BOARD OF TRUSTEES OF THE TRUSTEES OF PURDUE UNIVERSITY
MINUTES
JUNE 15, 2018
INDEX JUNE 15, 2018 Page Adjournment 8, X Agricultural and Biological Engineering Building Approval to name the Parker Wing 8, IX Appointments Ratified Jagannathan, Suresh; Samuel D. Conte Professor of Computer Sciences 2, III Ladisch, Christine M.; approval of 30-day extension as dean, College of Health and 7, VII Human Sciences Plaut, Karen I.; Glenn W. Sample Dean of Agriculture 2, III Son, Steven F.; Alfred J. McAllister Professor of Mechanical Engineering 2, III College of Engineering Approval to name the Schweitzer Power and Energy Systems Research Area 2, III College of Liberal Arts Approval to change the name of the Patti and Rusty Rueff School of Visual and 2, III Performing Arts to the Patti and Rusty Rueff School of Design, Art, and Performance Conflicts of Interest Disclosures approved 2, III Creighton Hall of Animal Sciences Approval to name the Chester V. and Miriam Peelle Kimmell Laboratory (modified from 8, IX Miriam Peelle Kimmell Laboratory) Degree Programs Approval of proposal for Doctor of Technology degree program 2, III Approval to sunset the online collaborative Doctor of Nursing Practice program and 2, III continue the distance Doctor of Nursing program at PNW Degrees, Posthumous Chapman, Anastasia J.; Bachelor of Arts 1, III Petty, Cole D.; Bachelor of Science 2, III Shanker, Lucas B.; Bachelor of Science 2, III Vargas, Dominic C.; Bachelor of Science 2, III Discovery Park Approval of final lease for Convergence Building 2, III Future Meeting Schedule Reviewed 1, II Krannert School of Management Approval to name the Krannert Leaders Academy the Marshall and Susan Larsen Leaders 2, III Academy Minutes Executive Committee: April 17, 2018 1, III Executive Sessions: April 26, 2018 and April 5, 2018 1, III Special Meeting: April 26, 2018 1, III Stated Meeting: April 6, 2018 1, III Nepotism Exceptions to policy approved 2, III Purdue Moves Affirmation of 2, III Purdue University Fort Wayne Approval to change the name of Organizational Leadership and Supervision Graduate 2, III Program to Organizational Leadership Approval to name the Purdue Fort Wayne Sweetwater Music Center 8, IX Approval to transfer finance program to Department of Economics and rename to 2, III Department of Economics and Finance
INDEX (CONT’D) JUNE 15, 2018
Reports President Daniels; Fundraising 3, IV University Senate 8, VIII Resolutions of Appreciation Friends of Purdue University 3, IV Ladisch, Christine M. 4, V Santos, Maryann P. 6, VI Ten-Year Capital Plan Approved 2, III Unanimous Consent Agenda Approved 1, III
STATED MEETING OF THE BOARD OF TRUSTEES OF THE TRUSTEES OF PURDUE UNIVERSITY
JUNE 15, 2018
MINUTES
A meeting of the Board of Trustees convened at 9:12 a.m. on Friday, June 15, 2018, in Room 326 of Stewart Center on the Purdue University campus in West Lafayette, Indiana.
Trustees present were: Sonny Beck; Michael Berghoff, chairman; JoAnn Brouillette; Vanessa Castagna; Michael Klipsch; Gary Lehman; Daniel Romary; and Thomas Spurgeon, vice chairman. Malcolm DeKryger and Don Thompson were not in attendance.
Officers and administrators in attendance were: Mitch Daniels, president; Jay Akridge, provost and executive vice president for academic affairs and diversity; Jim Almond, senior vice president and assistant treasurer; Steve Schultz, legal counsel; Trent Klingerman, assistant legal counsel and chief privacy officer; Janice Indrutz, corporate secretary and executive assistant to the Board; Ron Elsenbaumer, chancellor of Purdue University Fort Wayne (PFW); and Tom Keon, chancellor of Purdue University Northwest (PNW).
I. ROLL CALL
Chairman Berghoff called the meeting to order and noted that Trustees DeKryger and Thompson were not in attendance due to other important commitments.
II. FUTURE MEETING SCHEDULE
Chairman Berghoff drew the Board’s attention to the schedule of future meetings listed on the agenda, which included meetings scheduled through December 2019.
III. APPROVAL OF UNANIMOUS CONSENT AGENDA
The following Unanimous Consent items had been fully explored and debated in committee meetings held prior to this meeting or were routine in nature. Chairman Berghoff read the list of items and asked if any of the Board members wished to have an item removed from the consent agenda for further discussion. Hearing no such request, and upon proper motion duly made and seconded, the Board of Trustees voted unanimously to approve each of the following items:
• Minutes: Special Meeting, April 26, 2018; Executive Committee, April 17, 2018; Stated Meeting, April 6, 2018; and Executive Sessions, April 26, 2018 and April 5, 2018;
• Approval to award a posthumous Bachelor of Arts degree to Anastasia J. Chapman, as recommended by the Academic Affairs Committee;
• Approval to award posthumous Bachelor of Science degrees to Cole D. Petty, Lucas B. Shanker, and Dominic C. Vargas, as recommended by the Academic Affairs Committee;
• Ratification of Dr. Karen I. Plaut as the Glenn W. Sample Dean of Agriculture, as recommended by the Academic Affairs Committee;
• Ratification of Dr. Steven F. Son as the Alfred J. McAllister Professor of Mechanical Engineering, as recommended by the Academic Affairs Committee;
• Ratification of Dr. Suresh Jagannathan as the Samuel D. Conte Professor of Computer Sciences, as recommended by the Academic Affairs Committee;
• Approval of proposal for a Doctor of Technology degree program at the West Lafayette campus, as recommended by the Academic Affairs Committee;
• Approval to change the name of the Patti and Rusty Rueff School of Visual and Performing Arts to the Patti and Rusty Rueff School of Design, Art, and Performance, as recommended by the Academic Affairs Committee;
• Approval to name the Krannert Leaders Academy the Marshall and Susan Larsen Leaders Academy, as recommended by the Academic Affairs Committee;
• Approval to name the Schweitzer Power and Energy Systems Research Area in the School of Electrical and Computer Engineering, as recommended by the Academic Affairs Committee;
• Approval to change the name of Purdue Fort Wayne’s Organizational Leadership and Supervision Graduate Program to Organizational Leadership, as recommended by the Academic Affairs Committee;
• Approval to transfer Purdue Fort Wayne’s Finance Program to its Department of Economics and rename it the Department of Economics and Finance, as recommended by the Academic Affairs Committee;
• Approval to sunset the online collaborative Doctor of Nursing Practice Program and continue the distance Doctor of Nursing Program at Purdue Northwest, as recommended by the Academic Affairs Committee;
• Affirmation of Purdue Moves, as recommended by the Academic Affairs Committee;
• Approval of Ten-Year Capital Plan, as recommended by the Physical Facilities Committee;
• Approval of final lease for Convergence Building;
• Approval of Conflict of Interest disclosures; and
• Approval of exceptions to the Nepotism Policy.
All supporting documents were filed with the minutes.
Stated Meeting June 15, 2018 Page 2 IV. REPORT OF THE PRESIDENT
President Daniels began his report by profiling the gifts of $1,000,000 or more that the university had received since the Board last met on April 6, 2018. The donors of these gifts were recognized in the following resolution of appreciation:
WHEREAS, the following friends of Purdue University have generously contributed $1,000,000 or more to move Purdue to greater excellence and preeminence; and
WHEREAS, the University wishes to acknowledge the significance of these gifts to new directions, advancements, and momentum in Purdue’s history, progress, and future;
BE IT THEREFORE RESOLVED:
1. That the University and the Trustees are grateful to these individuals for their leadership and support of Purdue University; and
2. That this resolution be spread upon the minutes of the Board of Trustees as part of the permanent record of the University.
FRIENDS: Jeannie and Jim Chaney, to support the College of Pharmacy; The John H. Schnatter Family Foundation, to support Krannert School of Management; Gerald and Nanette Lyles, to support Krannert School of Management; Nils Nelson, to support Purdue University Northwest; Ed and Beatriz Schweitzer, to support the School of Electrical and Computer Engineering; Steve and Diane Dumbauld, to support the School of Industrial Engineering; Thomas and Mary Howatt, to support Krannert School of Management; Vanessa Castagna, to support Purdue Bands and Orchestras; Marshall and Susan Larsen, to support Krannert School of Management; Don and Liz Thompson, to support the College of Engineering; Anonymous, to support the Davidson School of Chemical Engineering; Anonymous, to support Purdue University; and Anonymous, to support the Purdue Research Foundation.
Chairman Berghoff called for a motion to approve the resolution of appreciation for these friends of Purdue University. Upon proper motion duly made and seconded, the Board of Trustees voted unanimously to approve the resolution. A formal copy of the resolution was included with the minutes.
Before turning his report to fundraising, President Daniels provided the Board with a snapshot of summer enrollment, which, he said, was significantly higher due to enrollment in online courses. He then called upon Ms. Amy Noah, vice president for development, to provide an update on fundraising efforts. Vice President Noah illustrated data from the four categories she said were tracked most closely – net production, philanthropic cash, number of donors, and student support. She highlighted that, not only had the net production goal been exceeded, net production had surpassed $400,000,000 for the first time. She also pointed out that the goal for student support had been exceeded, and she explained that the university’s fiscal responsibility had been key to the successful fundraising. Vice President Noah also reviewed data regarding the university’s donor base and Purdue Day of Giving, and she provided an update on the Ever True Campaign. She informed the Board that 45% of Campaign donors were first-time donors and the Campaign was scheduled to conclude on June 30, 2019. Vice President Noah concluded the fundraising report by recognizing the many members of the development staff across campus who, she said, had done the hard work which allowed her to deliver such good news to the Board.
Stated Meeting June 15, 2018 Page 3
Chairman Berghoff asked Vice President Noah what she believed to be the top reasons for the growth on which she reported. She responded that people felt good about the direction of the institution and had a sense of pride when they saw Purdue on the national stage, and she also said the colleges had been allowed to formulate and have ownership of their own fundraising goals. President Daniels interjected that Vice President Noah’s “spectacular” leadership was also a reason, to which she responded that she appreciated how President Daniels trusted her to do the job. Chairman Berghoff remarked that donor feedback was useful information for the Board members.
A copy of the report presentation was filed with the minutes.
V. RESOLUTION OF APPRECATION FOR CHRISTINE M. LADISCH
Upon proper motion duly made and seconded, the Board of Trustees voted unanimously to approve the following resolution of appreciation for Dr. Chris Ladisch, dean of the College of Health and Human Sciences, as read by Trustee Romary:
WHEREAS, Dr. Christine M. Ladisch has served Purdue University with excellence, dedication, and generosity as the dean of the College of Health and Human Sciences since the College’s founding in 2010; and
WHEREAS, her close association with Purdue dates back more than 40 years to her days as a graduate student in textile science; and
WHEREAS, Dr. Ladisch served as associate dean for academic affairs in what was known at the time as the College of Consumer and Family Sciences from 1993-1999; and
WHEREAS, she was head of the former Department of Consumer Sciences and Retailing from 1999-2001; and
WHEREAS, she joined the Office of the Provost in 2001 as an associate provost, before being named vice provost for academic affairs in 2005, a position she held with distinction until 2010; and
WHEREAS, Dr. Ladisch led nine Purdue academic units through a critical transition period in 2010, when the College of Health and Human Sciences was established to generate greater visibility and synergy among Purdue’s research and academic programs in health and human sciences; and
WHEREAS, she was a superb leader as the College’s inaugural dean, bringing together nine distinct academic and research cultures from three colleges to launch Purdue’s newest academic college and elevate Purdue’s reputation; and
WHEREAS, her enthusiasm, dedication, and vision for the College throughout the past eight years have helped foster its successful research pursuits, strong engagement program, and dedicated teaching mission; and
WHEREAS, she has strengthened the College of Health and Human Sciences at all levels since its founding, improving a variety of research and education programs in public health, autism, neuroscience, and behavioral sciences; and
Stated Meeting June 15, 2018 Page 4 WHEREAS, under her visionary guidance, several new world-class facilities were brought to campus, including the Lyles-Porter Hall, home to the nationally ranked Department of Speech, Language and Hearing Sciences, and a clinical MRI for health and life sciences research; and
WHEREAS, her leadership has led the College through a period of tremendous growth and success; and
WHEREAS, Dr. Ladisch has made countless additional contributions to Purdue, lending her services, for instance, to the Accreditation Steering Committee which helped Purdue earn continued accreditation from the Higher Learning Commission of the North Central Association of Colleges and Schools in 2010; and
WHEREAS, her leadership in the accreditation review process earned her a One Brick Higher Award, given to those who undertake their work with extra vitality, extra care, extra creativity, and extraordinary effort; and
WHEREAS, she was honored with the Charles B. Murphy Outstanding Undergraduate Teaching Award, Purdue’s highest undergraduate teaching honor, and her name will forever be listed in Purdue’s Book of Great Teachers; and
WHEREAS, she graciously dedicated her time and expertise to the Board of Trustees Presidential Search Committee to recommend Purdue’s 12th president, Mitchell E. Daniels, Jr.; and
WHEREAS, Dr. Ladisch will continue to hold an integral role at Purdue as the co-chair of the Ideas Festival, the centerpiece of Purdue’s sesquicentennial celebration in 2019, as she helps foster discussion and collaboration across the university, the community, K-12 classrooms, and internationally on some of the grandest challenges facing our world; and
WHEREAS, she will step aside as dean of the Purdue University College of Health and Human Sciences effective July 31, 2018; and
WHEREAS, Purdue will proudly grant her Dean Emerita status after her retirement in recognition of her many formative years of service to the university; and
WHEREAS, Dr. Christine M. Ladisch’s impact on higher education at Purdue University has been profound, and her legacy will continue long after her service as dean;
BE IT THEREFORE RESOLVED BY THE TRUSTEES OF PURDUE UNIVERSITY:
1. That the Trustees recognize the positive impact of Dr. Christine M. Ladisch’s tenure as dean of the College of Health and Human Sciences on its students, staff and alumni, and in our community; and
2. That enormous gratitude and appreciation are expressed to Dr. Ladisch for her loyalty and service to Purdue University and the College of Health and Human Sciences; and
3. That Dr. Ladisch is to be congratulated and thanked for her tremendous contributions to our University; and
Stated Meeting June 15, 2018 Page 5 4. That Dr. Ladisch’s many achievements are part of the great, permanent history of Purdue and will never be forgotten; and
5. That this resolution be spread upon the minutes of the Trustees as part of the permanent record of the University.
Trustee Brouillette remarked that very few people could do what Dr. Ladisch had done with regard to bringing the units together to form the College of Health and Human Sciences. Chairman Berghoff remarked that Dr. Ladisch had done a masterful job with helping to create the College of Health and Human Sciences and expressed his hope to Dr. Ladisch that she understood the impact she had made on the university. Dr. Ladisch thanked the Board of Trustees for its support and said she was very grateful for her Purdue experiences and grateful to those who helped her be successful.
A formal copy of the resolution was filed with the minutes.
VI. RESOLUTION OF APPRECIATION FOR MARYANN P. SANTOS
Upon proper motion duly made and seconded, the Board of Trustees voted unanimously to approve the following resolution of appreciation for Dr. Maryann Santos, dean of the College of Education , as read by Trustee Brouillette:
WHEREAS, Dr. Maryann P. Santos has served Purdue University with distinction and enthusiasm as the dean of the College of Education since 2009; and
WHEREAS, since joining Purdue, she has made a tremendous impact on the College of Education, providing an inclusive environment where faculty, staff, and students can succeed and where their voices are heard; and
WHEREAS, Dr. Santos has positioned Purdue’s College of Education as a national leader in K-12 STEM education, with a commitment to diversity and equality that improves access to quality educational opportunities for all students; and
WHEREAS, her leadership and vision for the College of Education at Purdue University have led the College through a recent period of growth and development, with numerous nationally ranked programs, including an Elementary Education program in the top 1% nationally, according to the National Council on Teacher Quality; and
WHEREAS, Dr. Santos fostered the development of three online master’s degree programs, attaining an impressive 91% growth in graduate enrollment, and facilitated exponential growth in external funding; and
WHEREAS, she engaged Purdue in a national network aiming to increase the number of STEM teachers by 100,000 in 2021, giving Purdue the opportunity to learn from other leading education programs and share its own expertise; and
WHEREAS, she has been a champion of public education in Indiana, co-chairing the 2015 Blue Ribbon Commission on the Recruitment and Retention of Excellent Teachers; and
WHEREAS, her research interests include the assessment of ethnic minority children and adolescents, P-20 pipeline education issues including high school completion and college attendance, and women’s issues; and
Stated Meeting June 15, 2018 Page 6 WHEREAS, she often states that her life’s work has been dedicated to attaining equality through education, remaining committed throughout her career to making quality education available to “all the children of all the people”; and
WHEREAS, as the first Latina dean of the college, Dr. Santos is an unwavering advocate for diversity and inclusion; and
WHEREAS, she has also served in leadership roles with the National Latino/a Psychological Association and the State of Arizona Board of Psychology Examiners, including a two-year term as chair; and
WHEREAS, she has been an active volunteer in the community, serving on the board of directors of the Community Foundation of Greater Lafayette and as the 2016 community campaign chair for the United Way of Greater Lafayette; and
WHEREAS, Dr. Maryann P. Santos will step aside as dean of the College of Education, effective July 15, 2018; and
WHEREAS, Purdue will proudly grant her Dean Emerita status after her retirement in recognition of her impactful years of service to the university; and
WHEREAS, her influence on higher education at Purdue University, as well as K-12 and higher education all over the nation, has been profound, and her legacy will continue long after her service as dean;
BE IT THEREFORE RESOLVED BY THE TRUSTEES OF PURDUE UNIVERSITY:
1. That the Trustees recognize the important impact of Dr. Maryann P. Santos’ tenure as dean of the College of Education on its students, faculty, staff, alumni, and community; and
2. That enormous gratitude and appreciation are expressed to Dr. P. Maryann Santos for her loyalty and service to Purdue University and the College of Education; and
3. That Dr. Santos is to be congratulated and thanked for her tremendous contributions to our University; and
4. That Dr. Santos’ many achievements are part of the great, permanent history of Purdue and will never be forgotten; and
5. That the resolution be spread upon the minutes of the Trustees as part of the permanent record of the University.
Trustee Brouillette thanked Dr. Santos for being very involved in the community, especially for having served as chair of the United Way of Greater Lafayette’s fundraising campaign.
