9/22/06
REQUESTS FOR IMPLEMENTATION AUTHORIZATION FOR NEW ACADEMIC DEGREE PROGRAM [UNIQUE PROGRAM]
I. PROGRAM NAME AND DESCRIPTION, AND CIP CODE1
A. DEGREE(S), DEPARTMENT AND COLLEGE AND CIP CODE
Degree: Master of Advanced Study in Geographic Education
Description: The Master of Advanced Study in Geographic Education (MAS-GE) is designed to be an online eighteen month master‘s degree program for practicing K-12 teachers. This program is an initiative by the ASU School of Geographical Sciences in collaboration with the College of Education, Tempe Campus and the College of Teacher Education and Leadership, West Campus. The program will be self-sustaining (07, self-funded program) and delivered by ASU’s School of Extended Education (SEE) on a non-traditional quarter schedule that fits the needs of the K-12 teachers; SEE will register students and collect the revenue. The MAS-GE will meet the needs of teachers who must become “highly qualified“ to teach geography under the federal No Child Left Behind Act. Students accepted into this program will learn new research in K-12 geography pedagogy, integration of geography across the K-12 curriculum, the latest knowledge in cultural, physical, and regional geography, as well as new geographical techniques that can be used in their classroom. The capstone experience, consisting of pedagogical research (COE 501) and an applied project (DCI 593), brings together newly acquired knowledge with teachers’ own classrooms to create innovative solutions for current educational needs in Arizona. The program will prepare graduates to be innovators of geographical pedagogy and influence the future direction of K-12 education.
Department: School of Geographical Sciences
College: College of Liberal Arts and Sciences
CIP Code: 13.1332
B. PURPOSE AND NATURE OF PROGRAM
Students will approach the study of K-12 geographical education with a focus on obtaining more background on geographical knowledge, theory, and techniques, obtaining more insight into geographical pedagogy, and demonstrating mastery of this new knowledge in an applied project. The curriculum incorporates the latest trends in geography teaching and the opportunity to exchange knowledge with other geography teachers and ASU faculty across diverse areas of geographical and pedagogical expertise.
1*Uniqueness is determined by means of CIP codes. Please indicate to the Board office the proposed CIP code for the new program before completing this request, and Board staff will provide a list of programs (if any) which share the same code. These guidelines should be used only for programs for which there is no duplication at another Arizona public university campus. For programs which share the same code as existing programs, please use the guidelines for duplicative programs. asu.edu/provost/curriculum Page 1 9/22/06
The unique curriulum and online format allows place-constrained K-12 teachers to complete the program, while maintaining their current employment. Students will come to ASU Tempe for two immersion sessions (one prior to the start of the program, and one at the end of the program).
The first immersion session will take place the Saturday of Labor Day Weekend. This session will start at 8 am with a continental breakfast reception. 9am to 9:30 will welcome students, 9:30 to 10am will be an ice breaker generating student introductions. 10am to noon will provide hands-on modeling of how to work with the Internet instruction. Noon to 1pm will be a working lunch over sandwiches where students dialogue and ask additional questions. 1pm to 3pm will be a session where students practice online dialogues with faculty who will mentor students on procedures for conducting internet learning. 3pm until 4pm will be a help session on individual computer needs, where students with different operating systems (Mac, PC) can learn how to load required programs that they might need. 4pm until 6pm is free time. 6pm convenes at the hotel where non-local students will be staying for a pizza dinner in the hotel lounge with more socializing — giving students a chance to bond with the instructions and their peers.
The final immersion session will take place over the entire weekend (Saturday morning to Sunday afternoon) of the third week in March. This capstone weekend experience provides students an opportunity to experience the excitement of sharing their projects with colleagues, to celebrate an achievement with families, and to provide professional career opportunities to new graduates. Some of these future alumni will become Instructors of the online courses in the future, while others may become teacher consultants of the Arizona Geographic Alliance through additional training. The idea is to have this ending of the program be a beginning of additional professional development opportunities, not the dead end offered by too many graduate programs. As with the first immersion session, this event will be carefully scheduled — based on the prior experience of the Arizona Geographic Alliance in running its teacher training programs.
