospatial Science offers training in technologies and computational techniques (Geospatial Science).

b. Connection of the proposed program to the institution’s strategic priorities and signature areas of focus.

In support of Oregon State University’s strategic goals, this proposed degree program will provide a transformative educational experience offering cutting edge geospatial coursework embedded in a foundation of geographic principles, using state of the art educational resources and pedagogic techniques, and providing critical tools for diverse students to access proliferating geospatial career opportunities. The Geography and Geospatial Science degree program will directly support OSU’s signature areas of distinction, mainly that of “Advancing the Science of Sustainable Earth Ecosystems” through research and education that are fundamentally integrative across human-environment systems and involving a wide range of stakeholders across Oregon and beyond.

The BS in Geography and Geospatial Science directly addresses Goal 1 of OSU's mission to "provide outstanding academic programs that further strengthen performance and pre-eminence in the three Signature Areas of Distinction: Advancing the Science of Sustainable Earth Ecosystems, Improving Human Health and Wellness, and Promoting Economic Growth and Social Progress." Geography addresses human=environment

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relationships and processes essential for to the environment, human health and wellbeing, and economic and societal progress. Our highly skilled and nationally and internationally recognized faculty address Goal 2 of OSU's mission to "provide an excellent teaching and learning environment and achieve student access, persistence and success through graduation and beyond that matches the best land grant universities in the country." Geography faculty members are nationally and internationally recognized teachers and researchers.

c. Manner in which the proposed program contributes to Oregon University System goals for access; quality learning; knowledge creation and innovation; and economic and cultural support of Oregon and its communities.

While other institutions of higher education in Oregon offer degrees in Geography, and community colleges offer certificates in GIScience, OSU will be the only institution in Oregon offering a 4-year BS degree entitled Geography and Geospatial Science. Students trained in geography and geospatial science are in great demand for careers in business, government, and industry, to support learning, knowledge creation, and the culture of Oregon and its communities.

d. Manner in which the program meets broad statewide needs and enhances the state’s capacity to respond effectively to social, economic, and environmental challenges and opportunities.

The proposed BS in Geography and Geospatial Science will provide knowledge and skills that are in great demand for social, economic, and environmental challenges in our globalized, information technology-based society. These include urban and rural planning; health management; business locations, procurement, marketing; military intelligence; management of natural resources including forestry and agriculture; wildfire management; and many others.

3. Accreditation

a. Accrediting body or professional society that has established standards in the area in which the program lies, if applicable.

There are no State of Oregon legal eligibility requirements for licensure or entry into a Geography or Geospatial Science occupation or profession.

No subject-specific accreditation exists for geospatial science programs in higher education (except for a few programs associated with schools of engineering, etc.). Because there is no accreditation, OSU's membership in the University Consortium for Geographic Information Science (UCGIS) is basically our endorsement as a top GIScience institution. Through UCGIS we can influence the Geographic Information Science and Technology (GIS&T) Body of Knowledge, which is the point of reference for the Geospatial Science curriculum, see http://www.aag.org/galleries/publications-files/GIST_Body_of_knowledge.pdf. Also, our UCGIS membership allows us to participate in the development of the research agenda in geospatial science and connect at the yearly UCGIS symposium with the leaders who fund this research. 

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Unique requirements for employment and advancement in the occupation or profession are specified in the United States Department of Labor Employment and Training Administration's Geospatial Technology Competency Model (GTCM) (DiBiase et al., 2010). The GTCM specifies the general and industry-specific knowledge needed for geospatial competency (see http://www.dol.gov/opa/media/press/eta/eta20100950.htm). DiBiase provides a letter of support indicating that our program is consistent with these guidelines (see Appendix A). At the national level students can apply coursework in Geographic Information Science as needed to obtain points toward the national credential of GISP (Certified GIS Professional) offered by the GIS Certification Institute (http://www.gisci.org/). Our proposed curriculum includes practical ethics training for current and aspiring GIS professionals, which is important for the GISP certification.

DiBiase, D., T. Corbin, T. Fox, J. Francica, K. Green, J. Jackson, G. Jeffress, B. Jones, B. Jones, J. Mennis, K. Schuckmann, C. Smith, and J. Van Sickle (2010)  The new geospatial technology competency model: Bringing workforce needs into focus. URISA Journal, 22(2): 55-72. http://www.urisa.org/clientuploads/directory/Documents/Journal/Vol22No2.pdf (accessed September 10, 2015)

b. Ability of the program to meet professional accreditation standards. If the program does not or cannot meet those standards, the proposal should identify the area(s) in which it is deficient and indicate steps needed to qualify the program for accreditation and date by which it would be expected to be fully accredited.