A formal copy of the resolution was filed with the minutes.
VII. APPROVAL TO EXTEND THE APPOINTMENT OF DR. CHRISTINE M. LADISCH
Chairman Berghoff remarked that approval of a 30-day extension of Dr. Ladisch’s appointment as dean should have accompanied approval of the resolution of appreciation for her. He explained that the 30-day extension would provide for a smooth transition to the new
Stated Meeting June 15, 2018 Page 7 dean, Dr. Marion Underwood, who would join Purdue on August 1, 2018. Upon proper motion duly made and seconded, the Board of Trustees voted unanimously to approve the extension.
VIII. REPORT OF THE UNIVERSITY SENATE
Dr. Natalie Carroll, new chair of the University Senate, said she was pleased to make her first report to the Board. She briefly pointed to the first slide of her report presentation, which included information about her education, Purdue appointment, and major awards received, and she highlighted her lengthy record of university service. Stating, “I am here to represent the Senate,” Professor Carroll outlined and discussed the issues on which the various Senate committees were working.
Trustee Romary remarked that Professor Carroll provided a great overview, and he asked her to comment on her personal priorities. She replied that her priority was to follow the Bylaws of and represent the Senate. In response to a question from Trustee Lehman, Professor Carroll briefly spoke about the efforts to address the publishing monopolies, an initiative brought forth by the former chair of the University Senate, Professor Alberto Rodriguez, and she discussed her work at Purdue at the request of Trustee Beck.
A copy of Professor Carroll’s report presentation was filed with the minutes.
IX. APPROVAL TO NAME FACILITIES
President Daniels requested approval to name three facilities:
Parker Wing of the Agricultural and Biological Engineering Building: President Daniels explained that naming the Parker Wing, 8,000 square feet of space on the first floor of the Agricultural and Biological Engineering Building, would recognize the Parker Hannifin Company’s gift of $2,500,000 for the facility.
Chester V. and Miriam Peelle Kimmell Laboratory: President Daniels explained that, on October 13, 2017, the Board approved naming the Miriam Peelle Kimmell Laboratory. However, the late donor’s family had since requested revision of the name to the Chester V. and Miriam Peelle Kimmell Laboratory, which was located on the second floor of the Hobart and Russell Creighton Hall of Animal Sciences.
Purdue Fort Wayne Sweetwater Music Center: President Daniels reminded the Board that Sweetwater Music, Inc. had renovated a building on its campus to house a majority of PFW’s music technology program, and naming the facility as requested was an appropriate recognition of Sweetwater Sound’s generosity and support of Purdue Fort Wayne. In response to a question from Trustee Brouillette, Chancellor Elsenbaumer said the facility was located six miles from campus and a shuttle would provide transportation for students. Chairman Berghoff remarked that access to the Sweetwater facility was important for the students regardless of the distance.
Upon proper motion duly made and seconded, the Board of Trustees voted unanimously to approve the names of the three facilities. Supporting documents were filed with the minutes.
X. ADJOURNMENT
By consent, the meeting adjourned at 10:18 a.m.
Stated Meeting June 15, 2018 Page 8 AAC/BOT 06-15-18 f c../'2/33 page 1 of 10 MAY 2_9 2018
UNIV E RSITY PURDUE OFFICE OF THE REGISTRAR MEMORANDUM
To: Jay T. Akridge, Provost and Executive Vice President for Academic Affairs and Diversity
From: Christine DeHahn Pass, Senior Assistant Registrar
Date: May 24, 2018
Subject: Posthumous Degree
On May 18, 2018, David A. Reingold, Dean, College of Liberal Arts sent a memo requesting a posthumous Bachelor of Arts degree from Purdue University, West Lafayette to Anastasia J. Chapman.
The policy states the awarding of a posthumous degree by Purdue University requires that the deceased student completed:
1. At least 85% of the credit hour requirements 2. Most of the requirements for the major
At the time of her death, Anastasia had completed 86% of her degree and was anticipating graduation for May, 2019. I have attached copies of the supporting documentation.
Please let me know if I can be of further assistance. I can be reached at 494- 6163 or my email address is [email protected].
Approved Recommended: Approved:
T Akridge Date ovost and Executive Vice President for Academic Affairs and Diversity
610 PURDUE MALL • WEST LAFAYETTE, IN 47907-2040 (765) 494-8581 • FAX: (765) 494-0570 14- zr�5 MAY z.9 L018 AAC/BOT 06-15-18 page 1 of 10 UNIVE R SITY PURDUE OFFICE OF THE REGISTRAR MEMORANDUM
To: Jay T. Akridge, Provost and Executive Vice President for Academic Affairs and Diversity
From: Christine DeHahn Pass, Senior Assistant Registrar
Date: May 25, 2018
Subject: Posthumous Degree
On May 25, 2018, Karen Plaut, Dean, College of Agriculture sent a memo requesting a posthumous Bachelor of Science degree from Purdue University, West Lafayette to Cole D. Petty.
The policy states the awarding of a posthumous degree by Purdue University requires that the deceased student completed:
1 . At least 85% of the credit hour requirements 2. Most of the requirements for the major
At the time of his death, Cole had completed 95% of his degree and was a candidate for August, 2018. I have attached copies of the supporting documentation.
Please let me know if I can be of further assistance. I can be reached at 494- 6163 or my email address is [email protected].
Approved Recommended: Approved:
�/7-q/,z kridge Date Date vost and Executive Vice President for Academic Affairs and Diversity
610 PURDUE MALL • WEST LAFAYETTE, IN 47907-2040 (765) 494-8581 • FAX: (765) 494-0570 AAC/BOT 06-15-18 page 1 of 9 UNIVERSITY PURDUE OFFICE OF THE REGISTRAR MEMORANDUM
To: Jay T. Akridge, Provost and Executive Vice President for Academic Affairs and Diversity
From: Christine DeHahn Pass, Senior Assistant Registrar
Date: May 31, 2018
Subject: Posthumous Degree
On May 16, 2018, Patrick J. Wolfe, Dean, College of Science sent a memo requesting a posthumous Bachelor of Science degree from Purdue University, West Lafayette to Lucas 8. Shanker.
The policy states the awarding of a posthumous degree by Purdue University requires that the deceased student completed:
1. At least 85% of the credit hour requirements 2. Most of the requirements for the major
It is university practice to cancel current and future registration at the time of death. If Lucas had finished the spring term, he would have completed 84% of his degree. I have attached copies of the supporting documentation.
Please let me know if I can be of further assistance. I can be reached at 494- 6163 or my email address is [email protected].
Approved Recommended: Approved:
,/,,/,, ---�------+-1�--
610 PURDUE MALL • WEST LAFAYETTE, IN 47907-2040 (765) 494-8581 • FAX: (765) 494-0570 AAC/BOT 06-15-18 MAY J page 1 of 11 ;,i1B \ L\-0 q \ UNIVE RSIT Y PURDUE OFFICE OF THE REGISTRAR MEMORANDUM
To: Jay T. Akridge, Provost and Executive Vice President for Academic Affairs and Diversity
From: Christine DeHahn Pass, Senior Assistant Registrar
Date: April 26, 2018
Subject: Posthumous Degree
On April 24, 2018, David Hummels, Dean, School of Management sent a memo requesting a posthumous Bachelor of Science from Purdue University, West Lafayette to Dominic C. Vargas.
The policy states the awarding of a posthumous degree by Purdue University requires that the deceased student completed:
1. At least 85% of the credit hour requirements 2. Most of the requirements for the major
At the time of his death, Dominic had completed 88% of his Bachelor of Science and was planning to graduate spring 2019. Attached, you will find the supporting documentation for consideration.
Please let me know if I can be of further assistance. I can be reached at 494- 6163 or my email address is [email protected].
Approved Recommended: Approved:
�1< 1e J y . Akridge Date Mitchell E. Daniels, Jr. Date Provost and President Executive Vice President for Academic Affairs and Diversity
610 PURDUE MALL • WEST LAFAYETTE, IN 47907-2040 (765) 494-8581 • FAX: (765) 494-0570 J'flct:,1 MAY 2 1 2018 AAC/BOT 06-15-18 page 1 of 42 PURDUEUNIV E RSIT Y OFFICE OF THE PROVOST
To: Board of Trustees
From: Jay Akridge Provost and Executive Vice President for Academic Affairs and Diversity
Date: May 21, 2018
RE: Named Deanship
As you are aware, Dr. Karen Plaut was named dean of the College of Agriculture on May 21, 2018. Since this deanship is named, I am pleased to recommend that Dr. Plaut be appointed as the Glenn W. Sample Dean of the College of Agriculture. A copy of her signed offer letter and CV are attached.
Karen brings much leadership experience to the dean position and will draw from her previous roles as senior associate dean of research and faculty affairs and director of agricultural research for Purdue; chair of the Department of Animal Sciences at both Michigan State University and the University of Vermont; and lead scientist for the NASA International Space Station Biological Research Project. She has done an excellent job leading the College of Agriculture as Interim Dean, and earned strong support from the College during the search process.
This memo is to request your approval for Dr. Karen Plaut to be appointed the Glenn W. Sample Dean of Agriculture.
Approval recommended: Approved:
JT.kridge Mitchell E. Daniels, Jr. Provost and Executive Vice President President for Academic Affairs and Diversity
Hovde Hall of Administration, Room 100 610 Purdue Mall West Lafayette, IN 47907-2040 (765) 494-9709 Fax: (765) 496-2031 AAC/BOT 06-15-18 page 1 of 35
PURDUEUNIVE RSIT Y COLLEGE OF ENGINEERING Mung Chiang John A. Edwardson Dean of the College of Engineering
To: Jay T. Akridge, Provost and Executive Vice President forAcademic Affairs and Diversity From: Mung Chiang Date: March 15, 2018 r' - / /f/v1 Subj: Recommendation forNamed Professorship
I am pleased to recommend that Dr. Steven F. Son be appointed Alfred J. McAllister Professorof Mechanical Engineering. Dr. Son's case has the strong support of the Mechanical Engineering nominating committee and the Engineering Named ProfessorshipCommittee. Dr. Son's full vita, recommendation letters, abbreviated vita, and a description of the source of funds for the professorship are enclosed foryour review.
This memo is to request your approval forDr. Steven F. Son to be appointed AlfredJ. McAllister Professor of Mechanical Engineering.
Approval Recommended: Approved:
Jay . A idge, Provost and Executive Mitchell E. Daniels, Jr., President Vice President forAcademic Affairs and Diversity
Date Date
Enclosures
Cc: A. Bajaj A. Raman J. Dietz
Neil Armstrong Hall of Engineering I 701 W. Stadium Avenue I West Lafayette, IN 47907-2045 (765) 494-5346 I Fax: (765) 494-9321 I [email protected] I https://engineering.purdue.edu AAC/BOT 06-15-18 page 1 of 26
COLLEGE OF SCIENCE
Patrick J. Wolfe Frederick L. Hovde Dean and Miller Family Professor of Statistics
March 22, 2018
To: Jay Akridge, Provost and Executive Vice President for Academic Affairs and Diversity
From: Patrick J. Wolfe
Re: Nomination of Dr. Suresh Jagannathan for the Samuel D. Conte Professor of Computer Sciences
For your consideration please find attached the nomination of Dr. Suresh Jagannathan for the Samuel D. Conte Professor of Computer Sciences. Dr. Jagannathan’s nomination has been endorsed by the Department and his nomination packet includes his full vita, a condensed vita and letters of support.
Prof. Jagannathan is an internationally-known leader in programming languages. His major research impact has been in the areas of analyses and optimization for the implementation of programming languages, and the design, implementation, and foundations of concurrent programming languages. He is a leader in the analysis of higher-order languages, and played a key role in the creation of the MLton Compiler, which is widely used in academia and industry. His work has appeared in top venues for programming languages. He has graduated 11 PhD students who have gone on to positions in industry, academia, and research labs, and mentored numerous undergraduate students, some of whom have gone on to faculty positions.
Suresh served as a program manager at DARPA in the Information Innovation Office from 2013 - 2016. In this role, he was responsible for managing in excess of $300M in funding. He conceived and managed the majority of the agency's software and systems programs during that time. s H wori k at DARPA was recognized by the Secretary of Defense Medal for Exceptional Public Service, the second highest civilian award offered by the Defense Department.
In his role as a program manager at DARPA, S uresh Interacted with many computer science professionals and disbursed funding. To avoid potential conflicts of interest related to these interactions, the initial list of five referees suggested by the candidate was reviewed by the department and by the office of the dean. As a result of these reviews, letters from two individuals who were awarded DARPA grants in 2014 and 2015 were eliminated; the other three were retained. Comments regarding the DARPA connections of the three suggested by the candidate are included with the qualifications of the letter writers in the nomination document. The final list of letter writers consists of three suggested by the candidate and three proposed by the department. AAC/BOT 06-15-18 page 2 of 26 AAC/BOT 06-15-18 MAY 1 0 2018 page 1 of 49 JLf1391 MEMO UNIVERSIT Y PURDUE THE GRADUATE SCHOOL Office of the Dean
TO: Jay T. Akridge, Executive Vice President for Academic Affairs and Diversity; and Provost FROM: Linda J. Mason, Interim Dean of the Graduate Schoo�D l �� DATE: March 29, 2018
SUBJECT: Proposal fora Doctor of Technology Degree in the Purdue Polytechnic Institute
The enclosed proposal fora Doctor of Technology Degree in the Purdue Polytechnic Institute at West Lafayette was approved by the Graduate Council on March 22, 2018. The suggested CIP Code is 15.9999, Engineering Technologies and Engineering Related Fields, Other.
The proposed curriculum develops enhanced skills and understandings that enable professionals, already holding a Master's degree or equivalent, to apply their heightened technical and conceptual understandings of technology, research, and development as they work to develop strategies to advance/enhance their enterprise. Consequently, the Doctor in Technology will accelerate and further the career of such individuals as they contribute to enterprise performance, efficiencies, and sustainability through contemporary applied research-based techniques.
I am pleased to add my endorsement to the proposal and hope that you can endorse it and transmit it to the president forapproval by the Indiana Commission for Higher Education.
Please let me know if you have any questions about this recommendation fora Doctor of Technology Degree in the Purdue Polytechnic Institute.