We will strongly encourage all students to attend these sessions. However, under the unusual circumstance that a student in unable to attend, individual accommodation is possible — especially for the first immersion session. The program head can visit the K-12 school of the teacher in Arizona and provide an individual orientation. Attendance at the final immersion session, however, is a vital part of the capstone experience with the presentation of the capstone project.
The ideal pathway through the graduate degree is as a cohort, allowing students to bond and feel more comfortable exchanging ideas. Thus, we will undertake every effort to help the teachers through as a cohort. We fully expect, however, that some students will want to accelerate their program of study, while others may experience exigencies requiring a slower pace. Thus, all other courses will be available in all quarters. This is one of the positive aspects of an online program. The budget for this program also anticipates such a reality. Two individuals will serve as the instructor of record for these out-of-cohort classes: Dr. Dorn (tenured faculty leading the program) and the individual occupying the full-time position running the masters program (e.g., Case Allen who is currently the Academic Professional paid by the ABOR ARRO grant).
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Faculty will be available to visit the K-12 schools of teachers to answer questions and assist when students have stumbling blocks. The online format will have asynchronous discussion boards to allow for the maximum amount of input by students who will have highly variable time blocks available for assignment completion.
The program utilizes curriculum materials developed with support from NASA, the Association of American Geographers, the National Science Foundation, National Geographic Society, as well as materials developed locally by ASU’s School of Geographical Sciences. The program features a faculty team of experts in physical geography, human geography, regional geography, geographical techniques, and pedagogy from the School of Geographical Sciences, the College of Education at Tempe, and the College of Teacher Education and Leadership at West Campus. Because the program is self-sustaining, extensive marketing studies were conducted -- revealing tremendous and long-term demand.
C. PROGRAM REQUIREMENTS—List the program requirements, including minimum number of credit hours, required courses, and any special requirements, including theses, internships, etc.
• Applicants to the MAS-GE program will be accepted year-round for admission to start each Fall Quarter. This program is designed as an 18-month master’s degree for working teachers, but it is anticipated that a few students will complete in 12-months and a few will take two years. Potential applicants who hold at least a bachelor‘s degree in a field related to education, from a regionally accredited institution, are eligible to apply to the program. Regular admission may be granted to applicants who have achieved a grade point average of 3.0 (4.0 scale) or better in the last two years of coursework leading to a bachelor's degree (or when applicable in the coursework for their post-bachelor teaching credential) and have taken the GRE within the last 5 years. The requirements for a GRE are waived for any student applying who already holds a graduate degree. Applicants will be required to submit an official ASU graduate application, official transcripts of all undergraduate and graduate course work, official GRE scores, a statement of the candidate’s vision of their role and goals as an educational innovator and how this program will assist them in attaining their related goals, and three letters of recommendation.
• The MAS-GE program will consist of 30 semester-equivalent hours taken online, with two sessions required at ASU Tempe Campus (orientation session at the start of the program; presentation of applied project at the end of the program). As a part of the 30 credits, students will be required to complete six credits of a capstone experience: a three-credit course on educational research and a three-credit course on their applied project related to geographic education. This culminating experience will be required in place of a thesis. Applied projects will be presented at the final immersion session to fellow students, family members and friends, and faculty. Guidelines for the applied project presentation will be given in the context of the DCI 593 Applied Project course.
• Required courses are:
GCU 671 Introduction to Geographic Teaching (4 credit hours) GPH 672 Physical Geography for Teachers (3 credit hours) GCU 673 Human Geography for Teachers (3 credit hours) asu.edu/provost/curriculum Page 3 9/22/06
GPH 674 Geographic Techniques for Teachers (4 credit hours) GCU 675 World Geography for Teachers (3 credit hours) GCU 676 North American Geography for Teachers (3 credit hours) GCU 677 Geography Across the Curriculum (4 credit hours) COE 501 Introduction to Research (3 credit hours) DCI 593 Applied Project (3 credit hours) Total: 30 credit hours
• Technology requirements: Students will be required to have access to a computer with an internet connection able to view video and animated files with sound (e.g. Flash, shockwave, mpeg, avi, etc.), access to e-mail, and access to a word processing program such as Microsoft Word.