Not applicable.

c. If the proposed program is a graduate program in which the institution offers an undergraduate program, proposal should identify whether or not the undergraduate program is accredited and, if not, what would be required to qualify it for accreditation.

Not applicable.

d. If accreditation is a goal, the proposal should identify the steps being taken to achieve accreditation. If the program is not seeking accreditation, the proposal should indicate why it is not.

Not applicable.

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4. Need.a. Evidence of market demand.

Geographers are in growing demand and salaries are increasing. All letters of support from our fellow institutions of higher learning in Oregon testify to the unmet demand by Oregon university students for programs in this area (Appendix A). The US Department of Labor identifies "Geographer" as highly paid, and "cartographer" as one of the fastest growing occupations, see http://www.bls.gov/ooh/life-physical-and-social-science/geographers.htm and http://www.bls.gov/emp/ep_table_103.htm. Contemporary reviews of industry indicate that the market for geospatial professionals in government and the commercial sectors is growing rapidly and growth is expected to be sustained or accelerated in the future (http://www.gislounge.com/gis-industry-trends/). An extract from this article (dated 2012) provides testimony for the market demand:

"Visible and easy to use geospatial technology such as Google Maps, the dominance of location based services on smartphones and tablets, and the proliferation of mapping in media especially during times of natural disasters (think of all the maps and geographic information that proliferated during the Japanese earthquake and tsunami as a recent example) are all helping to proliferate the use of GIS.  Also helping to push GIS forward is the emergence of crowdsourcing geographic data such as the OpenStreetMap project and Google’s MapMaker.  For example, Nokia recently announced its own crowdsourcing effort.  Open MapQuest is also gaining acceptance, especially in light of Google’s pricing structure for high volume Google Maps usage.  The ability to visualize geographic data is becoming a standard and required part of many businesses.  Can you imagine trying to launch a successful real estate tracking app without mapping services embedded within it?" (http://www.gislounge.com/gis-industry-trends/)

b. If the program’s location is shared with another similar OUS program, proposal should provide externally validated evidence of need (e.g., surveys, focus groups, documented requests, occupational/employment statistics and forecasts).

No shared location.c. Manner in which the program would serve the need for improved educational

attainment in the region and state.There is virtually no Geography education at the K-12 level in the US, despite the crucial importance of Geography for citizens who make decisions about voting, choices of travel locations, and investments (http://www.usnews.com/news/articles/2015/10/16/us-students-are-terrible-at-geography). Hence, institutions of higher learning play a critical role in geography education.

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There is a strong, unmet demand for education and training in geospatial science in Oregon (see letters of support, Appendix A). Like the rest of the US, Oregon is deficient in geography education at the K-12 level, despite the growing need for trained geographers and geospatial science professionals in government and the private sector. Geography education is a matter of concern to many groups in Oregon, the nation, and the world. This BS in Geography and Geospatial Science degree program would contribute to the improved attainment of geography and geospatial science education in Oregon and the Pacific Northwest region.

The need for improved educational attainment in geography is evident from multiple sources and groups, including:

National Council for Geographic Education (http://www.ncge.org/), Center for Geography Education in Oregon

(http://alliances.nationalgeographic.com/detail/center-for-geography-education-in-oregon-c-geo/edn5F7806F41AFF87B4F),

Center for Geography Education at Portland State University (http://www.pdx.edu/geography-education/)

Center for Geography Education at the University of Oregon (http://geography.uoregon.edu/concentrations/geographiceducation/),

College Board (http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/50150.html),

Association of American Geographers (http://www.aag.org/cgge) Gray Family Foundation (http://grayff.org/geography-education/), Commission on Geography Education of the International Geographical Union

(http://www.igu-cge.org/), and National Geographic Society (http://education.nationalgeographic.com/what-is-

geography/).

d. Manner in which the program would address the civic and cultural demands of citizenship.