Enclosure
Copies: James Mohler, Candiss Vibbert, Kathy Newton, Mitch Springer, Mark Schuver
LJM/tlp
Approval Recommended: Approved:
Jay Ak ·idge, Provost and Executive Vice President Mitchell E. Daniels, Jr. forAcademic Affairsand Diversity President
Young Hall, Room 160 • 155 S. Grant Street• West Lafayette, IN 47907-2114 (765) 494-2604 • Fax: (765) 494-0136 • [email protected] • www.gradschool.purdue.edu AAC/BOT 06-15-18 page 2 of 49
COVER PAGE FOR DEGREE PROGRAM PREPOSALS
INSTITUTION: Purdue University ______
CAMPUS: West Lafayette ______
COLLEGE: Polytechnic Institute ______
DEPARTMENT/SCHOOL: Technology ______
DEGREE PROGRAM TITLE: Dr. of Technology ______
SUGGESTED CIP CODE: 15.9999 Engineering Technologies and Engineering-Related Fields, Other
PROJECTED DATE OF IMPLEMENTATION: Fall, 2018 ______AAC/BOT 06-15-18 page 3 of 49
NEW DEGREE PROGRAM
PRE-PROPOSAL SIGNATURE PAGE
Degree Title: Doctor of Technology
Name of academic unit offering the new degree: Purdue Polytechnic Institute, Purdue University
Signatures from all involved programs:
5/1/2018
Kathryne A. Newton, Associate Dean Purdue Polytechnic Institute Graduate Programs Date Purdue University
5/1/2018
Gary Bertoline, Dean Date Purdue Polytechnic Institute Purdue University
Date Provost and Executive Vice President for Academic Affairs and Diversity Purdue University
Mitchell E. Daniels, Jr. Date President Purdue University AAC/BOT 06-15-18 page 4 of 49
EXECUTIVE SUMARY A Proposal to Establish a new Doctor of Technology Program at the Purdue Polytechnic Institute, Purdue University
The Purdue Polytechnic Institute at Purdue University is proposing the creation of a Doctor of Technology graduate degree program to be delivered as a hybrid model from the Purdue University‐West Lafayette campus to active/employed technology professionals. This degree program will be distinctly different than the existing Ph.D. in the Polytechnic in multiple ways including the delivery mode, the target clientele, the focus of learning activities, and the research aims of the program. In addition to purposing the degree towards the development of technology and R&D competence needed by business, industry and government, our vision is to employ a hybrid delivery system involving predominantly distance learning education plus some campus‐based experiences that make the achievement of a doctoral degree far more accessible to practicing professionals who would not pursue a doctorate or Ph.D. in a traditional campus setting due to their work and home responsibilities. The proposed Doctor of Technology degree is a professional doctorate (PD)1, i.e., a terminal degree, focusing on in‐depth understanding of and capability with technology and the concomitantly necessary, innovation and leadership skills of middle and senior leaders in industry, business, and government as well as NGOs. As contrasted to the ‘traditional’ Doctor of Philosophy’s intent to develop professional researchers, the professional doctorate is designed to develop researching professionals in technology primarily for environments other than the academy. In the United States, the Higher Learning Commission2 created a task force to report on the professional doctorate based on the fundamental assumptions that: “a convincing case can be made that the professional doctorate has a clearly defined place in the hierarchy of U.S. higher education degrees, and it should be perceived as different from and not as a substitute for the research doctorate… the professional doctorate should be considered as a degree level within the hierarchy of U.S. degrees” (Executive Summary, p.2) and that this degree will emerge in further fields. By offering such a degree, the Purdue Graduate School and the Purdue Polytechnic Institute would be joining a vanguard of leading institutions, in the USA and overseas, committed to advanced practice in applied fields. Currently the professional doctorate already exists in numerous fields including: design, industrial technology, engineering, systems, management, various health fields, architecture, technology, visual arts, organizational dynamics, and STEM fields3 Institutions with such degrees include Texas A&M, University of
1 Gill, T.G., & Hoppe, U. (2009). The Business Professional Doctorate as an Informing Channel: A Survey and Analysis. International Journal of Doctoral Studies, 4, 27‐31. Retrieved from http://www.ijds.org/Volume4/IJDSv4p027‐057Gill267.pdf 2 Task Force on the Professional Doctorate. (2006, June 6). Report of the task force on the professional doctorate. A report to the Board of Trustees of The Higher Learning Commission. Chicago, IL: The Higher Learning Commission 3 Lee, A., Green, B., & & Brennan, M. (2000). Organisational knowledge, professional practice and the professional doctorate at work. Chapter 7 in John Garrick, & Carl C. Rhodes (Eds.). Research and Knowledge at Work: Perspectives, Case‐Studies and Innovative Strategies. London, GBR: Routledge, 2000. ProQuest library. Web. 26 January 2016 & augmented by the authors. AAC/BOT 06-15-18 page 5 of 49
California‐Berkeley, Warwick University, Queensland University of Technology, Delft University of Technology, Imperial College‐London, Nottingham Trent University, University of Edinburgh, University of Salford, Bristol University, Southern Methodist University, and Case Western University among others. The NSF’s 2014 report4 on science and engineering indicators stated: “four industry groups—professional, scientific, and technical services; manufacturing; government; and educational services—had a disproportionate concentration of S&E jobs. Together, these industry groups employed about two‐thirds of all workers in S&E occupations (68%)”. Additionally the NSF reported “For the most part, scientists and engineers performing R&D activity are distributed similarly across broad employment sectors as scientists and engineers who do not perform R&D as a primary or secondary work activity. About 70% of scientists and engineers in each group are employed in the business sector (68% and 71%, respectively), about 20% are employed in the education sector (21% and 18%, respectively), and 11% are employed in the government sector.” The NSF’s most recent report5 updating the 2014 indicators stated: “The broader STEM workforce—including S&E technicians and managers—by May 2014 (8.2 million) had surpassed its previous 2008 (7.9 million) high. In contrast, the total workforce declined from 135 million in May 2008 to 128 million in May 2011 and then rose to 135 million by May 2014, similar to the 2008 level.” Notably the 2016 publication also reported6 that the overall unemployment rate for science, engineering and technology graduates (all levels) was between 2.1 and 2.3% and that among these the rate for those with doctorates was the lowest. The evidence we have cited documents the career opportunities necessary for the success of our professional doctorate degree as well as a likely increasing growth rate for occupations that require or benefit from an advanced professional degree in technology. Subsequent sections of this pre‐proposal will further illuminate the rationale and will document why it is particularly appropriate for Purdue University and its Graduate School and Polytechnic Institute to offer this degree.
4 National Science Foundation. (2014). Science and Engineering Indicators 2014, Chapter 3. Science and Engineering Labor Force, S&E Workers in the Economy. Washington, DC: Author. https://www.nsf.gov/statistics/seind14/index.cfm/chapter‐3/c3h.htm 5 National Science Foundation. (2016). Science and Engineering Indicators 2016, Chapter 3. Science and Engineering Labor Force, S&E Workers in the Economy. Washington, DC: Author. https:// www.nsf.gov/statistics/2016/nsb20161/#/report/chapter‐3/u‐s‐s‐e‐workforce‐definition‐size‐and‐growth 6 National Science Foundation. (2016). Science and Engineering Indicators 2016, Chapter 3. Science and Engineering Labor Force. Washington, DC: Author. https://www.nsf.gov/statistics/2016/nsb20161/#/report/chapter‐3/s‐e‐labor‐market‐conditions AAC/BOT 06-15-18 page 6 of 49
Program Description
Doctor of Technology to be offered by Purdue University Polytechnic Institute Purdue University West Lafayette
1. Characteristics of the Program
a. Campus Offering Program: Purdue University, West Lafayette.
b. Scope of Delivery (Specific Sites or Statewide): Purdue University West Lafayette campus.
c. Mode of Delivery (Classroom, Blended, or Online): The Doctor of Technology degree program is a predominately distance program with an on‐campus weekend face‐to‐face element; in this sense it is a distance‐hybrid program. Over 50% of the program will be administered through distance modalities.
In a typical weekend format, each three‐credit hour course will meet for approximately 5‐7 face‐to‐ face class hours; three times per semester, for a total of 15‐21 seat hours in a given semester. Given 15 seat hours per credit hour in a given semester (45 seat hours per 3‐credit hour course), that directly implies a distance percentage of 53% to 66% of each course will be provided via distance delivery. This mode of delivery will enable the practitioners to continue to work at their current jobs while taking courses to expand their breadth and depth of knowledge for their specialty.
As the program evolves, the program will dynamically adjust its distance delivery versus on‐campus face‐to‐face delivery, on a course by course basis, in a manner best suited to create the highest quality program and that appropriate to professional working adult learners; our target audience. In any permutation, by definition, each course will always be considered a predominately distance delivered course.
d. Other Delivery Aspects (Co‐ops, Internships, Clinicals, Practica, etc.): Participation in research and/or company‐based internships.
e. Academic Unit(s) Offering Program: Purdue Polytechnic Institute at Purdue University, West Lafayette. The Graduate Programs Office of the Polytechnic Institute will administer the program,
2. Rationale for the Program
a. Institutional Rationale (Alignment with Institutional Mission and Strengths)
Consistent with Purdue University’s land grant mission and specifically to address the national imperative identified by CGS and ETS, we propose the Doctor of Technology as outlined in the following pages.
The Doctor in Technology is designed to encompass best practice techniques that can be implemented in business, industry, government and NGOs, as well as by entrepreneurs, to solve complex technology‐ AAC/BOT 06-15-18 page 7 of 49
related problems. The proposed curriculum systematically develops enhanced skills and understandings that enable professionals, already holding a Master’s degree or equivalent, to apply their heightened technical and conceptual understandings of technology, research and development as they work to develop strategies to advance/enhance their enterprise. Consequently, the Doctor in Technology will accelerate and further the career of such individuals as they contribute to enterprise performance, efficiencies and sustainability through contemporary applied research‐based techniques. The program’s andragogic approach incorporates professional tailoring of the learning experiences that aid aspirants in furthering their education while using contemporary technology. All students will be required to complete a dissertation focusing on applied/use‐inspired research of direct relevance to professional practice.
The program builds upon the particular strengths of Purdue University, and its Polytechnic Institute (the largest technology unit at a Research 1 institution in the nation), by leveraging the national recognition and well‐established capabilities from existing units including Aviation and Transportation Technology, Computer and Information Technology, Computer Graphics Technology, Construction Management Technology, Engineering Technology and Technology Leadership and Innovation. Given the importance of information to advances in technology, engineering and science the noted strength of Purdue’s Potter Library is germane to this point also. Furthermore, other units across the Purdue University Campus also provide a rich environment for the proposed professional doctoral program by enabling supporting/cognate areas of study. These units include, but are not limited to, the Krannert School of Management, and the Colleges of Education, Engineering and Science.
The professional doctorate is a growing trend in program and title offerings for professionals across enterprises that need advanced skills to stay competitive within industry. The fields of nursing, education, engineering, planning and development, public administration, business administration and music are among 33 that have evolved professional doctorates in the US2. Worldwide, Zusman7 identified that the emergence and growth of over 500 new professional doctorates since 1998 is due to increasing credential requirements and expectations for entry into, and/or advancement in, the professions. With Purdue University’s land grant mission calling for responsiveness to the needs of business and industry, and also for leadership in providing for a constructive environment for these sectors to flourish, Purdue University's Polytechnic Institute, in concert with its ProSTAR arm, is launching this initiative to deliver a professional doctorate focusing on technology leadership and innovation.
The Polytechnic Institute at Purdue University has been delivering a college‐based Ph.D. degree of its own, since 2005, and it successfully places graduates primarily in academic careers in universities, commercial and research institutions every year. Such PhD graduates are typically engaged in contributing to knowledge, research and theory in their field as a career endeavor. In contrast, the proposed Doctor of Technology targets individuals who are interested in expanding and applying existing knowledge and research to solve practice‐based problems in technology and society.
______7Zusman, Ami. (2013). Degrees of change: How new kinds of professional doctorates are changing higher education institutions. Research & Occasional Paper Series: CSHE.8.13. Center for Studies in Higher Education. University of California, Berkeley. Http://cshe.berkeley.edu/ AAC/BOT 06-15-18 page 8 of 49
The proposed Doctor of Technology program will strengthen Purdue’s leadership role in Indiana’s economic and social development by preparing high level technology graduates with technology, R&D, leadership and innovation capabilities that enhance their professional careers. The creation of the Doctor of Technology degree will further contribute to meeting the land grant mission and strategic goals of the university by providing affordable, accessible, and pedagogically‐structured education for advanced level professionals. As proposed, this is an innovative degree program that will provide vital transformative STEM education and world changing research opportunities for graduate students working primarily outside the academy.
Of the new engineering and physical science doctorates (a category which included technology) reporting employment in the NSF Survey of Earned Doctorate8, only 15‐29% reported employment in academe. This means that 71‐85% were pursuing careers in business, industry, government, NGOs or entrepreneurship. Given that information, it must be considered that since according to the American Society for Engineering Education’s publication Engineering by the Numbers9, there is a significantly larger number of engineering positions in academe as contrasted to technology. It is therefore likely that for technology doctorates the proportion of graduates moving to non‐academic employment is even higher.
From a study in England10, one of the distinctions is that most professional doctorates “…have been designed to provide research‐based career development for experienced and senior practitioners in the professions. Whereas the ‘traditional’ Doctor of Philosophy degree is intended to develop professional researchers, the professional doctorate is designed to develop researching professionals.” (p.70‐71) “The PhD is concerned with making a contribution to theory per se whereas the professional doctorate is concerned with making a research‐based contribution to practice” (p.75).
This new program builds on Purdue University’s strong grounding in STEM leadership, and leverages the Polytechnic Institute’s commitment to transform the curriculum to teach the science of demand‐driven technology innovation and entrepreneurship.
According to the 2014 Survey of Earned Doctorates4 published by the NSF, Purdue University ranks 9th among US universities in terms of number of doctorates awarded and it is the only university in the top ten ranks that is a science, engineering and technology focused university. Furthermore, according to the same source, Purdue University’s Polytechnic Institute is the nation’s largest technology degree producer at an R1 institution.
One of the current strengths at Purdue is the movement towards transformative education; i.e., being at the forefront of innovation in delivering higher education, both inside and outside of the classroom. ______8 National Science Foundation. (2014). Science and Engineering Indicators 2014, Chapter 3. Science and Engineering Labor Force, S&E Workers in the Economy. Washington, DC: Author. https://www.nsf.gov/statistics/seind14/index.cfm/chapter‐3/c3h.htm 9 Yoder, B.L. (2015). Engineering by the Numbers. Washington, DC: American Society for Engineering Education. https://www.asee.org/papers‐and‐publications/publications/college‐ profiles/15EngineeringbytheNumbersPart1.pdf 10 Bourner, T.; Bowden, R. & Laing, S. (2001). Professional doctorates in England. Studies in Higher Education 26(1) 65‐83, DOI: 10.1080/03075070020030724 AAC/BOT 06-15-18 page 9 of 49
Graduate students pursuing the Professional Doctorate must, in addition to studying cutting‐edge content, necessarily employ and integrate a significant variety of performance learning technologies, self‐directed learning and corporate support for experiential learning. These programs will enable graduates to effectively address the myriad of challenges facing business and industry and to do so at the pace of such enterprises.
Another movement at Purdue is a focus on accessibility: Keep the doors to higher education wide open – “life‐changing” benefit open to all who are ready and able to meet its standards and requirements. The proposed Professional Doctor of Technology degree will be structured to provide qualified students the opportunity to develop and demonstrate technology, leadership, management and research skills while still working in their chosen profession.
b. State Rationale “Reaching Higher, Achieving More calls for institutions to develop programs that advance the specific mission and strengths of each institution.”
Purdue University’s mission is to serve diverse populations of Indiana, the nation and the world through discovery that expands the frontiers of knowledge, learning that nurtures the sharing of knowledge, and engagement that promotes the application of knowledge. The Vision of Purdue University is to set the Pace for new interdisciplinary synergies that serve citizens worldwide with profound scientific, technological, social, and humanitarian impact on advancing societal prosperity and quality of life.
The professional doctorate program addresses the priorities of completion, productivity and quality reflected in the Indiana Commission on Higher Education’s Reaching Higher, Achieving More. An accessible professional doctorate degree enables students to build onto the existing MS Technology degree offerings allowing students to attain an even more advanced degree. Citizens with advanced degrees earn higher salaries, enjoy accelerated career trajectories, and contribute more to local and regional economic prosperity. The Doctorate degree increases programmatic productivity and provides incentives to students to achieve completion. By utilizing existing space, courses and faculty across much of the College and University, this Doctor in Technology will also contribute to a fuller utilization of existing resources.
c. Evidence of Labor Market Need
Archbald11 described a growing need for professional doctorates. Students seeking such a degree are usually mid‐career professionals in specific areas like healthcare, education, information technology, and business. Because technology is rapidly changing, growth in the industries/arenas mentioned demands a higher baseline of knowledge to adapt to the changing environment to stay competitive for the individual as well as the business unit. Kot & Hendel12 summarized forces contributing to the emergence of professional doctorates with a detailed analysis that can be captured in three categories:
______11Archbald, D. (2011). The emergence of the nontraditional doctorate: A historical overview. New Directions for Adult and Continuing Education, 2011(129) p. 7‐19. Doi:10.1002/ace.396 12 Kot, F.C., & Hendel, D.D. (2012) Emergence and growth of professional doctorates in the United States, United Kingdom, Canada and Australia: a comparative analysis, Studies in Higher Education, 37(3) 345‐364, DOI: 10.1080/03075079.2010.516356 Retrieved from http://dx.doi.org/10.1080/03075079.2010.516356 AAC/BOT 06-15-18 page 10 of 49
(a) Employability, (b) Growth of the knowledge economy, and (c) Government involvement and public policy. Additionally, literature documenting the reasons for the rise of PDs was well summarized by Butcher & Sieminski’s13 three themes:
A trend towards the “professionalization of the doctorate as part of a wider examination of the nature and purposes of doctoral education” (p.62). Awareness of “the dissonance between the academy and professional practice” (p.62). “important difference between career aspirations” (p.62), particularly with respect to the nature of the research, development, process and product improvement activity such degree seekers see themselves as doing in their work after earning the degree.