• A sample program of study for a full-time MAS-GE student is listed below. While this is the idealized sequence to complete the program, adjustments can be made based on individual needs. For example, students will be able to complete the program on an accelerated basis. However, to assure adequate background in geography and a quality research experience, the first course (GCU 671) and the capstone experience (COE 501 and DCI 593) must be taken and completed during the specified term. All courses are offered online. The non-traditional calendar of quarters is needed to meet the demand of working teachers.
Quarter 1 Sept to Mid November GCU 671 Introduction to Geographic Teaching (4 credit hours)
Quarter 2 Mid-November to Mid- GPH 672 Physical Geography for Teachers (3 credits hours) February GCU 673 Human Geography for Teachers (3 credits hours) Quarter 3 Mid February to Mid-May GPH 674 Geographic Techniques for Teachers (4 credit hours) GCU 675 World Geography for Teachers (3 credit hours) Quarter 4 June to Mid-August GCU 676 North American Geography for Teachers (3 credit hours) GCU 677 Geography Across the Curriculum (4 credit hours) Quarter 5 September to Mid- COE 501 Introduction to Research (3 credit hour) December Quarter 6 January through March DCI 593 Applied Project (3 credit hours)
• The culminating experience for students enrolled in the MAS-GE program is the capstone experience (DCI 593 Applied Project and COE 501 Introduction to Research). The expectation is that students will develop a detailed, sophisticated, and innovative project based on a real or potential issue related to geographical education in a K-12 setting. The intention is that this will be “live” work, based on K-12 classroom conditions, and not merely a theoretical exercise. The capstone experience creates a context whereby a student can discuss issues in geographical pedagogy, discuss ideas for solutions, evaluate the feasibility of the solution, apply the solution, and evaluate a project’s success. An abstract of each project will be posted on the MAS-GE website, and students will be encouraged to publish their applied projects in geographical education journals.
A sample Program of Study is located in Appendix A.
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D. CURRENT COURSES AND EXISTING PROGRAMS—List current course and existing university programs which will give strengths to the proposed program.
ASU’s School of Geographical Sciences has a fourteen-year record of promoting the professional development of K-12 master teachers, with assistance in over $1.8 million of sponsored funding. Each of the GPH and GCU geography courses listed in section C has been previously taught to K-12 teachers through ASU Geography’s omnibus courses (GPH 598, GCU 598). In other words, the only thing new about these courses is the standardized course numbers listed in section E.
ASU Tempe’s College of Education has an extensive track record of providing a capstone experience to teachers in their master’s programs. The MAS-GE program builds on this success with the 6 units of capstone pedagogy (COE 501, DCI 593) taught regularly by the College of Education.
E. NEW COURSES NEEDED—List any new courses which must be added to initiate the program; include a catalog description for each of these courses.
The courses (24 credit hours) listed below have been approved by the College of Liberal Arts and Sciences Curriculum Committee and Senate. They are currently being entered into the ACRES system.
Courses Catalog Description An intensive course on history of geographic GCU 671 Introduction to Geographic Teaching education; scientific method in research on geography (4 credit hours) education; research trends; resources for teaching; best practices. Transfer of matter and energy exhibited in Earth’s GPH 672 Physical Geography for Teachers (3 climate, hydrology, soils, biogeography, and credit hours) landforms; case studies; virtual field trips Analysis of cultural, economic, urban, historical, GCU 673 Human Geography for Teachers (3 transportation, population, political, and development credit hours) geography; case studies; virtual field trips. Introduction to geographic techniques, including GPH 674 Geographic Techniques for Teachers GPS, GIS, remote sensing, cartography, qualitative (4 credit hours) and field methods. GCU 675 World Geography for Teachers (3 Systematic overview of geographic knowledge about credit hours) different world regions. GCU 676 North American Geography for Systematic overview of geographic knowledge about Teachers (3 credit hours) different North American regions. Intensive course on integrating reading, writing and GCU 677 Geography Across the Curriculum (4 mathematics standards with geography content; credit hours) selected case studies; best practices. Overview of educational inquiry from controlled, COE 501 Introduction to Research (3 credit quantitative to qualitative, naturalistic. Emphasizes hours) locating and critically interpreting published research. DCI 593 Applied Project (3 credit hours) Hands-on dialogue with College of Education faculty
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on the integration of geographic knowledge in a student’s educational context.