In our increasingly globalized and networked society, where security and surveillance are part of daily life, citizens of Oregon and the US increasingly must understand issues such as changing political boundaries, territorial conflicts, sustainability, and globalization that structure our civil society. Furthermore, almost every citizen owns and utilizes at least one geospatial technology device (smart phone, car with GPS,computer), and we are concerned about both human and environmental security, while we are simultaneously subjected to surveillance. A citizenry educated in Geography and Geospatial Science understands these issues and concepts, and can contribute to a civil society that can live and work responsibly with these technologies.

5. Outcomes and Quality Assessmenta. Expected learning outcomes of the program.

Table 4. Learning outcomes in new BS in Geography and Geospatial Science.Geography is the integrated study of Earth's physical and human phenomena

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using geographic techniques to characterize places and processes at multiple spatial scales. Each student will learn:

Physical GeographyP1 1. To explain the basic principles of weather and climate, ecology, hydrology, surface

processes, soils, and oceanography.P2 2. To demonstrate these principles in the appraisal and modeling of Earth's bio-physical

processes, especially as applied to issues related to human welfare and environmental sustainability: (e.g., geohazards, global environmental change, land-use land cover change, surface and groundwater hydrology, and coastal and marine change).

P3 3. To use analytic tools, including quantitative and geospatial, to measure, compare, and synthesize data related to dynamic processes influencing land, water, and ecosystems at various scales.

Human GeographyH1 1. To identify and define concepts related to human systems (e.g., cultural, economic,

social, and political), their spatial distribution, and relationships to natural systems (e.g., geotectonic, climate, hydrologic, biome).

H2 2. To apply these concepts to critically analyze contemporary issues at various scales using place-based examples, especially those related to environmental sustainability and resources.

H3 3. To synthesize information on human and natural systems using a variety of data that can be depicted through clear writing and spatial technologies (e.g., satellite images, geographic information systems software, and maps).

Geospatial Science G1 1. To recognize and use basic spatial and cartographic concepts (e.g. scale, projection,

and coordinate systems), the basic tools and technologies of geospatial analysis, and spatial reasoning principles.

G2 2. To demonstrate facility in the classification and analysis of geospatial data (e.g. satellite images, digital maps and their associated tabular datasets) and the ability to use geographic information science technology (e.g., software, data collection instruments and devices).

G3 3. To develop and integrate spatial thinking and the capacity to create visualizations (e.g. images, maps, diagrams, charts, 3D views) of spatial phenomena, including those illustrating natural and human systems and their interactions.

b. Methods by which the learning outcomes will be assessed and used to improve curriculum and instruction

Table 5 shows the courses that will address each of the learning outcomes.Table 5. List of courses in the proposed new BS in Geography and Geospatial Science and their relationship to learning outcomes from Table 4. Courses in blue font are revised, pending approval; courses in red font are new, pending approval.

Course no. Course title P1 P2 P3 H1 H2 H3 G1 G2 G3Supporting skillsMTH 112 Elementary Functions

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ST 351 Introduction to Statistical Methods ST 352 Introduction to Statistical Methods

Foundational skillsGEOG 105 Geography of the Non-Western World x x OR GEOG 106 Geography of the Western World x xGEOG 102 Physical Geography x OR GEO 202 Earth Systems Science xGEOG 103 Human Geography x x OR GEOG 203 Human-Environment Geography x xGEOG 201 Foundations of Geospatial Science

and GISGEOG 240 Climate Change, Water, and Society x x OR GEOG 250 Land-Use Planning x x OR GEOG 251 Geography of Disaster Management x x

Upper-division Geospatial Science Techniques and Problem-solvingGEOG 360 GIScience I: Geographic Information

Systems and Theory xGEOG 370 Geovisuaiization: Principles of

Cartography xGEOG 480 Remote Sensing I: Principles and

Applications x x

Seminar (1)GEOG 407 SeminarExperiential learningGEOG 295 Introduction to Geographic Field

Research x x xGEOG 401 Research x x xGEOG 403 Thesis x x xGEOG 410 Internship (or thesis, GEOG 401) x x xGEOG 495 Field Geography of Oregon I x x xCapstoneGEOG 464 Geospatial Intelligence: Security,

Surveillance, and Ethics x

Upper-division Geography and Geospatial Science electives (31 cr.)GEOG 323 Climatology x OR GEOG 324 Geography of Life: Species