Industry has recognized the importance of their human resource supply chain – the Purdue University Polytechnic Institute is thinking of our nation’s supply chain for technologically capable people – particularly at the high talent/highly innovative end of the spectrum. Sperling14 then director of the National Economic Council, pointed to the strengthening of skills, i.e., “investing in a skilled workforce” as one of the five pillars of a proposed National Manufacturing Strategy. Industry needs technologically capable people at the high‐capability end of the human resource spectrum 15, 16
In summary, given the convergence of forces documented in this section, it is clear there exists a rationale for adding a professional doctorate in technology to the array of programs serving our nation. But there is more to this call than just academic analysis and reasoning. The rationale is further supported by evidence collected by ProSTAR, the outreach arm of Purdue’s Polytechnic Institute. ProSTAR has already assembled a significant list of over 45 people who have expressed an interest in pursuing a professional doctorate such as outlined in the Survey Results sections.
i. National, State, or Regional Need
The rationale for the Polytechnic Institute’s proposed Doctor of Technology degree is based on three main tenets: needs of business and industry, growth of professional doctoral programs, and the demand for the emerging skills in a knowledge‐based and technology‐based economy.
______13 Butcher, J., & Sieminski, S. (2006, February). Case Study: The challenge of a distance learning professional doctorate in education. Open Learning, 21(1) pp. 59–69 DOI: 10.1080/02680510500472239
14 Sperling, G. (2013). The Case for a Manufacturing Renaissance. Address at the Brookings Institution, July 25, 2013. Washington, DC
15 Wellington, J., & Sikes, P. (2006). ‘A doctorate in a tight compartment’: why do students choose a professional doctorate and what impact does it have on their personal and professional lives? Studies in Higher Education, 31(6) 723‐734, DOI:10.1080/03075070601004358 16 Fell, K., Flint, K., & Haines, I. (2011). Professional doctorates in the UK 2011. Lichfield, UK: UK Council for Graduate Education. AAC/BOT 06-15-18 page 11 of 49
Needs of Business and Industry The NSF’s SEST data from 2010 Indicate that 27% of employed scientists and engineers reported R&D as a primary or secondary work activity.” This same source indicated that “R&D activity spans a broad range of occupations.” and that “Those with doctorates account for a disproportionate segment of R&D performers. 11% of SESTAT respondents reported R&D as a major work activity.”
The Council of Graduate Schools, our nation’s flagship society for graduate education, recently reported in Understanding PhD Career Pathways for Program Improvement17, that “roughly one‐half of PhD holders find their first jobs in non‐academic sectors such as non‐profits and governmental agencies, corporations, and start‐ups.” (p. iii) This figure is even higher (61%) for the STEM fields (p.4). Given that the PhD programs from which such students graduated were designed for purposes of developing future academics, we propose that deployment of an innovative and purpose‐built program for professionals seeking such careers is a promising addition to the current array of Purdue’s graduate programs and one that meets their needs and goals. A similar rationale was the impetus for the rise of other professional doctorates in the USA as well as in Europe and Australia.
Additionally, despite the apparent success of PhDs in non‐academic sectors, it must also be acknowledged that there exists significant dissatisfaction with what was for a long time the only route to a doctoral degree, namely the traditional PhD18. This line of reasoning is rooted in a long history of concern regarding the applicability of traditional PhD designs to the needs of contemporary society outside of the academy. The CGS20 documented this stating: “Since at least the early 1990s, the disconnect between how PhD students are prepared and the careers they enter has sparked persistent calls for reform (CGS & AAC&U, 2003; CGS & ETS, 2012; LaPidus, 1995; National Academy of Sciences, National Academy of Engineering, and Institute of Medicine, 1995) (p.4).
17 (Science and Engineering Indicators 2014, Chapter 3. Science and Engineering Labor Force, S&E Workers in the Economy. https://www.nsf.gov/statistics/seind14/index.cfm/chapter‐3/c3s2.htm) 18 Allum, J.R., Kent, J.D. and McCarthy, M.T. (2014). Understanding PhD Career Pathways for Program Improvement: A CGS Report. Washington, DC: Council of Graduate Schools. 18 Hancock, S., & Walsh, E. (2016). Beyond knowledge and skills: Rethinking the development of professional identity during the STEM doctorate, Studies in Higher Education, 41(1) 37‐50, DOI: 10.1080/03075079.2014.915301 Retrieved from: http://dx.doi.org/10.1080/03075079.2014.915301 20 Commission on Pathways through Graduate Schools and into Careers. (2012). Pathways through Graduate Schools and into Careers: executive Summary. Princeton, NJ: Educational Testing Service, Council of Graduate Schools. AAC/BOT 06-15-18 page 12 of 49
Also supporting the need for this new doctorate are job trends in industry and the shift in the distribution of needed capabilities in the new economy. The Commission on Pathways through Graduate Schools and into Careers, which was formed by ETS and the CGS, reported21 that “Between 2010 and 2020, about 2.6 million new and replacement jobs are expected to require an advanced degree, with a projected increase of about 22% for jobs requiring a master’s degree and about 20% for jobs requiring a doctorate or professional degree.”
ii. Preparation for Graduate Programs or Other Benefits
A doctorate is an academic degree of the highest level. There are three types of doctorates: research, professional, and honorary. The most common type of research doctorate is a Ph.D. (Philosophy Doctor or Doctor of Philosophy). Professional doctoral degrees (also called first professional degrees) are awarded in certain fields where most holders of the degree are in a profession, such as law, medicine, music, or ministry, and, are not engaged primarily in scholarly research and academic activities.22
The proposed Doctor of Technology is a research‐based doctorate, with predominate applicability to use‐inspired basic research and/or purely applied research and development, versus the traditional pure‐basic research of the Ph.D.
______21 Commission on Pathways through Graduate Schools and into Careers. (2012). Pathways through Graduate Schools and into Careers: executive Summary. Princeton, NJ: Educational Testing Service, Council of Graduate Schools.
22 Black. Explanation and Types of Doctorates. Black Ph.D. / Ed.D. Magazine Online. Downloaded from the internet April 3, 2013. http://blackphdeddmagazine.com/Explanation_and_Types_of_Doctorates.html. AAC/BOT 06-15-18 page 13 of 49
The list presented below contains just a few of the many identified research doctorates:
Doctor of Arts (D.A.) Doctor of Musical Education (D.M.E.) Doctor of Architecture (D.Arch.) Doctor of Ministry (D.Min./D.M.) Doctor of Applied Science (D.A.S.) Doctor of Modern Languages (D.M.L.) Doctor of Business Administration (D.B.A.) Doctor of Music Ministry (D.M.M.) Doctor of Canon Law (J.C.D.) Doctor of Medical Science (D.M.Sc.) Doctor of Chemistry (D.Chem.) Doctor of Nursing Science (D.N.Sc.) Doctor of Criminal Justice (D.C.J.) Doctor of Public Administration (D.P.H.) Doctor of Comparative/Civil Law (D.C.L.) Doctor of Physical Education (D.P.E.) Doctor of Criminology (D.Crim.) Doctor of Public Health (D.P.H.) Doctor of Education (Ed.D.) Doctor of Professional Studies (D.P.S.) Doctor of Environmental Design (D.E.D.) Doctor of Design (Dr.DES.) Doctor of Engineering (D.Eng.) Doctor of Religious Education (D.R.E.) Doctor of Environment (D.Env.) Doctor of Recreation (D.Rec./D.R.) Doctor of Engineering Science (D.E.Sc./Sc.D.E.) Doctor of Rehabilitation (Rh.D.) Doctor of Forestry (D.F.) Doctor of Sacred Theology (S.T.D.) Doctor of Fine Arts (D.F.A.) Doctor of Science (D.Sc./Sc.D.) Doctor of Geological Science (D.G.S.) Doctor of Science in Dentistry (D.Sc.D.) Doctor of Hebrew Literature/Letters (D.H.L.) Doctor of Science and Hygiene (D.Sc.H.) Doctor of Health and Safety (D.H.S.) Doctor of Science in Veterinary Medicine (D.Sc.V.M.) Doctor of Hebrew Studies (D.H.S.) Doctor of Sacred Music (D.S.M.) Doctor of Industrial Technology (D.I.T.) Doctor of Social Science (D.S.Sc.) Doctor of Juridical Science (S.J.D.) Doctor of Social Work (D.S.W.) Doctor of Juristic Science (J.S.D.) Doctor of Technology (D. Tech.) Doctor of Library Science (D.L.S.) Doctor of the Science of Law (L.Sc.D.) Doctor of Music (D.M.) Doctor of Theology (Th.D.) Doctor of Musical Arts (D.M.A.)
Professional Doctorates are typically categorized as:
D.C. (Doctor of Chiropractic) D.P.M. (Doctor of Podiatric Medicine) D.D.S. (Doctor of Dental Surgery) D.M.D. (Doctor of Dental Medicine) J.D. (Juris Doctor or Doctor of Law) D.V.M. (Doctor of Veterinary Medicine) M.D. (Medicinae Doctor or Doctor of Medicine) (US) Psy.D. (Doctor of Psychology) D.P.T. (Doctor of Physical Therapy) Pharm.D. (Doctor of Pharmacy) D.O. (Doctor of Osteopathic Medicine) O.D. (Optometry Doctor or Doctor of Optometry)
iii. Summary of Indiana DWD and/or U.S. Department of Labor Data
The Indiana Department of Workforce Development (DWD) data do not specifically address demand for doctor of technology graduates, but overall demand for advanced degrees is expected to increase by 14.5% over the current decade, and the projected increase in jobs for STEM occupations needing advanced degrees is projected to increase by 27.1%. The DWD predicts strong statewide growth during the same time frame for multiple STEM‐related occupations that this degree program would potentially serve at varying levels including: Construction Managers, 7,839 positions, 7.8% increase projected Medical and Health Services Managers, 9,890 positions, 19.9% increase projected Management analysis, 11,802 positions, 20% increase projected AAC/BOT 06-15-18 page 14 of 49
Computer Systems Analysts, 9,814 positions, 25.2% increase projected Software Developers, Systems Software, 3,864 positions, 17.9% increase projected General and Operations Managers, 4,187 positions, 10.9% increase projected Database Administrators, 1,929 positions, 13.1% increase projected Computer and Information Systems Managers, 1,550 positions, 18.7% increase projected Training and Development Specialists, 5,490 positions, 10.9% increase projected Education Administrators, Elementary & Secondary, 4,330 positions, 6.6% increase projected Network and Computer Systems Administrators, 7,743 positions, 10.8% increase projected Chief Executives, 4,438 positions, 1.5% increase projected23
iv. National, State, or Regional Studies
The US Bureau of Labor Statistics’ Occupational Outlook Handbook24 included the middle level business and industrial operational personnel among their list of 20 occupations with the highest projected number of new jobs projected for 2014‐2024. Based on the proportion of R&D employment in America’s workforce we estimate that between 5‐11% of the 151,000 reported new jobs will involve R&D and of these a significant proportion will require higher levels of education such as master’s and doctoral degrees. The U.S. Bureau of Labor Statistics projects increases in many of the tracks for this program for doctoral or professional degrees as shown below. Additionally, the US Department of Labor reports that .8% of all civilian employment requires a doctoral degree. Construction Managers, 373,200 positions, 5% increase projected Architectural and Engineering Managers, 182,100 positions, 2% increase projected Management Analysts, 758,000 positions, 14% increase projected Computer and Information Systems Managers, 348,500 positions, 15% increase projected Computer and Information Research Scientists, 25,000 positions, 11% increase projected Software Developers, 1,114,000 positions, 17% increase projected Network and Computer Systems Administrators, 382,600 positions, 8% increase projected Industrial Designers, 38,400 positions, 2% increase projected Operations Research Analysts, 91,300 positions, 30% increase projected Top Executives, 2,467,500 positions, 6% increase projected Human Resource Managers, 122,500 positions, 9% increase projected24
______23 Indiana Department of Workforce Development, Research & Analysis, Long‐term Projections. (2016). 24 Bureau of Labor Statistics. (2016). Occupational Outlook Handbook. Washington, DC: US Department of Labor. http://www.bls.gov/ooh/ AAC/BOT 06-15-18 page 15 of 49
v. Surveys of Employers or Students and Analyses of Job Postings
To better understand the demand for the proposed Doctor of Technology degree, the Purdue University Polytechnic Institute’s Center for Professional Studies in Technology and Applied Research (ProSTAR) administered a Qualtrics survey to almost a thousand past and current students (1999‐2017) of professional fee‐based credit programs who have either graduated or are planning to graduate in the spring of 2017. The survey asked each recipient to rate their interest in a new Doctor of Technology (D. Tech.) degree, as described in this proposal, on a Likert scale, where 0 = no interest and 5 = very interested.
Of the 978 surveys sent out, 334 responded (34%). Of the 334 respondents, 219 (66%) were either “very interested” or “interested” in the newly proposed Doctor of Technology program. Of the 334 respondents, 80 (24%) said they “might have an interest” in the newly proposed program, and only 35 (10%) were not interested at this time.
Figure 1.0 below depicts the number of respondents per Likert scale rating. No Interest at this Time 10%
Very Interested Might have 38% Interest 24%
Interested 28% Figure 1.0 – Percent of Respondents by Interest Level (n = 334).
Of the 219 respondents who were either very interested or interested in the newly proposed Doctor of Technology program, 109 (50%) said there were likely to receive some form of company financial support.
Of the 219 students who were either very interested or interested in the newly proposed Doctor of Technology program, 191 respondents stated they were U.S. citizens. Of those 191 respondents, 103 (53.9%) were from inside the state of Indiana; while 88 respondents (46.1%) were from outside the state of Indiana. Figure 2.0 depicts the in‐ versus out‐of‐state residents. AAC/BOT 06-15-18 page 16 of 49
Figure 2.0 – In‐State Versus Out‐of‐State for those Who Have an Interest in the Program (n=219)
Of the 219 respondents, 191 (87%) are from within the U.S., while 28 respondents (13%) are outside of the U.S. Of the 28 respondents from outside of the U.S., the largest populations are from Nigeria (3.7%), Kenya (2.7%) and Uganda (2.3%). Figure 3.0 reflects the number of respondents by country.
Figure 3.0 – Number of Respondents by Country of Origin of those who Expressed an Interest (n=219)
Of the 219 respondents, there were 159 unique companies represented with the top industries being pharmaceuticals, defense and heavy machinery.
Figure 4.0 depicts the number of respondents represented by various ProSTAR administered programs. Of the 219 respondents, the following cohorts were largest: AAC/BOT 06-15-18 page 17 of 49
67 (31%) were from the weekend distance‐hybrid programs (with 55% from the Leadership weekend programs) 66 (30%) were from the Biotechnology and Regulatory Science cohorts 37 (17%) were from information technology and related cohorts 21 (9.6%) were from aviation and related cohorts 28 (12.8%) did not identify a program
28
Weekend Distance Hybrid Programs 67 21 Biotechnology and Regulatory Science Information Technology and Related
Aviation and Related Cohorts 37 Did Not Identify a Program
66
Figure 4.0 – Number of Respondents Represented by Various ProSTAR Administered Programs (n=219)
The 219 respondents reported an average age of 41 years. Their largest single age range was 31‐35 years of age (22%), followed by 36‐40, 41‐45 and 46‐50, each at 16% respectively. The chronological age of the respondents is typically related to the number of years of work experience, and subsequently as a professional working adult learner. Figure 5.0 presents the percentage of the 219 respondents in the age ranges from the survey. Clearly the interested respondents are in their mid‐career stage – exactly the target clientele for our professional doctorate. AAC/BOT 06-15-18 page 18 of 49
Figure 5.0 – Graphical Depiction of Interested Respondents by Age Group (n = 219)
Of the 219 respondents, 145 (66%) were male, while 74 (34%) were female.
34%
Male Female
66%
Figure 6.0 – Percent of Respondents by Gender (n=219)
While ethnicity reporting is voluntary and highly variable, of the 219 respondents reporting, 48 (22%) self‐ reported as underrepresented minorities. Of the 48 respondents who self‐reported, the largest ethnicities were black or African American (58%), Asian (23%) and Hispanic (19%). AAC/BOT 06-15-18 page 19 of 49
19%
Black or African American Asian Hispanic 58% 23%
Figure 7.0 – Percent Respondents Self‐Reporting as Underrepresented Minorities by Ethnicity (n=48)
vi. Letters of Support (See Appendix D) AAC/BOT 06-15-18 page 20 of 49
3. Costs of and Support for the Program
a. Costs
Example Student Costs per credit hour:
MS BIRS Fees per student In‐State: $1000.00 x 33 = $33,000. (Preparatory to D. Tech if needed) Out‐of‐State: $1,030.00 x 33 = $33,990.