F. REQUIREMENTS FOR ACCREDITATION -- Describe the requirements for accreditation if the program will seek to become accredited. Assess the eligibility of the proposed program for accreditation.
The program does not seek to become accredited by any larger body of geographical education. No such accreditation program exists nationally or internationally.
II. STUDENT LEARNING OUTCOMES AND ASSESSMENT
A. What are the intended student outcomes, describing what students should know, understand, and/or be able to do at the conclusion of this program of study?
1. Spatial and Human Factors: Be able to find appropriate knowledge, critically appraise geographical processes, and formulate innovative curriculum related to spatial components of problems and diverse factors relating to human-environment interaction.
Evaluation: Students will create grade appropriate curriculum relating spatial and human factors to environmental geography, articulating the curriculum to state standards and district scope and sequences, and include this geographical knowledge into their final projects. Knowledge will also be evaluated through written examinations, analyses of sample curriculum, and application of concepts in the critical review of best practice example lessons.
2. Patterns and Characteristics: Be able to find appropriate knowledge, critically appraise geographical processes, and formulate innovative curriculum related to spatial distributions of physical and human characteristics on Earth’s surface, general patterns these form, and processes that have created and are changing these patterns.
Evaluation: Students will create grade appropriate curriculum relating patterns and characteristics of Earth’s surface, articulating the curriculum to state standards and district scope and sequences, and include this geographical knowledge into their final projects. Knowledge will also be evaluated through written examinations, analyses of sample curriculum, and application of concepts in the critical review of best practice example lessons.
3. Location and Relationships: Be able to find appropriate knowledge, critically appraise geographical processes, and formulate innovative curriculum related to the major themes of geographical location and relationships, including absolute and relative location; human and physical characteristics of place; human and environmental relations; movement of people, ideas, and products; and regionalization.
Evaluation: Students will create grade appropriate curriculum relating location and relationships, articulating the curriculum to state standards and district scope and sequences, and include this geographical knowledge into their final projects. Knowledge will also be evaluated through
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4. Geographic Principles: Be able to find appropriate knowledge, critically appraise geographical processes, and formulate innovative curriculum related to the general geographical principles of human spatial organization, human-environment interaction, and changes in environmental systems.
Evaluation: Outcomes 1, 2 and 3 are at a more basic awareness level of geographic knowledge. Outcome four is at a higher mastery level of evaluation and analysis. Thus, students should use their higher level understanding to create grade appropriate curriculum relating geographical principles, articulating the curriculum to state standards and district scope and sequences, and include this geographical knowledge into their final projects. Knowledge will also be evaluated through written examinations, analyses of sample curriculum, and application of concepts in the critical review of best practice example lessons.
5. Geographic Skills: Be able to critically evaluate and analyze cartographic design, field methods, quantitative techniques, remote sensing imagery, and geographic information systems.
Evaluation: Students will utilize appropriate cartography, field activities, quantitative techniques, remote sensing imagery, and geographic information system principles in the creation of grade appropriate curriculum relating geographical principles, articulating the curriculum to state standards and district scope and sequences, and include this geographical knowledge into their final projects. Knowledge will also be evaluated through written examinations, analyses of sample curriculum, and application of concepts in the critical review of best practice example lessons.
6. Pedagogical Skills: Be able to utilize geographic skills and knowledge in designing, implementing, and evaluating an innovative applied project.
Evaluation: The applied project portion (DCI 593) of the capstone experience will be scored according to the matrix presented in Appendix C.