Distributions and Conservation x27 credits from lists below, at least five courses at 400 level.GEOG 361 GIScience II: Analysis and Applications

in GIScience xGEOG 462 GIScience III: Programming for

Geospatial Analysis x

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GEOG 371 Geovisualization: Web Mapping xGEOG 463 GIScience IV: Spatial Modeling x xGEOG 472 Geovisualization: Geovisual Analytics xGEOG 481 Remote Sensing II: Digital Image

Processing x xInternational StudiesGEOG 311 Geography of Africa xGEOG 313 Geography of Europe xGEOG 314 Geography of Latin America xGEOG 330 Geography of International

Development and Globalization xGEOG 431 Development and Global Resources x xWater ResourcesGEOG 423 Snow Hydrology xGEOG 424 Hydrology for Water Resource

Management xGEOG 340 Intro to Water Science and Policy xGEOG 440 Water Resources Management in the

US x xGEOG 441 International Water Resources

Management x xResources, Hazards, and PlanningGEOG 300 Sustainability for the Common Good xGEOG 331 Population, Consumption and

Environment xGEOG 350 Geography of Natural Hazards: Risk,

Vulnerability, and Resilience xGEOG 430 Resilience-Based Natural Resource

Management x xGEOG 432 Geography of Food and Agriculture x xGEOG 450 Land Use in the American West x xGEOG 451 Planning Principles and Practices for

Resilient Communities x xGEOG 452 Sustainable Site Planning x x

c. Program performance indicators, including prospects for success of program graduates (employment or graduate school) and consideration of licensure, if appropriate.

Many letters of support from alumni and prospective employers emphasize the bright prospects for graduates in this field (Appendix A). The US Department of Labor's Job Outlook report provides the following summary of prospects for geographers (http://www.bls.gov/ooh/life-physical-and-social-science/geographers.htm):

Quick Facts: Geographers

2012 Median Pay $74,760 per year $35.94 per hour

Entry-Level Education Bachelor’s degreeNumber of Jobs, 2012 1,700

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Quick Facts: GeographersJob Outlook, 2012-22 29% (Much faster than average)Employment Change, 2012-22 500

The importance of building a workforce trained in geospatial science, with the capacity to utilize geospatial technology, was featured in an article published in Nature (Gewin, 2004) and has been highlighted with the selection of geospatial technology as one of 14 employment sectors in the President’s High Growth Job Training Initiative (Wikle, 2012). The elements of Geospatial Science (cartography, remote sensing, geovisualization, spatial modeling, GPS, and related technologies) are increasingly integrated and have become powerful research and operations tools for both the public and private sectors, including homeland security, energy, telecommunications, healthcare, crime prevention, agriculture and forestry, transportation, and real-time business decisions (Estaville 2012), as well as for environmental security, such as tracking wildfires, hurricanes, drought, and ocean dynamics. Recent industry studies (2012) indicate that job opportunities for prospective graduates of this degree are very bright (http://www.gislounge.com/gis-industry-trends/).

Wikle, T. A. (2012). An Examination ofJob Titles Used for GIScience Professionals. Geospatial Technologies and Advancing Geographic Decision Making: Issues and Trends: Issues and Trends, 68.

Estaville, L. E. (2012). Geospatial workforce trends in the United States. Geospatial Technologies and Advancing Geographic Decision Making: Issues and Trends: Issues and Trends, 82.

Gewin, V. (2004). Mapping opportunities. Nature, 427(6972), 376-377.

d. Nature and level of research and/or scholarly work expected of program faculty; indicators of success in those areas.

The Geography program at OSU has a highly proficient faculty whose PhD program was ranked 12th nationally among Geography PhD programs by NRC (http://chronicle.com/article/NRC-Rankings-Overview-/124734/).

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6. Program Integration and Collaborationa. Closely related programs in other OUS universities and Oregon private

institutions.While other institutions of higher learning in Oregon offer undergraduate degrees in Geography (University of Oregon, Portland State University, Western Oregon University) or certificates or training in GIScience (Central Oregon Community College, Lane Community College, Portland Community College), this will be the only 4-year degree in Oregon that unites Geography and Geospatial Science. This proposal was sent to all public and private institutions of higher learning in the state of Oregon, which have a Geography or GIScience program. We received letters of support for our proposed BS from the following public institutions (University of Oregon, Portland State University, Western Oregon University, Central Oregon Community College, Lane Community College, and Portland Community College) (see Appendix A).

b. Ways in which the program complements other similar programs in other Oregon institutions and other related programs at this institution. Proposal should identify the potential for collaboration.