D. Tech. Fees per student In‐State: $1,050 x 60 = $63,000. Out‐of‐State: $1,250.00 x 60 = $75,000.
Table one was calculated based on 2 concurrently offered cohorts. Faculty costs will vary dependent upon whether faculty are teaching “in load” or whether a given course is taught to multiple cohorts at the same time, thereby leveraging faculty costs across cohorts.
ProSTAR Doctorate of Technology (D. Tech.) Table 1. Cost of and Support for the Program Detail on Direct Program Costs Purdue West Lafayette Campus Total Yr 1 FY 2019 Total Yr 2 FY 2020 Total Yr 3 FY 2021 Total Yr 4 FY 2022 Total Yr 5 FY 2022 FTE COST FTE COST FTE COST FTE COST FTE COST 1. Faculty and Staff a. Faculty $ ‐ ‐$ ‐$ ‐$ ‐$ b. Limited Term Lecturers 1.5$ 39,000 2.5 65,000.00$ 2.0 52,000.00$ 1.0 26,000.00$ 1.0 26,000$ b. Support Staff ‐ Prog. Manager 1.0 78,000$ 1.0 79,950.00$ 1.0 81,948.76$ 1.0 83,997.46$ 1.0 83,997$ TOTAL 117,000$ 144,950.00$ 133,948.76$ 109,997.46$ 109,997$
2. Supplies and Expenses a. General Supplies/Expenses $ 34,533 60,433.00$ 60,433.00$ 60,433.00$ 60,433$ b. Recruiting c. Travel d. Library e. Other ‐ Facilities $ 75,085 $ 131,398 131,398$ $ 131,398 131,398$ Total Supplies and Exp. 109,618$ 191,831.40$ 191,831.40$ 191,831.40$ 191,831$
3. Equipment a. Additional Lab Equipment $ ‐ ‐$ ‐$ ‐$ ‐$ b. Routine Repair & Replace $ ‐ ‐$ ‐$ ‐$ ‐$ Total Equipment $ ‐ ‐$ ‐$ ‐$ ‐$
4. Student Assistants a. Graduate Fee Scholarships $ ‐ ‐$ ‐$ ‐$ ‐$ b. Fellowships $ ‐ ‐$ ‐$ ‐$ ‐$ Total Student Assistants $ ‐ ‐$ ‐$ ‐$ ‐$
Sum of All Direct Program Costs 226,618$ $ 336,781 325,780$ $ 301,829 301,829$ AAC/BOT 06-15-18 page 21 of 49
ProSTAR Doctorate of Technology (D. Tech.)
Table : 1B Detail on Incremental or Out of Pocket Direct Program Costs
Year 1 Non‐Recurring Expenses FTE COST 1. Personnel Services a. Faculty ‐ Course Development $ 75,000 b. Support Staff ‐ Program Manager c. Graduate Teaching Assistants TOTAL $ 75,000 2. Supplies and Expenses a. General Supplies/Expenses $ 25,000 b. Recruiting ‐ Marketing c. Travel d. Library Acquisitions TOTAL $ 25,000 3. Equipment a. New Equipment Necessary for Programs $ ‐ b. Routine Replacement $ ‐ TOTAL $ ‐ 4. Facilities 5. Student Assistants a. Graduate Fee Scholarships $ ‐ b. Fellowships $ ‐ TOTAL $ ‐ SUM OF ALL INCREMENTAL DIRECT COSTS $ 100,000
i. Faculty and Staff AAC/BOT 06-15-18 page 22 of 49
Program Faculty and Administration
Administration Dr. Kathryne Newton Associate Dean for Graduate Programs Rank: Associate Dean and Professor Disciplinary Training: Industrial Distribution, MBA, PhD
Dr. Mitch Springer Executive Director, Purdue Polytechnic Institute Rank: Non‐faculty, Management/Professional Staff Disciplinary Training: Systems and Software Engineering, PhD
Core Polytechnic Faculty
Thomas Carney Professor PhD Kari Clase Professor PhD Stephen Elliott Professor PhD Richard Fanjoy Assoc. Professor PhD Bryan Hubbard Assoc. Professor PhD Mary Johnson Assoc. Professor PhD Michael Kane Assoc. Professor PhD Julius Keller Assis. Professor PhD Chad Laux Assoc. Professor PhD Linda Naimi Assoc. Professor JD, PhD H.Nicholas Dib Assoc. Professor PhD Joseph Orczyk Assoc. Professor PhD Jon Padfield Assis. Professor PhD Randy Rapp Assoc. Professor DMgt Mark Shaurette Assoc. Professor PhD
Affiliated Faculty Stephen Byrn Professor, Indus. Pharm. Medicinal Chemistry PhD Brian Chupp Cont. Term Lect., Krannert Human Resource Mgmt. PhD Stewart Schreckengast Limited Term Lect., Polytechnic Aviation Safety and Sec. PhD Tyler Spence Assis. Prof., San Jose State Univ. Aviation Technology PhD James Tanoos Clinical Assoc. Professor Industrial Technology PhD Louis Yu Chief Qual. Officer, Valeant Analytical Chemistry PhD ii. Facilities
No additional facilities will be needed for this program because it is delivered at a distance with existing space and technologies. iii. Other Capital Costs (e.g. Equipment)
No additional learning resources are necessary for the implementation of the D. Tech program. b. Support AAC/BOT 06-15-18 page 23 of 49
i. Nature of Support (New, Existing, or reallocated)
Special Fees above Baseline Tuition. The Doctorate of Technology is proposed to be a fee‐based program. This provides the opportunity to design, develop and implement the program under an umbrella supportive of increased costs, beyond those recoverable through normal tuition‐based programs. The administration of this program will be through the Purdue University Polytechnic Institute’s Center for Professional Studies in Technology and Applied Research (ProSTAR). All ProSTAR programs are fee‐based by design and subsequent approvals are by the College, University and the Indiana Commission of Higher Education (ICHE).
ii. Special Fees above Baseline tuition
There will be no additional fees for the D.Tech. Program other than the current Polytechnic Institute Differential fee.
4. Similar and Related programs a. List of Programs and Degrees Conferred
i. Similar Programs at Other Institutions As far as the authors of this proposal know, there is no identical program offered by any R1 institution. Indiana State University offers a PhD in Technology Management that was started deliberately to help meet the need for faculty at various technological universities.
ii. Related Programs at the Proposing Institution There is currently a Ph.D. in Technology offered by the Polytechnic Institute for on‐campus students who wish to develop advanced interdisciplinary skills to serve as an academic scholar or an advanced leader or researcher in the public and private sectors. This degree is not accessible by working professionals in industry due to the residency requirements of the program. b. Similar Programs Outside Indiana
There are somewhat analogous programs both in the USA and in other countries around the world. Texas A&M University (TAMU) has a D. Engineering program in their College of Engineering. Also, for example, Appendix B documents the requirements of the Doctor of Industrial Technology offered by the Department of Technology at the University of Northern Iowa—a regional university. This program fills a need on a campus that has very few doctoral programs. This is an on‐campus program that has similar requirements to the proposed D. Tech. including 60 credit hours post MS, and a dissertation. Enrollment ranges from 7 – 15 over the past few years. This degree program also promotes the applied research model in calling for a doctoral internship. c. Articulation of Baccalaureate Programs and Transfer Students
Direct admit from a Bachelor’s degree into the Doctor of Technology (D. Tech.) degree will not be allowed. Those wishing to enter into the D. Tech. degree will need an accredited Master’s degree as approved by the Purdue University Graduate School. If a student has a Master’s degree from the Polytechnic Institute’s Center for Professional Studies in Technology and Applied Research (ProSTAR), then pursuit of a similar track within the D. Tech. degree will likely result in transfer in of the maximum (30) hours AAC/BOT 06-15-18 page 24 of 49
allowed. If the student has a Master’s degree from an accredited college/university, as approved by the Purdue University Graduate School, but not obtained through the Polytechnic’s ProSTAR organization, then the number of hours allowed to be transferred into the D. Tech. degree will be variable as determined and subsequently approved by the academic department of the track the student wishes to pursue. In either scenario, the maximum allowable hours to be transferred into the D. Tech. program will be 30.
Transfer of students from other degree programs, or other universities will follow Purdue University’s standard transfer admission process. Course equivalencies will be determined through the normal processes, and the number of graduate courses allowed will be determined following the guidelines of Purdue University Graduate School.
We anticipate the number of students transferring in from other universities into the D.Tech program will be relatively small. d. Collaboration with Similar or Related Programs on Other Campuses ‐ None
5. Quality and Other Aspects of the Program
a. Credit Hours Required/Time to Completion
Credit hours required for the program and how long a full time student will need to complete the program.
The Doctor of Technology will require at least 90 credit hours of course work and research. Students who enter the Doctor of Technology program with an earned Master’s degree from an accredited/recognized university can apply a maximum of 30 credit hours toward the 90 credit hours required for the degree.
Program requirements include selecting a Research Advisor/Major Professor, establishing a graduate program/advisory committee, securing approval of and successfully completing the Plan of Study, passing a Preliminary Exam including Written and an Oral, submitting a dissertation proposal, submitting and defending a dissertation. For a sample plan of study, see Appendix A.
Doctor of Technology students will be guided by a 4‐member graduate committee consisting of at least three regular members of Purdue Graduate faculty, with one of the three Purdue graduate faculty members representing the student’s cognate discipline. Additionally, one member should come from business/industry or other relevant practice arena as relevant to the student’s purpose statement. The business/industry mentor will have earned at least a master’s degree and will occupy a position of responsibility that represents an aspiration of the doctoral student. This proposal incorporates a request that Graduate School will afford such a member an appropriate classification to permit their participation on both the student’s graduate and examining committees.
The purpose of the proposed Doctorate in Technology is to develop advanced level practitioner‐ researchers able to work at the forefront of technology, and as such will require a traditional doctoral dissertation. Much of such work occurs at the emerging interface of two or more AAC/BOT 06-15-18 page 25 of 49
technology disciplines and this necessarily involves research and development. To succeed in such demanding arenas advanced practitioner‐researchers need to be able to understand, evaluate, conceptualize and conduct research and in particular applied, use‐inspired research. While this might be teachable at an abstract level, the faculty are convinced that by actually conceptualizing, proposing and conducting such research advanced practitioners develop higher level skills, understandings and appreciation for the complexities, trade‐offs and nuances involved in research and the dissertation is the preferred method for accomplishing this. It should also be noted that most of the comparable doctoral programs, e.g., the UNI, TAMU, and those of the English Universities previously cited, also require dissertations or other “records of study” requirements. b. Exceeding the Standard Expectation of Credit Hours
In exceptional cases and for reasons agreed to by the student’s graduate committee, this may be permissible but is not generally encouraged. c. Program Competencies or Learning Outcomes
List the significant competencies or learning outcomes that students completing this program are expected to master.
Upon completion of the D. Tech, students should be able to:
Envision, plan and conduct applied research and development activities; Identify, comprehend, analyze, evaluate and synthesize research and professional practice; Evaluate technologies and technology‐related programs; Assess individual performance with, and understanding of, technology; Communicate effectively and employ constructive professional and interpersonal skills; and Function at a high level in one or more of the technology disciplines. Employ quantitative, qualitative, analytic and statistical techniques to technological problems Apply advanced leadership practices to organizational challenges Conduct sophisticated systems analysis and design activities
Examples of sub‐outcomes for learning outcomes listed above. Envision, plan and conduct applied research and development activities; An applied dissertation A proposal for an applied R&/or D project Identify, comprehend, analyze, evaluate and synthesize research and professional practice; Advanced literature search & retrieval from government, corporate, and international sources Employ data analytics Evaluate technologies and technology‐related programs; Perform a technology assessment employing critical criteria Describe the pros and cons and intended and unintended consequences of technology policy Assess individual performance with, and an understanding of, technology; Engage in systematic technological futuring Develop and implement a personal professional development plan focusing on technological capability Communicate effectively and employ constructive professional and interpersonal skills; AAC/BOT 06-15-18 page 26 of 49
Document the conceptualization and conduct of an industrial/business technology‐related research R and/or D project with an in‐depth cogent research report Prepare compelling presentations tailored for specific audiences Function at a high level in one or more of the technology disciplines. Apply systems theory to root cause analysis of a technological challenge/problem Demonstrate the ability to resolve technological problems into their energy, material and information components Employ quantitative, qualitative, analytic and statistical techniques to technological problems Perform multivariate analyses and test the significance of the finding Demonstrate effective content analysis of textual or verbal data Apply advanced leadership practices to organizational challenges Employ conflict resolution techniques to increase the effectiveness of an organizational unit/team Evolve a plan to capitalize on the diversity of a work group Conduct sophisticated systems analysis and design activities Develop an analysis matrix of information, material, & energy flows in a technological system Design a solution to a technological challenge by addressing root causes d. Assessment
Assessment of progress towards the achievement of the competencies required for the D.Tech graduates will be completed throughout the student’s doctoral program:
Competency in coursework will be assessed through examination, oral presentation and written reports and other artefacts demonstrating individual and team capability. At the end of the Spring semester of the second year, students will present a formal proposal for their dissertation research Students will be assessed on their knowledge of their chosen technology discipline with a written and orally defended preliminary exam conducted by their graduate advisory committee at the end of their third year. Students are expected to communicate with their advisory committee each semester to review progress towards completion of the coursework and research. Students will submit a final dissertation to his/her advisory committee for approval and satisfactorily defend it during an oral examination and defense by their graduate advisory committees. e. Licensure and Certification – None required f. Placement of Graduates
As demonstrated by the support letters and the survey responses, it is expected the majority of students enrolled in the D.Tech program will be working professionals. Placement will not be of high concern for these students. For those seeking employment, they will likely have a large network from which they can seek employment opportunities in addition to the significant assistance and support available from Purdue University’s Center for Career Opportunities.
g. Accreditation – None available AAC/BOT 06-15-18 page 27 of 49
6. Projected Headcount and FTE Enrollment and Degrees Conferred
In addition to purposing the Doctor of Technology degree towards the development of technology and R&D competence needed by professionals in business, industry and government, the vision is to employ a hybrid delivery system involving predominantly distance learning education plus some campus‐based experiences. It is believed this will make the achievement of a doctoral degree far more accessible to practicing professionals who would not pursue a doctorate or Ph.D. in a traditional campus setting due to their work and home responsibilities.
The proposed Doctor of Technology degree is a professional doctorate, i.e., a terminal degree, focusing on in‐depth understanding of and capability with technology and the concomitantly necessary, innovation and leadership skills of middle and senior leaders in industry, business, and government as well as NGOs.
It is expected that the program will initially enroll up to 20 professional working adult learners in year one; 20 additional working professional adult learners will be admitted in year two and 20 additional working professional adult learners in year 3 (Table 2). Annual enrollments are expected to hold steady at 20 new students each subsequent year. Given the three year expected time to program completion and graduation, this yields an average total student enrollment of 55‐60 students at any one point in time (assuming normal attrition/deferment rates based on ProSTAR experience).
Table 2 Data for Question #6 Year 1 Year 2 Year 3 Year 4 Year 5 Annual Enrollment Projections (Headcount) 20 20 20 20 20 Total (Cumulative) Enrollment Projections (FTE) 20.0 38.0 58.0 58.0 58 Degree Completion Projection 0 0 18 18 18 AAC/BOT 06-15-18 page 28 of 49
Appendix A Curriculum and Requirements Admission Requirements
A description of Purdue University admission and registration requirements for graduate students is available in the Graduate Policies and Procedures Manual, Sections III and V respectively. That document is available online at: http://catalog.purdue.edu/content.php?catoid=7&navoid=2929
In addition to the general requirements for Purdue University, admission to graduate study in the Doctor of Technology degree program will require satisfactory prior completion of a master’s degree at a college or university of recognized standing. Because of the diversity of topics within Technology, no particular kind of undergraduate or master’s degree preparation is required. However, if deficiencies in math or specific technology/professional topics are identified by the graduate committee or advisor, admitted students may be required to address and successfully attend to such deficiencies (in addition to the normally expected number of degree credits) during the first one or two semesters of their plan of study.
Before a candidate will be considered for admission, an application package for admission must be completed and received by Purdue’s Graduate School and the Polytechnic Institute’s graduate program office. In addition to the application form a number of supplementary documents must be submitted.
The Polytechnic envisions that the bulk of the students who will be choosing to pursue the proposed Doctor of Technology will be practitioners from the middle and upper ranks of business and industry, i.e., persons with a documented record of performance. The faculty propose to use evidence from this record of performance, as documented in a detailed resume, to screen applicants for indicators of high talent, initiative and performance. Typically, this is observable by an upwardly directed career trajectory of increasing responsibility. Because the Doctor of Technology focuses on advanced practice, such indicators have more utility for predicting success potential than the GRE or GMAT exam, therefore they are not required. Additionally, requirements for the GRE or GMAT are in accordance with those set forth by the Polytechnic Institute Office of Graduate Studies, Polytechnic Institute Graduate Education Committee (GEC), Purdue University Graduate School and Purdue University.