B. Provide a plan for assessing intended student outcomes.
ASU Geography regularly assesses student outcomes in its various programs. Students will demonstrate mastery of selected concepts and principles in each of the required classes, and in the research (COE 501) and applied project (DCI 593) portions of the capstone experience. As a summary plan, the following methods will be used in determining and assessing learning outcomes.
• Assessment will include evaluation of innovative lessons based on class curriculum, critiques of state-of-the-art curriculum, papers analyzing the integration of geography content into their grade curriculum, online discourse with instructors about the integration of geography content into their school setting, and examinations as a part of each graduate course. asu.edu/provost/curriculum Page 7 9/22/06
• Each student will be required to complete successfully a final “applied project” as part of the capstone experience. Students will be required to successfully master the Applied Project with a grade of “B” (3.0 on a 4.0 scale) or better, where B (3.0 on a 4.0 scale) is considered mastery in the Appendix 3 scoring plan for each student’s final project.
III. STATE’S NEED FOR THE PROGRAM
A. HOW DOES THIS PROGRAM FULFILL THE NEEDS OF THE STATE OF ARIZONA AND THE REGION? Explain.
This proposed degree program is part of a larger, interdisciplinary agenda to meet the needs of practicing K-12 teachers in Arizona. The federal No Child Left Behind Act has created an especially giant demand among K-8 (elementary) certified teachers who occupy secondary positions in middle schools. These individuals teaching geography and social studies-related classes need 24 units in their field, or a discipline specific master’s degree, to meet the federal definition of “highly qualified”. This program would be one of the first to meet this national agenda. Furthermore, the larger interdisciplinary agenda of ABOR is to generate online programs to meet the needs of time-bound and place-bound individuals in Arizona, such as working teachers. Thus, the online nature of this degree program is a part of the larger ABOR agenda. As the state continues to grow with an increasing number of young teachers, this program will produce graduates with disciplinary knowledge and a set of skills not usually provided in traditional education master’s degree programs. This program represents an interdisciplinary blend of subject and pedagogical knowledge, delivered in a way that meets the time and location demands of practicing K-12 teachers.
B. IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM? Explain and please answer the following questions.
1. What is the anticipated student enrollment for this program? (Please utilize the following tabular format).
5-YEAR PROJECTED ANNUAL ENROLLMENT 1st Yr. 2nd Yr. 3rd Yr. 4th Yr. 5th Yr. # Student 20 new 30 new 40 new 50 new 50 new Majors 19 continuing 28 continuing 37 continuing 46 continuing 49 total 68 total 87 total 96 total
The expected 18-month degree completion timeframe means that each student is counted as a new student their first year, and again as a continuing student the following year. This projection includes a small attrition rate and a small number of teachers requiring a longer degree completion rate (>18 months). The 5th year enrollment of 50 new students represents the program cap.
2. What is the local, regional, and national need for this program? Provide evidence of the need for this program. Include an assessment of the employment opportunities for graduates of the program during the next three years.
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The market demand is strong, based on extensive surveys of teachers who attend the Arizona Geographic Alliance teacher trainings. The market surveys were carried out with a three-tiered strategy to gauge the intensity of interest. First, twenty four “focus groups” of three to five K-12 teachers took place over the period from 1998-2005. These groups were asked about their personal desire for professional development, about whether they would enroll in a master’s of geographic education program, about their ideas for the structure of such a master’s program, and about whether their colleagues would enroll in such a program. The second tier of surveys consisted of paper questionnaires given to 485 teachers attending workshops of the Arizona Geographic Alliance from 1998-2005. These surveys asked increasingly refined questions, based on the previous focus group discussions. For those expressing an interest or thinking that their colleagues would be interested, the questions delved into how much teachers would pay, the desired mode of delivery, the amount of “work” expected, the type of capstone experience, and the types of advanced training most desired. The third tier of surveys consisted of one-on-one discussions with sixteen teachers who expressed strong interest in becoming the “apprentices” for such a master’s program.