All letters of support from our fellow institutions of higher learning in Oregon emphasized how this proposed new BS complements programs at public and private institutions of higher learning in the state of Oregon (Appendix A). We have developed course articulation agreements with the three Oregon community colleges that offer GIS courses or certificates (described in letters of support from Central Oregon Community College, Lane Community College, and Portland Community College) (see Appendix A and Appendix G). In the week following the student shooting at Umpqua Community College (UCC), we were contacted by UCC faculty, who are developing a course sequence in GIScience, and we provided them with examples of the articulation agreements and syllabi for our foundation courses and plan to follow up in support of their effort. The University of Oregon has a complementary proposal for a new major in Spatial Data Science and Technology. The University of Oregon's proposed major in Spatial Data Science and Technology major focuses on the nexus of GIScience and Computer Science with the aim of graduating students that can lead the way in the development of geospatial technologies and their implementation in the technology industry. In contrast, the objective of OSU's proposed new major in Geography and Geospatial Science is to combine the discipline of Geography with contemporary geospatial science in order for students to learn fundamental concepts and theories governing the spatial distribution and interrelationships of people and natural resources while simultaneously grasping fundamental physical principles underlying contemporary geospatial technologies. U of O's proposed major and our proposed Geography and Geospatial Science major represent a collective response to the growing demand for geographers in a diversified technology-driven workforce. The successful implementation of both majors would position Oregon as an emerging leader in producing competitive and skilled graduates for a range of geospatial employment opportunities. At the same time, these two majors present two fundamentally different programs that will produce different types of graduates. U of O's major is intended to prepare students for careers in technology development, whereas OSU’s major

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provides a deeper core geographical curriculum that will ensure graduates can lead the way in how geospatial technologies are utilized in both the public and private sectors, including homeland security, energy, telecommunications, healthcare, agriculture, and transportation. In other words, there is sufficient overlap between the two programs to create an educational force in the area of geospatial data and technologies in Oregon, yet their distinguishing features provide substantial breadth in the types of geospatial employees that graduate from this state.

c. If applicable, proposal should state why this program may not be collaborating with existing similar programs.

Not applicable.d. Potential impacts on other programs in the areas of budget, enrollment, faculty

workload, and facilities use.

Geography, geospatial science, and GIScience programs at public and private institutions of higher learning in the state of Oregon are complementary. This degree will not compete with other institutions (see Appendix A - letters of support).

7. Financial Sustainability (attach the completed Budget Outline)

a. Business plan for the program that anticipates and provides for its long-term financial viability, addressing anticipated sources of funds, the ability to recruit and retain faculty, and plans for assuring adequate library support over the long term.

This proposed BS has no needs for additional faculty, space, or other facilities. Existing faculty are sufficient to deliver the program and already are supported in CEOAS. See Appendix F for the budget narrative and internal worksheet. Total costs are estimated at $2,500 for advertising, signage, and website modifications.

b. Plans for development and maintenance of unique resources (buildings, laboratories, technology) necessary to offer a quality program in this field.

This proposed program has no needs for additional space. Existing (including recently renovated) classroom, laboratory, and technical facilities are adequate.

c. Targeted student/faculty ratio (student FTE divided by faculty FTE).4 to 1, i.e., 80 majors/20 faculty FTE

d. Resources to be devoted to student recruitment.Existing advising staff in CEOAS (3 staff members) currently participate in the START and other programs, and will help to recruit students to this major.

8. External Review (if the proposed program is a graduate level program, follow the guidelines provided in External Review of new Graduate Level Academic Programs in addition to completing all of the above information)

Not applicable.

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9. Appendices (*indicates required documents for new degree proposals) Appendix TitleA *List of reviewers of the proposal and letters of support receivedB *Staffing plan.C *Request for reactivation of GEOG designator.D *Crossover table from existing GEO courses to GEOG courses.E *List of catalog course descriptions of GEOG courses including

those in the proposed majorF *Budget for new BS in Geography and Geospatial Science.G *Library Review.H Course articulation agreements with Oregon Community

Colleges offering coursework or certification in GIScience and geospatial science.

I Advising checklist for BS in Geography and Geospatial Science.J Category 2 proposal for changes in course designators for

Geography option of Earth Science BS.K Category 2 proposal for changes in course designators for

Geography minor.L Category 2 proposal for changes in course designators for

GIScience certificate.