The faculty also propose to require applicants to further document their writing ability by providing a significant sample of their writing, e.g., a major report, a previously published article, or a purposefully generated narrative assigned by the program.
Applicants must submit a Statement of Purpose essay of approximately 300‐500 words stating clearly and succinctly the reason for seeking graduate study in Technology at Purdue University, the applicant’s career goals, and research interests. The applicant may include information about any unique circumstances, special abilities, awards, achievements, scholarly publications, or AAC/BOT 06-15-18 page 29 of 49
professional history that are relevant to the admission decision. It is recommended that applicants also submit a letter of support from their employer whenever possible.
Letters of recommendation from three people who are knowledgeable about the applicant’s academic, professional and scholarly ability and potential must be submitted. Applicants should not request letters from individuals who would have a conflict of interest (e.g. friends and family). Additional recommendations may be requested. Applicants are also encouraged to establish effective contact with at least one of the graduate faculty piloting the Doctor of Technology program.
Official original transcripts from each college or university at which the applicant has completed course work must be on file before an application can be processed.
English Proficiency Requirements ‐ At the time of enrollment, the records of all incoming on‐ campus graduate students are reviewed to determine whether or not they have met the minimum written English proficiency requirements as established by Purdue Polytechnic Institute. The minimum TOEFL requirements for both the Graduate School and Polytechnic are as follows:
Scale Current GS %tile Dr. of Tech Required %tile Score Minimum Score Writing 18 21 43 Speaking 18 20 43 Listening 14 21 49 Reading 19 22 51 Total 77 77 38 84 50
Curriculum Requirements
Degree Characteristics and Requirements
The Doctor of Technology degree program will offer graduate curricula in technology areas aligned with the Polytechnic’s current graduate offerings including construction management, engineering technology, aviation technology, computer and graphics technology, and technology leadership and innovation. The programs are carefully structured to provide students with specialized learning experiences in the areas of the students’ choosing, recognizing that there is great value in professionals who understand the function, utilization, and interaction of these diverse areas in industry. Important to the design of this program is the requirement for a cognate block of courses that develops competence in an interface area of relevance to technology
The proposed Doctor of Technology degree will be structured to provide qualified students the opportunity to develop and demonstrate innovation, leadership, management and research skills AAC/BOT 06-15-18 page 30 of 49
to the evolving challenges in technology across organizations, industries and society. This requires building on and raising both the breadth and depth of the master’s degree‐developed skill set. Because of both the land grant mission of Purdue and the needs of business and industry, the program will also develop essential research and development skills as well as the heightening of communication skills. Graduate students will need to successfully plan, conduct and defend an advanced project in dissertation form. These are working professional adult learners, intending to use their newly acquired knowledge in business and industry. Students will be cohort based, meeting three times per semester as a group. Historically, this approach has created a cohesive unit with significant comradery among the group.
a. Requirements
Students will complete a minimum of 90 credit hours for the Professional Doctor of Technology degree. Each student’s Electronic Plan of Study must first be approved by the student's advisor and graduate committee and subsequently by the Purdue Graduate School. Students will typically complete a total of 90 credit hours for the Doctoral degree. Up to 30 credit hours may be accepted from a M.A. or M.S. credentialed program. Additional courses consist of 21 credit hours of core curriculum. There are 24 hours consisting of electives offered by the Polytechnic Institutes constituent units or from relevant courses offered by other Colleges or Schools on Purdue University’s West Lafayette campus. These courses include, but are not limited to, areas such as: Project Management, Biometrics, Systems Simulation, Lean/Six Sigma, Supply Chain Management, Developing Courses for Industry and Technology, Statistics, and Design of Experiments. The last 15 credit hours earned by successfully proposing and completing an applied/use‐inspired dissertation
Pursuant to such plans of study, students are required to take: 21 credit hours of core curriculum consisting of: Technology and Society (3 credit hours) History of Science and Technology (3 credit hours) Philosophy of Technology (3 credit hours) (To be Developed) Technology Policy and Economics (3 credit hours) The Design Process (3 credit hours) Technology from a Global Perspective (3 credit hours) Technology Clusters and Domains (3 credit hours)
15 credit hours for a Dissertation, for the Professional Doctor Technology degree Dissertation (15 credit hours) This requirement consists of a 15‐credit hour research or project that is focused on a current problem in a company which the dissertation is completed and the results defended to the graduate committee. It is recommended that the graduate committee contain one member from the company that the student works for. AAC/BOT 06-15-18 page 31 of 49
24 credit hours of specialization: following are potential coursework tracks that Polytechnic departments could create for students in their programs. See below for existing Graduate courses in the Polytechnic Institute.
Construction Engineering Aviation Computer Computer Technology Technology Management Technology Technology Graphics and Management Leadership Technology Technology Information and Technology Innovation 24 Credit 24 Credit 24 Credit 24 Credit 24 Credit 24 credit 24 Credit Hours Hours Hours Hours Hours Hours Hours Executive Electrical, Aviation Animation, Robotics, Data Accounting, Organizational Construction Computer, and Management Game Studies, Analytics, Finance, Policy Leadership, Management, Mechanical and Human Bioinformatics, and Strategy, Industrial Sustainability Engineering Operations, Centered Cyber Management or Engineering Studies, and Technologies Design and Infrastructure, Labor, Ethics Technology, Aeronautical Advanced Development, Information Supply Chain Engineering Construction Virtual Product Security, Cyber Management Technology Project integration and Learning and Technology, Management web Computational Biometrics, programming Thinking Biotechnology and design Innovation Regulatory Science and Engineering‐ Technology Teacher Education
Graduate courses in the Polytechnic Institute All of the following courses already exist and have been taught at Purdue, West Lafayette. In any given semester, there is a large number of courses offered by ProSTAR that represent a catalog of classes that may be taken by the D.Tech. students. For example, in Fall 2017 there were 48 different classes offered by ProSTAR scattered among 7 different MS and graduate certificate programs. These would be in addition to the core Ph.D. courses that will be offered each semester. Additionally, the faculty propose that plans of study for the Doctor of Technology be limited to include a maximum of 6 credits of independent study and also a maximum of 6 credits of variable titled courses. It should be noted that any inclusion of such courses is subject to prior approval by the student’s major professor and program of study approval by the student’s graduate committee. The following course listing represents the possible set of classes that Polytechnic departments may choose from to establish their Professional Doctorate Coursework specialization tracks. Existing Courses AT 52000 3 Operational Assessment and Improvement AT 52100 3 Resource Analysis and Optimization AT 52400 3 Managerial Economic Decision Making AAC/BOT 06-15-18 page 32 of 49
AT 52500 3 Process Improvement and Simulation AT 52600 3 Aviation Leadership AT 52800 3 Management and Design of Training Systems AT 53000 3 Multi‐Cultural Issues in Team Operations AT 53100 3 International Civil Aviation Regulatory Systems AT 53200 3 Contemporary Issues in Transportation Security AT 54000 3 Aviation and Aerospace Sustainability AT 54200 3 Aviation Fuels and Exhaust Emissions AT 54400 3 Aircraft Lifecycle Management Innovations AT 55000 3 Critical Systems Thinking AT 57200 3 Human Error and Safety AT 57300 3 Managing the Risk of Organizational Accidents AT 57400 3 Exploratory Studies in Aviation Human Factors BCM 51100 3 Energy Conserving Building Retrofit BCM 52000 3 Preconstruction Project Management BCM 52500 3 Managing Construction Quality and Production BCM 53000 3 Construction Operations and Strategic Management BCM 53500 3 Construction Accounting and Financial Management BCM 54000 3 Law for Construction Managers BCM 54500 3 Construction Management Training and Development BCM 55000 3 Risk Management in Construction BCM 55500 3 Construction Leadership and Marketing CGT 51100 3 The Development of Graphics In Technology CGT 51200 3 User Experience Design and Evaluation CGT 51300 3 Interactive Multimedia Development and Research CGT 51400 3 Product Lifecycle Management CGT 51500 3 Virtual Environments CGT 51600 3 Collaborative Virtual and Augmented Environments CGT 51700 3 Product Development Using Virtual Environments CGT 51800 3 Augmented Reality CGT 51900 3 Projects in Graphics CGT 52000 3 Computer Graphics Programming CGT 52100 3 Advanced Real‐Time Computer Graphics CGT 60000 3 Spatial Ability Research and Assessment CGT 61000 3 Visual Intelligence and Perception CGT 61100 3 Computer Graphics Production Pipeline and Project Management CGT 62000 3 Graphics Processing Unit Computing CNIT 51100 3 Foundations in Homeland Security Studies CNIT 51200 3 Managing Resources and Applications for Homeland Security CNIT 55000 3 Organizational Impact of Information Technology CNIT 55100 3 Information Technology Economics CNIT 55200 3 Information Technology Project Management CNIT 55300 3 Quality Management in Information Technology CNIT 55500 3 Advanced Network Security AAC/BOT 06-15-18 page 33 of 49
CNIT 55600 3 Basic Computer Forensic CNIT 55800 3 Bioinformatics Computing and Systems Integration CNIT 55900 3 Data Warehousing CNIT 56000 3 Advanced High Performance Computing Systems CNIT 56100 3 Advanced Parallel Data Systems CNIT 56500 3 Information Security Management CNIT 62300 3 Contemporary Computer Technology Problems ECET 52400 3 Applied Electromagnetics ECET 52500 3 Applications in Forensic Engineering Technology ECET 53500 3 Energy Management ECET 53600 3 Embedded Systems Security IT 50700 3 Measurement and Evaluation IT 50800 3 Quality and Productivity IT 53000 3 Biometric Technology Test Design, Performance, and Evaluation IT 53500 3 Global Supply Chain Management IT 54000 3 Biometric Performance and Usability Analysis IT 54500 3 Biometrics Technology and Applications IT 56800 3 Development Instructional Materials for Industry and Technology IT 57100 3 Project Management in Industry and Technology IT 65700 3 Fingerprint Performance and Usability IT 65800 3 Biometric Systems Interoperability: Applications and Challenges OLS 57400 3 Managerial Training and Development OLS 57500 3 Contemporary Employment Practices and the Law OLS 57600 3 Advanced Topics in Human Resource Management OLS 57700 3 Organization and Administration of Training and Development OLS 57800 3 Leadership in International Human Resources OLS 57900 3 Emerging World Class Leadership Strategies OLS 58000 3 Interpersonal Skills for Leaders OLS 58200 3 Leadership and Organizational Change OLS 58300 3 Coaching and Mentoring in Organizations OLS 58900 3 Leadership and Ethics OLS 62300 3 Contemporary Organizational Leadership & Supervision Problems MET 50300 3 Applied Optimization MET 50700 3 Organizational Environmental Quality MET 52700 3 Technology from A Global Perspective MET 53000 3 Facilities Engineering Technology MET 53500 3 Optimization of Metal Casting Design MET 54600 3 Industrial Applications of Computer Integrated Manufacturing MET 54900 3 Micro and Nanomachining TLI 62500 3 Research in Open Innovation I TLI 62579 3 Global, Legal and Ethical Issues in Technology Leadership TLI 62600 3 Life of Faculty Entrepreneur: Discovery, Delivery, & Translation TECH 62100 3 Seminar in Technology Innovation TECH 63700 3 Research Focus: The Social Internet AAC/BOT 06-15-18 page 34 of 49
TECH 64100 3 Advanced Analytics for Research and Industry TECH 64600 3 Analysis of Research in Industry and Technology TECH 69700 3 Qualitative Research Methods in Technology Studies
• Sample Curriculum
Each student’s plan of study will be unique, designed to meet the needs of their individual background and interests. Advisory committees will work with students to develop a plan of study that best meets their individual academic needs and career goals. Shown below is a sample plan of study which might be taken by typical students with a technology background with an interest in technology leadership and innovation. All of the courses shown are already existing courses that have been taught on the West Lafayette campus. While a majority of the courses will come from within the Polytechnic, some cross‐ disciplinary courses will be offered as well to meet the requirements of each specific cognate, as in the case of the Biotechnology Innovation and Regulatory Science cognate presented below.
Sample Program of Study MS + Doctor of Technology (Example based on Biotechnology Innovation and Regulatory Science cognate) It is expected a large percentage of our doctoral students will come from existing ProSTAR graduates who have earned at 33 credit hours for a MS degree. If the incoming student does not have a master’s degree, they will follow the following schedule.
MS in BIRS Total Cr Fall Term 1 Course No. Cr Subject TECH 64600 3 Analysis of Research IT 59000 1 Research and Writing Seminar in Technology IPPH 52100 3 Drug Development 7
Spring Term 1 Course No. Cr Subject IPPH 52200 3 Good Regulatory Practice OLS 58000 3 Interpersonal and Group Skills IT 57100 3 Project Management in Industry and Technology 9 AAC/BOT 06-15-18 page 35 of 49
Fall Term 2 Course No. Cr Subject IPPH 52500 3 Molecular Basis of Manufacturing Pharmaceuticals IT 50700 3 Measurement and Evaluation in Industry and Technology OLS 58100 2 Workshop in Ethics, Law and Policy IT 59800 1 Directed Project 9
Spring Term 2 Course No. Cr Subject IPPH 52300 3 Quality Management, Audits, and Inspections IT 50800 3 Quality and Productivity IT 59800 2 Directed Project 8 Total Credit Hours for MS 33
D.TECH (Sample BIRS Cognate) Total Cr
Fall Term 1 Course No. Cr Subject Tech 62100 3 Seminar in Technology Innovation TECH 69700 3 Qualitative Research Methods in Technology Studies MET 52700 3 Technology from a Global Perspective 9
Spring Term 1 Course No. Cr Subject AT 52000 3 History of Science and Technology TECH 53300 3 Design Theory and Technology TECH 69900 3 Dissertation Research 9 Preliminary Exam to be scheduled in Spring Term 1 of D. TECH study
Fall Term 2 Course No. Cr Subject TECH 64100 3 Advanced Analytics for Research and Industry OLS 58000 3 Interpersonal and Group Skills TECH 69900 3 Dissertation Research 9
Spring Term 2 Course No. Cr Subject IPPH 69000 3 Medical Devices and Diagnostics (BIRS only) IT 54500 3 Technology and Society TLI 66200 3 Philosophy of Technology TECH 69900 3 Dissertation Research 12 AAC/BOT 06-15-18 page 36 of 49
Fall Term 3 Course No. Cr Subject IT 53500 3 Global Supply Chain Management TECH 62100 3 Strategic Management of Technology Innovation OLS 62300 3 Contemp. Org. Leadership and Supervision Problems TECH 69900 3 Dissertation Research 12
Spring Term 3 Course No. Cr Subject TLI 62579 3 Global, Legal and Ethical Issues in Technology Leadership TECH 62500 3 Research in Open Innovation TECH 69900 3 Dissertation Research 9 Total Credit Hours for D.TECH 60
Total Credit Hours for MS + D.TECH 93
Following this example, this student may take the following courses to satisfy the D. TECH degree requirements: 30 credit hours of ProSTAR master’s curriculum consisting of: TECH 64600: Analysis of Research in Industry (3 credit hrs.) IT 59000: Research and Writing Seminar in Technology (1 credit hrs.) IPPH 52100: Drug Development (3 credit hrs.) IPPH 52200: Good Regulatory Practice (3 credit hrs.) OLS 58000: Interpersonal and Group Skills (3 credit hrs.) IT 57100: Project Management in Industry and Technology (3 credit hrs.) IPPH 52500: Molecular Basis of Manufacturing Pharmaceuticals (3 credit hrs.) IT 50700: Measurement and Evaluation (3 credit hrs.) OLS 58100: Workshop in Ethics, Law & Policy (2 credit hrs.) IT 59800: Directed Project (1 credit hrs.) IPPH 52300: Quality Management, Audits, and Inspections (3 credit hrs.) IT 50800: Quality and Productivity (3 credit hrs.) IT 59800: Directed Project (2 credit hrs.) 24 credit hours of core courses from graduate credit eligible courses offered by the Purdue Polytechnic Institute. TECH62100: Seminar in Technology Innovation (3 credit hrs) TECH 69700: Qualitative Research Methods in Technology Studies (3 credit hrs) MET 52700: Technology from a Global Perspective (3 credit hrs.) AAC/BOT 06-15-18 page 37 of 49
AT 52000: History of Science and Technology (3 credit hrs.) TECH 53300: Design Theory and Technology (3 credit hrs.) TECH 64100: Advanced Analytics for Research and Industry (3 credit hrs.) TLI 66200: Philosophy of Technology (3 credit hrs.) TECH 62100: Seminar – Srategic Management of Technology Innovation (3 credit hrs.)