[The apprentice model is where a teacher with financial need enrolled in the masters program receives a scholarship for the courses that they agree to teach as a paid “instructor” after the teacher graduates. The term instructor is used by the School of Extended Education, and these new graduates would have the support of tenure-track faculty in charge of online content as well as the program’s director. The cycle of apprentices becoming instructors are vital to the growth of the online program, and the budget includes scholarships for such teachers.]
The overwhelming signal from these surveys is that an online master’s degree in geographic education would have a constant flow exceeding 50 MAS-GE degrees a year by 2010. The intention, however, is to grow the program slowly, starting with an initial class of 20 in year one, followed by class sizes of 30, 40 and then 50 in subsequent years. Surveys reveal that word-of- mouth advertisement and satisfaction with the relevance of the learned material to the working K-12 classroom will be vital to the program’s growth. An oversight board of master teachers, geography professors, education professors, and those in the educational community at large would review the program each year to ensure quality control.
There is no issue over employment opportunities. These are practicing teachers, who seek advanced training for three reasons. First, they need a master’s degree to obtain salary increases, where the master’s degrees assist their teaching K-12 students. Second, they seek advanced professional training to become “highly qualified” teachers in the areas of geography, social studies, and social studies-related areas. Third, these practicing teachers seek advanced knowledge of geography, a subject that they teach.
3. Beginning with the first year in which degrees will be awarded, what is the anticipated number of degrees that will be awarded each year for the first five years? (Please utilize the following tabular format).
This projection accounts for small attrition rates and longer degree completion times (>18 months):
PROJECTED DEGREES AWARDED ANNUALLY 1st Yr. 2nd Yr. 3rd Yr. 4th Yr. 5th Yr. asu.edu/provost/curriculum Page 9 9/22/06
No. 0 19 28 37 46 Degrees 18 month program
IV. APPROPRIATENESS FOR THE UNIVERSITY—Explain how the proposed program is consistent with the University mission and strategic direction statements of the university and why the university is the most appropriate location within the Arizona University System for the program.
First, there is a big need for advanced professional training, as identified by the teachers themselves who have been requesting such a degree program for almost a decade and by program development initiatives put forth by ASU administration. Second, the political realities of federal legislation have placed a hardship on teachers who do not have 24 credits in the subject that they teach — in this case geography, social studies, and social studies-related subjects. This is especially true of the K-8 teacher certified in only the non-discipline specific subject area of elementary education. Thus, this program meets a local, regional, and national need. Third, the program represents the multi-disciplinary and multi-campus advantages of the New American University. The ABOR ARRO grant supporting the development of this program is a partnership between professors in the College of Education-Tempe and the College of Teacher Education and Leadership, as well as the School of Geographical Sciences. Fourth, life-long learning remains an important goal of universities in major metropolitan regions, and the ability of teachers to continue to acquire advanced knowledge in their subject area helps fulfill this larger institutional goal. Fifth, teachers are often place-bound due to family exigencies and many are unable to travel to universities to take courses; thus, this degree program’s online nature helps meet a larger ABOR-identified need for degrees sensitive to those with place-bound constraints.
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V. EXISTING PROGRAMS AT OTHER CAMPUSES
A. EXISTING PROGRAMS IN ARIZONA
1. For a unique (non-Duplicative) program, provide a statement to the effect that there are no existing programs at other Arizona public universities that duplicate the proposed program.
No existing programs at other Arizona public or private universities duplicate the proposed program
2. Other Institutions—If this program is not currently offered at the same academic level by private institutions in the state of Arizona, provide a statement to that effect. If a similar program is currently offered by private institutions, list all programs and indicate whether the institution and the program are accredited. (A list of institutions will be provided by Board staff. Please utilize the following tabular format and contact Board staff for assistance, if needed).
Texas State University at San Marcos offers a hybrid place-based and on-line program.This program, however, does not meet the needs of Arizona teachers, because of extensive place- based (in Texas) requirement.