21 credit hours of Technology Leadership and Innovation, School of Engineering Technology electives and approved cross‐disciplinary courses from graduate credit eligible courses. OLS 58000: Interpersonal and Group Skills (3 credit hrs.) IPPH 69000: Medical Devices and Diagnostics (BIRS Only) (3 credit hrs.) IT 54500: Technology and Society (3 credit hrs.) IT 53500: Global Supply Chain Management (3 credit hrs.) OLS 62300: Contemp. Org. Leadership and Supervision Problems (3 credit hrs.) TLI 62579: Global, Legal and Ethical Issues in Technology Leadership (3 credit hrs.) TLI 62500: Research in Open Innovation I (3 credit hrs.)
TECH 69900: Ph.D. Dissertation Research (15 credit hrs.) AAC/BOT 06-15-18 page 38 of 49
Appendix B
Example description of requirements from UNI, a program in place since 1972. AAC/BOT 06-15-18 page 39 of 49 AAC/BOT 06-15-18 page 40 of 49 AAC/BOT 06-15-18 page 41 of 49 AAC/BOT 06-15-18 page 42 of 49 AAC/BOT 06-15-18 page 43 of 49
Appendix C Program Faculty and Administrators (To be included in the full proposal)
Appendix D Letters of Support
Appendix D: Letters of Support See attached letters from:
Todd Chermak, R.Ph, Ph.D. Divisional Vice President Pharmaceutical Innovation & Development Abbot Products Operations AG Allschwil Switzerland
Louis W. Yu, Ph.D. Chief Quality Officer Valeant Pharmaceutical International Bridgewater, NJ
Stacy Berkshire Perrigo International Dublin, Ireland
Dmitri Ruderman, Owner XL Plumbing, Inc. Bartlett, IL
Mark Goldstein, President Builders Group, Ltd. Northbrook, IL
Scott Bremmer, P.E. Midwest Building, Inc. Northfield, IL AAC/BOT 06-15-18 page 44 of 49 AAC/BOT 06-15-18 page 45 of 49 AAC/BOT 06-15-18 page 46 of 49 AAC/BOT 06-15-18 page 47 of 49 AAC/BOT 06-15-18 page 48 of 49 AAC/BOT 06-15-18 page 49 of 49 AAC/BOT 06-15-18 page 1 of 10
College of Liberal Arts MAY l O 2018 PURDUEUNIVE RSIT Y r 4 { 39r
To: Jay Akridge, Provost / From: David A. Reingold, Justin S. Morrill of Liberal Arts O'V'-- Date: April 10, 2018 Re: Proposed Name Change for Patti and Rusty Rueff School of Visual and Performing Arts
Enclosed please find a proposal for the following name change:
From: Patti and Rusty RueffSchool of Visual and PerformingArts To: Patti and Rusty RueffSchool of Design, Art, and Performance
The rationale forthis name change is provided. It includes faculty deliberation, comparisons with peer institutions, and the result of a survey of faculty and staff. It has been recommended for approval by the Academic Organization Committee. The proposed name change has my full endorsement as well.
Please let me know if I can answer any questions. Thank you foryour support in moving this forward.
Approved '
/1'1£�.134-Mitchell E Daniels, k President Affairsand Provost
THINK BROADLY. COLLEGE OF LIBERAL ARTS Seering Hall of Liberal Arts & Education I Room 1290 I 100 N. University Street West Lafayette, IN l(AD BOlOlY.. 47907-2098 I 765-494-3663 I Fax: 765-494-3660 I [email protected] I cla.purdue.edu AAC/BOT 06-15-18 page 2 of 10 AAC/BOT 06-15-18 page 3 of 10
Patti and Rusty Rueff School of Visual and Performing Arts PURDUEUNIVERSIT Y COLLEGE OF LIBERAL ARTS
March 12, 2018
To: David A. Reingold, Justin S. Morrill Dean of Liberal Arts From: Harry Bulow, Head, Patti and Rusty Rueff School of Visual and Performing Arts Re: Proposal for school name change
In late spring 2017, faculty in the Patti and Rusty Rueff School of Visual and Performing Arts began a discussion about whether the current School name best reflected its disciplines and positioned it for success among its peers. A similar sentiment was expressed by the Dean's office. This follows the renaming of other units in the College of Liberal Arts, notably the Department of Foreign Languages and Literatures, now the School of Languages and Cultures, and the Department of Communication, now the Brian Lamb School of Communication.
History and rationale
The academic title Patti and Rusty Rueff School of Visual and Performing Arts was approved by the Purdue University Board of Trustees in July 2009, in recognition of the complexity and national prominence of the unit. Previously, it was known as the Department of Visual and Performing Arts, and before that the Department of Creative Arts.
Over the past decade, "design11 has become a particularly relevant topic of conversation both in academic circles and business literature. Both the Media Lab at the Massachusetts Institute of Technology and the D-School at Stanford University have been integral to that evolution. Within the Rueff School, design programs in the Department of Art and Design are nationally recognized. The industrial design program is a #9 best value degree. College Values Online ranks the industrial design program #11. The visual communication design program is a top 20 program according to Graphic Design Degree Hub. On Stage Blog has named Purdue Theatre, known for its particular strengths in sound design and technical theatre, the #1 program in Indiana. Best College Review ranks Purdue Theatre and Elliott Hall of Music #5 among most amazing college campus theatres. College Factual ranks the theatre program #26 nationally. Niche.com ranks Purdue #50 nationally among 2018 Best College of Design in America. All of that is without an academic unit name that acknowledges its design programs. Since Fall 2015, enrollments in design majors have increased from 66% of all undergraduate majors in the Rueff School to nearly 73% in Fall 2017.
Initial faculty deliberation
The issue of a name change was discussed in faculty meetings of the Rueff School, where it was determined that a change should be explored. Given the strength of the design programs in the Departments of Art and Design and Theatre, an initial conversation emphasized the need to include Design in the Rueff School's name.
In spring 2017, the Rueff School conducted a survey of professors and lecturers/staff of six potential names for the school. Those were: Design and the Visual + Performing Arts, Visual and Performing Arts, THINK BROADLY. UAD BOlDlY.. COLLEGE OF LIBERAL ARTS Pao Hall of Visual and Performing Arts I Room 1190 I 552 W. Wood Street I West Lafayette, IN 47907-2002 765-494-2787 I Fax: 765-496-1198 I [email protected] I cla.purdue.edu/vpa AAC/BOT 06-15-18 page 4 of 10
Visual and Performing Arts+ Design, Art, Dance, Design, Music, and Theatre, Design: Visual & Performing Arts, as well as two units: Performing Arts and Design and Art. These surveys were conducted without benefit of the review of naming conventions across peer and aspirational peer institutions that was conducted during the summer of 2017 by an independent consultant.
Among 33 professors, there was no clear consensus. School of Design and the Visual+ Performing Arts and two units, School of Visual and Performing Arts and School of Design each received 10 top ranking votes. The consensus low ranking names from this survey group were School of Art, Dance, Design, Music, and Theatre and School of Design: Visual & Performing Arts. Firmly in the middle were School of Visual and Performing Arts+ Design and School of Performing Arts/School of Design and Art.
Among 17 lecturers/staff, the least like options by professors, School of Art, Dance, Design, Music, and Theatre and School of Design: Visual & Performing Arts, each received 5 and 6 top votes, respectively. Only 3 members of this group ranked School of Design and the Visual+ Performing Arts as a top choice. Only 1 favored School of Visual and Performing Arts and School of Design. Comparisons with peer institutions
In summer 2017, a review of naming conventions in peer and aspirational peer Institutions regarding units similar to Purdue's Patti and Rusty Rueff School of Visual and Performing Arts was completed. Across institutions there were many variations among the academic units that were comparable. All 14 Big Ten universities were as well as IUPUI, University of Cincinnati, Ball State, Stanford, and Massachusetts Institute of Technology. All information was collected from official university web pages.
Despite the variations in academic combinations, some consistencies in terminology emerged. In general, the four most common words across the units were "Design" (56), "Art" (53), "Theatre" (35), and "Performance" {22). The sole instance of the term "Visual" was in Purdue's school.
Based upon the survey results and comparisons across similar academic unit, it was suggested that the name Patti and Rusty Rueff School of Design, Art, and Performance be considered.
Given the lack of a definitive consensus across the Rueff School, as well as expressed interested in continuing this process, a committee was appointed. The committee was charged with reviewing and disseminating the data gathered among the faculty and staff, advancing the conversation on this question, and developing and executing a follow-up survey with a new set of name options.
Professor Steve Visser chaired a committee that included Harry Bulow, professor of music; Robert Sabol, professor of art and design, Anne Fliotsos, professor of theatre, and Sally Wallace, professor of dance. Committee members met to discuss for options and procedures, and agreed on sending a survey to faculty and staff for their votes.
Via that survey, 34 voted for School of Design, Art and Performance, 19 voted for School of Art, Design, and Performance.
Following the survey, faculty and staff answered the question "If you agree that the head should ask that the dean pursue a name change for our school" with 27 yes {93.1%) and 2 no (6.9%).
AAC/BOT 06-15-18 page 1 of 9 OFFICE OF THE CHANCELLOR
INDIANA UNIVERSITY-PURDUE UNIVERSITY FORT WAYNE MAY 1 2018
MEMORANDUM
TO: Jay T. Akridge, PhD Provost and Executive Vice President for Academic Affairsand Diversity FROM: Ronald Elsenbaumer, PhD 1. £\�..J1c...m-->-ev Chancellor
DATE: April 2, 2018
RE: Purdue Fort Wayne Graduate Program Name Change to Organizational Leadership
The faculty of the Organizational Leadership Depa11ment and the College of Engineering, Technology, and Computer Science support the proposal for the graduate program name change from Organizational Leadership and Supervision to Organizational Leadership. This request has the full support of the Dean and the Vice Chancellor for Academic Affairs and Enrollment Management.
Purdue University Fo1t Wayne requests the approval forthe new degree proposal.
Approval Recommended: Approved:
7-}1 L/SJ 8 ,· � J // Mitchell E. Daniels, Jr., Presidentf President for Academic Affairs and Diversity
c: Carl N. Drummond, Vice Chancellor for Academic Programs and Enrollment Management Manoochehr Zoghi, Dean
2101 EAST COLISEUM BOULEVARD, FORT WAYNE, INDIANA 46805-1499
, I I '. [ I p: 260-481-6103 T lpfw.edu AAC/BOT 06-15-18 page 2 of 9 IPFW ORGANIZATIONAL LEADERSHIP
,__ I _N- DI-AN_A_U_ N_IV-ER_S_IT_ Y_- P_U_R _DU_E_U_ N-IV-E-RS_IT_Y_F_O_RT_W_A_Y_N E COLLEGE OF ENGINEERING, TECHNOLOGY, ,.��w AND COMPUTER SCIENCE
ORGANIZATIONAL LEADERSHIP DEPARTMENT MEMORANDUM
To: Carl N. Drummond, Vice Chancellor forAcademic Affairsand Enrollment Management Manoochehr Zoghi, Dean of ColJege of Engineering, Technology, and Computer Science From: Kimberly O'Connor, Assistant Professorand Director of Graduate Studies in Organizational Leadership Subject: Approval of the ACS Graduate Program Name Change Date: October 26, 2017
The Department of Organizational Leadership in the College of Engineering, Technology, and Computer Science is requesting permission for a graduate program name change from Organizational Leadership and Supervision (OLS) to Organizational Leadership (OL).
The change of the graduate program name to Organizational Leadership will allow the OL graduate program to align with the recent undergraduate program name change to OL, as well as the Purdue West LafayetteOL program. The facultyof the OL department approved the program name change. A supporting document is attached.
A change in name of the program would not require and additional resources.
IPFW Approval
Approved: Date: og; Dean ofETCS
Approved: Date: Carl N. Drummond, VCAA of IPFW
Date: 2/14/18 C> 2101 EAST COLISEUM BOULEVARD, FORT WAYNE, I NDIANA 46805-1499 /PFW is :an FQual Opporr,.n,ly/EQual Access Un111c:·s1ty p: 260-481-6420 T f: 260-481-6417 T ipfw.edu AAC/BOT 06-15-18 page 3 of 9 IPFW ORGANIZATIONAL LEADERSHIP t---1 -N D-I A_N_A_U_NI-VE_R_S1-TY---PU_R_D_UE_ U_ N_IV-ER_S_IT-Y-FO_R_T_W-AY-NE COLLEGE OF ENGINEERING, TECHNOLOGY, ·��w ANO COMPUTER SCIENCE Organizational Leadership & Supervision (OLS) Graduate Program Name Change The Department of Organizational Leadership in the College of Engineering, Technology, and Computer Science, respectfully requests permission fora graduate program name change from Organizational Leadership & Supervision (OLS), to Organizational Leadership (OL). Background Information The program offersa Purdue M.S.-Master of Science and a graduate certificate in OL. Rationale for program name change The undergraduate Organizational Leadership program name was changed in early 2017 from Organizational Leadership & Supervision to Organizational Leadership. The graduate program is requesting this name change to match the undergraduate (OL) program at IPFW. The equivalent program, at Purdue University in West Lafayette, is called "Organizational Leadership". In conclusion, the Department of Organizational Leadership at IPFW requests permission fora graduate program name change from Organizational Leadership and Supervision (OLS) to Organizational Leadership (OL). A change in the name of the program would not require any additional resources. 2101 EAST COLISEUM BOULEVARD, FORT WAYNE, INDIANA 46805-1499 p: 260-481-6420" f: 260-481-6417 "ipfw.edu AAC/BOT 06-15-18 page 4 of 9 INTRA-AGENCY ADVISORY AND DELIBERATIVE MATERIAL MEMORANDUM Executive Summary of Upcoming Board Review or Action Item DATE: April 2, 2018 TO: Candiss Vibbert, Associate Provost FROM: Gordon Schmidt, Chair Organizational Leadership office phone: (260) 481-6549 email: [email protected] CC: Secondary Contacts: Kimberly O'Connor, Director of Graduate Studies in Organizational Leadership Carol Sternberger, (260) 481-5798; [email protected] SUBJECT: Purdue FW Organizational Leadership name change Purpose: Check all that apply: D This item is recommended fordiscussion by the Board in executive session. D This item is recommended fordiscussion by the_Academic Affairs__ Committee at its meeting. D This item will require a formalvote by the_Academic Affairs___ Committee at its meeting. D This item will require a formalvote by the Board in the Stated Meeting. oX This item will be presented in a formal resolution foraction at the Stated Meeting. Attachments: Department �equest, College approval, Purdue Graduate School approval Executive Summary: The Department of Organizational Leadership in the College of Engineering, Technology, and Computer Science, respectfully requests permission for graduate program name change fromOrganizational Leadership & Supervision to Organizational Leadership. The program offers a Purdue M.S. and a graduate certificate. The undergraduate Organizational Leadership program name change was changed in early 2017 from Organizational Leadership and Supervision Leadership. The graduate program is requesting this name change to match the undergraduate (OL) program at Purdue FW. The equivalent program at Purdue University in West Lafayetteis called "Organizational Leadership. In conclusion, the Department of Organizational Leadership at Purdue Fort Wayne requests permission fora graduate program name change from Organizational Leadership and Supervision to Organizational Leadership. A change in the name of the program would not require any additional resources. AAC/BOT 06-15-18 page 5 of 9 Date: April 5.2018 ;; ( ...( From: Melissa Gruys, Dean� DoennerSchool of Business (DSB) {f\.