NCA Program PRIVATE PROGRAM Accreditation? Accreditation? INSTITUTION (Yes/No) (Yes/No) 1 MS in Texas State No Institution, yes. Geographic University at San Program, no. Education Marcos (place-based and on-line) 2
B. PROGRAMS OFFERED IN OTHER WICHE STATES
1. Identify WICHE institutions that currently offer this program. If appropriate, briefly describe the programs. (Please use the following format).
No WICHE institutions currently offer a master’s in geographic education.
PROGRAMS OFFERED IN OTHER WICHE STATES WICHE NCA Program PROGRAM INSTITUTION Accreditation? Accreditation? & LOCATION (Yes/No) (Yes/No) 1 2
VI. EXPECTED FACULTY AND RESOURCE REQUIREMENTS asu.edu/provost/curriculum Page 11 9/22/06
A. FACULTY
1. Current Faculty—List the name, rank, highest degree, and estimate of the level of involvement of all current faculty who will participate in the program. If proposed program is at the graduate level, also list the number of master’s theses and doctoral dissertations each of these faculty has directed to completion. Attach a brief vita for each faculty member listed.
Brief vita of each faculty member are presented in Appendix D. Appendix E presents with teachers qualified to be the instructor of specific courses. “Instructors” are personnel who teach courses under the School of Extended Education.
Faculty Name Highest Level of Involvement Degree * Ronald Dorn Doctorate Program Director: teach, administration, course content, Applied Project review * Case Allen Master’s Academic Professional and Faculty Associate, ASU Geography: teach, administration, course content, Applied Project review ** Malcolm Comeaux Doctorate Emeriti Faculty, ASU Geography: course content, Applied Project review * Rob Edsall Doctorate Faculty, ASU Geography: course content, Capstone project review * Gale O. Ekiss Master’s Faculty Associate, ASU Geography: teach, course content, Applied Project review * Billie Enz Doctorate Director of Professional Programs, Academic Professional, ASU Tempe College of Education: teach, course content, Applied Project review * Elizabeth Hinde Doctorate Faculty, ASU West College of Teacher Education and Leadership: course content, Applied Project review ** J.P. Jones Doctorate Chair, Geography and Regional Science at the University of Arizona – will coordinate UofA faculty participation as presenters via online streaming * Elizabeth Larson-Keagy Doctorate Instructor, ASU Geography: teach, course content, Applied Project review
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** Christopher Lukinbeal Doctorate Faculty, ASU Geography: course content, Applied Project review ** Sallie Ann Marston Doctorate Faculty, Geography and Regional Science at University of Arizona — contributing course content * J. Duncan Shaeffer Doctorate Faculty, ASU Geography: course content, Applied Project review **Stephen Yool Doctorate Faculty, Geography and Regional Science at University of Arizona — contributing course content
Part-time Faculty *** Michael Baron Master’s Instructor of Specific Courses *** Marc Dastous Master’s Instructor of Specific Courses *** Diane Godfrey Master’s Instructor of Specific Courses *** Karen Guerrero Master’s Instructor of Specific Courses *** Barbara Martin Master’s Instructor of Specific Courses *** Barbara Stout Master’s Instructor of Specific Courses
* Faculty designated with an asterisk will teach required courses, grading assignments, working closely with the students on projects, advising, and mentoring the final Applied Project (see Appendix E).
** Faculty designated with 2 asterisks will be involved in the development and refinement of the content of the online material, such as presenting video presentations and organizing online analyses of geography pedagogy in K-12 classrooms (see Appendix D).
*** Faculty designated with 3 asterisks will be involved in teaching of specific courses that fit their expertise based on experience and education (see Appendix E).
2. Additional Faculty—Describe the additional faculty needed during the next three years for the initiation of the program and list the anticipated schedule for addition of these faculty.
None needed.
3. Current FTE Students and Faculty—Give the present numbers of FTE students and FTE faculty in the department or unit in which the program will be offered.
ASU Geography has 272 degree seeking students in Fall of 2006: 160 undergraduates, 34 master students of geography; 26 Master of Advanced Study in Geographic Information Systems; and 52 doctorate students. ASU Geography has 23 faculty.
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4. Projected FTE Students and Faculty—Give the proposed numbers of FTE students and FTE faculty for the next three years in the department or unit in which the program will be offered.
Year 1 Year 2 Year 3 Graduate FTE 132 169 188 Total FTE 302 349 388 Faculty 25 26 27
B. LIBRARY
1. Current Relevant Holdings—Describe the current library holdings relevant to the proposed program and assess the adequacy of these holdings.
The library holdings are sufficient, both in terms of books and in terms of journal subscriptions to such serials as Journal of Geography and Journal of Geography in Higher Education.
2. Additional Acquisitions Needed—Describe additional library acquisitions needed during the next three years for the successful initiation of the program.
No additional acquisitions will be needed, other than the normal purchases made for the existing Geography and Education graduate programs.
C. PHYSICAL FACILITIES AND EQUIPMENT
1. Existing Physical Facilities—Assess the adequacy of the existing physical facilities and equipment available to the proposed program. Include special classrooms, laboratories, physical equipment, computer facilities, etc.
The facilities available in the School of Geographical Sciences are sufficient to support the MAS in Geographic Education.
2. Additional Facilities Required or Anticipated—Describe physical facilities and equipment that will be required or are anticipated during the next three years for the proposed program.
No additional facilities are required to support the MAS in Geographic Education.
D. OTHER SUPPORT
1. Other Support Now Available—Include support staff, university and non- university assistance.
The graduate coordinator in the Department of Geography would handle student applications and act as a liaison with the Division of Graduate Studies.
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2. Other Support Needed, Next Three Years—List additional staff needed and other assistance needed for the next three years.
Available technology support would be needed, including remote library database access, and Blackboard access.
VII. FINANCING
A. SUPPORTING FUNDS FROM OUTSIDE SOURCES—List.
This program is an outgrowth of the success of ASU Geography’s Arizona Geographic Alliance (AzGA). Over $1.8 million in sponsored grants to AzGA have supported development of geography teacher-training materials. In addition, AzGA has collaborated with national partners in geographic education, including NASA and the National Science Foundation, to develop teacher-training materials. These materials are tied together through a capstone grant awarded by ABOR. An Arizona Regents Reach Out (ARRO) grant to ASU Geography, College of Education – Tempe, and College of Teacher Education and Leadership – West faculty is completing the work necessary to “start up” this program for the Fall of 2007.
B. NEW ACADEMIC DEGREE PROGRAM BUDGET PROJECTIONS FORM— Complete the appropriate budget form, available at http://www.asu.edu/provost/curriculum/newprogbud.xls describing the current departmental budget and estimating additional costs for the first three years of operation for the proposed program. Please note that these costs for each year are incremental costs, not cumulative costs.
The Master of Advanced Study in Geographic Education will be a self-sustaining (07, self- funded) program, delivered by ASU’s School of Extended Education (SEE) on a non-traditional quarter schedule that fits the needs of the K-12 teachers. (All of the approved syllabi articulate with this quarter schedule.) SEE will register students, collect the revenue, and distribute supporting funds to CLAS. CLAS then redistributes funds to ASU Geography to pay expenses and to the Arizona Geographic Alliance to reinvest at least half of the surplus into K-12 teacher outreach.
Budget Summary For the MAS-Geographic Education Program Bottom Line Year 1 Year 2 Year 3 Year 4 30 new, 19 40 new, 28 50 new, 37 MAS-GE Students 20 new continuing continuing continuing Yearly Expenses $125,695 $199,539 $232,688 $265,837 Surplus $24,345 $61,393 $120,256 $179,119 Reinvestment of Surplus in Teacher $9,344 $30,697 $60,128 $89,559 Outreach
The New Academic Program Budget Projections form is presented in Appendix B.
VIII. OTHER RELEVANT INFORMATION
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______ADDITIONAL INSTRUCTIONS FOR HOW TO FORMAT THE REPORT In order to ensure consistency headings and bolding should follow the format of this guideline. Leave a one-inch margin at the top so that the Board office can paginate all documents.
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Appendix A - Master’s Degree Program of Study
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