� To: Carl Drummond, Vice Chancellor forAcademic Affairs cc: Janet Papiernik, Chair, Departmentof Accounting and Finance Nodir Adi]ov. Chair, Departmentof Economics Re: Transfer of the Finance Program to the Economics Department This memo serves as my recommendation for the transferof the finance program to the Departmentof Economics, effectiveJuly 1, 2018. It is my belief that this realignment within the DSB will create a synergy between Economics and Finance that will beneficial to facultyand students alike. Please see attacheda memo I sent to the two affected departments fordiscussion and feedback (including a formal vote) as well as documentation of the voting outcome foreach department. The results were as foJlows: Economics Department- Unanimous vote of 8 to O in favorof moving Finance to Economics Accounting and Finance Department- 5 votes in favor, 3 votes against, and 1 abstention While there will be details to be worked out, please advise if this recommendation can move forward. Page 1 AAC/BOT 06-15-18 page 6 of 9 Email Sent to Solicit FacultyDiscussion and Voting From: Melissa Gruys Sent: Tuesday, March 6, 2018 9:22 PM To: Janet Papiernik Dear Jan and Nodir: cc: Joseph, Prasad, and Carrie Please see attached a memo regarding the transfer of the Finance facultyand programs to the Economics Department. I am seeking discussion and a vote from your faculties by the close of the semester (i.e., May 10, 2018). Thank you very much foryour input on this. Please let me know if you have any questions or concerns. -Melissa Melissa L. Gruys, Ph.D., SPHR, SHRM-SCP Dean of Doermer School of Business Indiana University Purdue University Fort Wayne 2101 E. Coliseum Blvd. Neff360B Fort Wayne, IN 46805 260-481-6457 Fax: 260-481-6879 [email protected] "Our greatest fear should not be of failurebut of succeeding at things in life that don't really matter." - Francis Chan *-*-*-*-*-*-*-*-*-*-*-**-*-*-*-*-*-*-*-*-*-*-*-*-* Page 2 AAC/BOT 06-15-18 page 7 of 9 Date: February 27, 2018 From: Melissa Gruys, Dean, Doermer School of Business (DSB) To: Janet Papiernik, Chair Department of Accounting and Finance (ACFN) Nodir Adilov, Chair Department of Economics Re: Transferof the Finance Program to Economics Department In the spirit of realignment as IPFW transitions to Purdue University Fort Wayne on July 1, 2018, I would like to propose the transferof the finance program to the Department of Economics, effectiveJuly 1, 2018. It is my belief that this realignment within the DSB will create a synergy between Economics and Finance that will enhance the educational experience of the students as well as the development of facultywith respect to leadership, research, and sustainability within the two programs. Below I provide detail on my rationale. Rebalance of Majors From Fall 1996 through Fall 2017, the enrollments in ACFN have significantly changed. Enrollments ranged froma low of 143 students in Fall 1999 to a peak of 235 students in Fall 2011. Most recently (Fall 2017) enrollments included 206 majors with an additional 107 students classifiedas Pre-Accounting and Pre-Finance (non-declared, or ND) majors. Additional data shows fromFall 2002 through Fall 2017, students majoring in accounting or seeking certificates in accounting totaled 2,369. For the same time period, 715 students majored in finance. Over this 15-year time period, accounting students more than tripled the number of financestudents. In Fall 2017, the Department of Economics enrolled 25 majors seeking the Bachelor of Science, 13 majors pursuing the Bachelor of Arts, and 13 pre-economics (non-declared) majors. With the transfer of Finance to Economics, the enrollments, and thus the budgeted funding,within DSB will be more even across departments. This will be particularly true given the Supplies and Equipment (S&E) budget re-balance that will take effectin the coming fiscalyear. Synergy Between Economics and Finance With the resignation of Dr. Maneesh Sharma in Fall 2015, the Finance program was in urgent need to stafffinance classes on both the undergraduate and graduate level. In Summer 2016, Dr. Dr. ZafarNazarov, Assistant Professorof Economics was able to teach a financeclass within his area of expertise and research forthe financetrack in the MBA+ Program. It was during this time that I saw an opportunity to sponsor Dr. Nazarov to attend the AACSB Post-Doctoral Bridge Program forAccounting and Finance. In July 2017, Zafarsuccessfully completed that program and since Summer 2017, Zafarhas taught three sections of F575-Corporate Risk Management for both the MBA+ and the PMBA programs, face-to-faceand online, all as overload courses. With Zafaracademically qualifiedto teach finance courses per AACSB, this would be an opportune time to link Economics with Finance. Additionally, the Bank Management Certificate (BMC) program has more than doubled in enrollments over the last fiveyears. Given the Fed Challenge and the interests of certain facultyin economics, the BMC would be better served and more sustainable within a combined Economics and Finance department. Page 3 AAC/BOT 06-15-18 page 8 of 9 Organizational Structure of Peer Schools for AACSB In reviewing our peer, competitive, and aspirant AACSB business schools, the majority of these business schools combine their Finance and Economics programs when Economics is in the business school. Specifically, when comparing peer schools forthe last two accreditations, six out of ten business schools (which included economics programs in business) combined Finance and Economics, two combined Accounting, Finance, and Economics and two had stand-alone Accounting programs. It appears to me that greater synergy in resources and research, particularly in DSB, would occur with this realignment of Finance to join with Economics. Strategic Opportunities Over twenty years ago, IPFW transferredfinance facultyfrom economics to the accounting department due to personnel conflicts.Since that time, faculty involved in this dispute have since left the university. It had been proposed that the Finance facultywould re-join Economics upon departure of those faculty.Further, Vice Chancellor forAcademic Affairs Drummond proposed this move of Finance to Economics during the academic year 2016-2017. Currently, ACFN ranks in the top eight in the university in terms of credit hours and number of students served in accounting and finance.The realignment of Economics and Finance as a single unit resulting in Accounting as a stand-alone department will provide a greater balance of the workload of the respective department chairs (i.e., each department will a more similar number of majors, student management issues, and sections to schedule, etc.). Additionally, scheduling and staffingof finance courses, especially those in the Bank Management Certificate program, will be more sustainable through a combined Economics and Finance department. Finally, Accounting has built a very strong program and I expect that it would remain strong as a stand-alone program. They have attained a national ranking forfirst-time CPA exam pass rates in 2016 (38th in the U.S. among similar sized schools) and they have a strong ongoing level of support from alumni, a large number of student co-ops being offered, and stellar interaction with the business community. Logistics of Realignment It is anticipated that the tenured/tenure-track facultyin Finance can choose standards for promotion or promotion and tenure based on the followingoptions: 1. Standards in place in ACFN at time of hire; 2. New standards in place in ACFN at the time of transfer; 3. Standards in place in the Department of Economics at time of transfer. The Chairs of both departments will make themselves available forquestions or clarifications about the standards. Procedure I am seeking a vote from both the ACFN and the Economics Department faculty.I will take the vote into consideration and submit a proposal to VCAA Drummond forapproval. Page 4 AAC/BOT 06-15-18 page 9 of 9 Results from the Economics Department From: Nadir Adilov Sent: Monday, March 26, 2018 3 :59 PM To: Melissa Gruys Dear Melissa, The department of Economics met today and unanimously approved your proposal to transfer Finance fromAccounting and Finance to Economics. Best regards, Nodir Nodir Adilov, Ph.D. Professorand Chair, Dept. of Economics Doermer School of Business Indiana Univ.-Purdue Univ. Fort Wayne 2101 E. Coliseum Blvd. Fort Wayne, IN 46805 (260) 481-6497 Results from the Accounting and Finance Department From: Joseph Khamalah Sent: Wednesday, March 28, 2018 5:32 PM To: Melissa Gruys Dear Melissa and Jan, The results were as follows: Total number of ballots: 9 ( eight outer envelopes had facultynames on them, one had no name). "Yes": 5 (including the ballot in the unmarked outer envelope). "No": 3 Abstention: 1 The ballots are available for verification/perusalif need arises. Best regards, -Joseph Page 5 OFFICE OF THE CHANCELLOR AAC/BOT 06-15-18 page 1 of 8 INDIANA UNIVERSITY-PURDUE UNIVERSITY FORT WAYNE MEMORANDUl'vl TO: Jay T. Akridge, PhD Provost and Executive Vice President forAcademic Affairs and Diversity FROM: Ronald Else.nbaumer, PhD� "if---.� Chancellor DATE: May 10, 2018 RE: Departmental Structure Change to Department of Finance and Economics The faculty of the Accounting and Finance Department and the faculty of the Economics Department in Doermer School of Business support the transferof the finance program to the Department of Economics. Thus, the department will be named Economics and Finance Department. The former Accounting and Finance Department will be named the Accounting Department. This request has the fi.111 support of the Dean and the Vice Chancellor for Academic Affairs and Enrollment Management. The Dean of Doermer School believes that tile department transfer will create a synergy between Finance and Economics that will benefit students and faculty. In addition, the 2016 University Strategic Alignment Process (USAP) report recommended this departmental transfer t'o create logical and effective clusters of academic programming. Purdue University Fort Wayne requests the approval for the proposed change in academic organization within the Doermer School of Business Approval Recommended: Appmvecl: //YJL�j' Jay . Akridge, Provost and Executive Vice Mitchell E. Daniels, Jr., President President for Acadernic Affairs and Diversity c: Carl N. Drummond, Vice Chancellor for J\cadernic Programs and Enrollment IV1a11age111e11t 2101 EAST COLISEUM BOULEVARD, FORT WAYNE, INDIANA 46805-1499 p: 260-481-6105,. ipfw.edu INTRA-AGENCY ADVISORY AND DELIBERATIVE MATERIAL AAC/BOT 06-15-18 page 2 of 8 MEMORANDUM Executive Summary of Upcoming Board Review or Action Item DATE: May 14, 2018 TO: Candiss Vibbert, Associate Provost FROM: Carol Sternberger, Associate VC Academic Programs (260) 481-5798; [email protected] SUBJECT: Department of Economics and Finance and Department of Accounting Purdue University Fort Wayne Purpose: Check all that apply: D This item is recommended fordiscussion by the Board in executive session. D This item is recommended fordiscussion by the Academic Affairs Committee at its meeting. 0 This item will require a formalvote by the Academic AffairsCommittee at its meeting. D This item will require a formalvote by the Board in the Stated Meeting. D This item will be presented in a formalresolution foraction at the Stated Meeting. Attachments: No Attachments Executive Summary: The faculty of the Accounting and Finance Department and the faculty of the Economics Department in Doermer School of Business support the transferof the financeprogram to the Department of Economics. Thus, the department will be named Economics and Finance Department. The former Accounting and Finance Department will be named the Accounting Department. The Dean of Doermer School believes that the department transferwill create a synergy between Finance and Economics that will enhance the student experience as well as the development of faculty with respect to leadership, research, and sustainability within two departments. In addition, the 2016 University Strategic Alignment Process (USAP) report recommended this departmental transferto create logical and effective clusters of academic programming. The transferwill rebalance the majorsin the Doermer School and the budget funding will be more even across departments. In 2017, an Economics faculty member became qualified to teach finance courses per AACSB; thus, allowing a link to Economics and Finance. The Bank Management Certificate (BMC) program has more than doubled in enrollments over the last five years. Given the Fed Challenge and interests of certain faculty in economics, the BMC would be better served and more sustainable within a combined Economics and Finance department. Concluding thought: In reviewing peer, competitive, and aspirant AACSB schools, the majority of these business schools combine Economics and Finance programs. The realignment of Economics and Finance as a single unit resulting in Accounting as a stand-alone department will provide greater a balance of workload for the respective department chairs. Tuesday, May 15, 2018 at 9:09:34 AM Eastern Daylight Time Subject: Purdue Fort Wayne - Transfer of Finance Program AAC/BOT 06-15-18 page 3 of 8 Date: Thursday, April 26, 2018 at 11:57:21 AM Eastern Daylight Time From: Lynall, Matthew D To: ralph kaufmann, Vibbert, Candiss B. CC: Melissa Gruys, [email protected], [email protected], [email protected] Ralph and Candiss, The Academic Organization Committee has reviewed the proposal from Dean Melissa Gruys, at the Doermer School of Business (DSB) at Purdue Fort Wayne, to transfer the financeprogram to the Department of Economics. The committee chair also had a telephone conversation with Dean Gruys to clarify certain elements of the proposal. The committee's recommendationto the Education Policy Committee is to approve the proposal. We concur with the potential synergy between Economics and Finance; the opportunity for the Accounting program to develop under a clearer identity; and the creationof an environment forthe successful development of faculty. We consider the impact on students to be neutral in the near term, with opportunity forfuture enhancement in both departments. Regarding the process leading up to this proposal, we note that all affectedfaculty were given the opportunity discuss the proposed transfer and the majority have voted in favor. The lack of unanimous support was discussed with Dean Gruys and we understand that the underlying concerns have been acknowledged and satisfactorily addressed. Potential issues with the promotion and tenure process for transferred faculty were covered in the proposal. Further to this, we encourage balanced representationon the area committees to reflect differencesin research principles and practice between financeand economics. We do not believe the transfer will negativelyimpact of other departments at DSB or other academic units at Purdue Fort Wayne. We encourage careful planning for the implementationof the transfer and, aside from communicating the historical and current rationale for the move, identify and communicate specificdevelopment opportunities within each department, particularly those with respect to enhancement of student experiences. Best regards, Matthew Matthew Lynall, Ph.D. Chair, Academic Organization Committee Purdue University Krannert School of Management 765-496-6321 (Office) 765-404-2446 (Mobile) Page 1 of 1 AAC/BOT 06-15-18 page 4 of 8 Date: April 5, 2018 A"Jli From: Melissa Gruys, Dean, Doenner School of Business (DSB)--\'f � - To: Carl Drummond, Vice Chancellor for Academic Affairs cc: Janet Papiernik, Chair, Department ofAccounting and .Finance Nodir Adilov, Chair, Department ofEconomics Re: Transfer of the Finance Program to the Economics Department This memo serves as my recommendation forthe transfer ofthe finance program to the Department of Economics, effective July l, 2018. It is my belief that this realignment within the DSB will create a synergy between Economics and Finance that will beneficial to faculty and students alike. Please see attached a memo 1 sent to the two affected departments fordiscussion and feedback (including a formal vote) as well as documentation of the voting outcome for each department. The results were as follows: Economics Department - Unanimous vote of 8 to O in favor of moving Finance to Economics Accounting and Finance Department- 5 votes in favor� 3 votes against, and 1 abstention While there will be details to be worked out, please advise if this recommendation can move forward. Page 1 AAC/BOT 06-15-18 Email Sent to Solicit Faculty Discussion and Voting page 5 of 8 From: Melissa Gruys Sent: Tuesday, March 6, 2018 9:22 PM To: Janet Papiernik Dear Jan and Nodir: cc: Joseph, Prasad, and Carrie Please see attached a memo regarding the transfer of the Finance facultyand programs to the Economics Department. I am seeking discussion and a vote fromyour faculties by the close of the semester (i.e., May 10, 2018). Thank you very much foryour input on this. Please let me know if you have any questions or concerns. -Melissa Melissa L. Gruys, Ph.D., SPHR, SHRM-SCP Dean of Doermer School of Business Indiana University Purdue University Fort Wayne 2101 E. Coliseum Blvd. Neff360B Fort Wayne, IN 46805 260-481-6457 Fax: 260-481-6879 [email protected] "Our greatest fearshould not be-of-failure but of succeeding at things in life that don't really matter." - Francis Chan *-*-*-*-*-*-*-*-*-*-*-**-*-*-*-*-*-*-*-*-*-*-*-*-* Page 2 AAC/BOT 06-15-18 Date: February 27, 2018 page 6 of 8 From: Melissa Gruys, Dean, Doermer School of Business (DSB) To: Janet Papiernik, Chair Department of Accounting and Finance (ACFN) Nadir Adilov, Chair Department ofEconomics Re: Transferof the Finance Program to Economics Department In the spirit ofrealignment as IPFW transitions to Purdue University Fort Wayne on July 1, 2018, I would like to propose the transfer ofthe financeprogram to the Department of Economics, effective July 1, 2018. It is my belief that this realignment within the DSB will create a synergy between Economics and Finance that will enhance the educational experience of the students as well as the development offaculty with respect to leadership, research, and sustainability within the two programs. Below I provide detail on my rationale. Rebalance of Majors From Fall 1996 through Fall 2017, the emollments in ACFN have significantlychanged. Emollments ranged froma low of 143 students in Fall 1999 to a peak of235 students in Fall 2011. Most recently (Fall 2017) emollments included 206 majors with an additional 107 students classifiedas Pre-Accounting and Pre-Finance (non-declared, or ND) majors. Additional data shows from Fall 2002 through Fall 2017, students majoring in accounting or seeking certificates in accounting totaled 2,369. For the same time period, 715 students majored in finance. Over this 15-year time period, accounting students more than tripled the number offinance students. In Fall 2017, the Department ofEconomics emolled 25 majors seeking the Bachelor ofScience, 13 majors pursuing the Bachelor ofArts, and 13 pre-economics (non-declared) majors. With the transfer ofFinance to Economics, the emollments, and thus the budgeted funding, within DSB will be more even across departments. This will be particularly true given the Supplies and Equipment (S&E) budget re-balance that will take effectin the coming fiscalyear. Synergy BetweenEconomics and Finance With the resignation of Dr. Maneesh Sharma in Fall 2015, the Finance program was in urgent need to stafffinance classes on both the undergraduate and graduate level. In Summer 2016, Dr. Dr. Zafar Nazarov, Assistant Professorof Economics was able to teach a finance class within his area ofexpertise and research forthe financetrack in the MBA+ Program. It was during this time that I saw an opportunity to sponsor Dr. Nazarov to attend the AACSB Post-Doctoral Bridge Program forAccounting and Finance. In July 2017, Zafar successfully completed that program and since Summer 2017, Zafar has taught three sections ofF575-Corporate Risk Management for both the MBA+ and the PMBA programs, face-to-face and online, all as overload courses. With Zafar academically qualified to teach finance courses per AACSB, this would be an opportune time to link Economics with Finance. Additionally, the Bank Management Certificate (BMC) program has more than doubled in emollments over the last five years. Given the Fed Challenge and the interests of certain facultyin economics, the BMC would be better served and more sustainable within a combined Economics and Finance department. Page 3 AAC/BOT 06-15-18 Organizational Structure of Peer Schools for AACSB page 7 of 8 In reviewing our peer, competitive, and aspirant AACSB business schools, the majority of these business schools combine their Finance and Economics programs when Economics is in the business school. Specifically, when comparing peer schools forthe last two accreditations, six out often business schools (which included economics programs in business) combined Finance and Economics, two combined Accounting, Finance, and Economics and two had stand-alone Accounting programs. It appears to me that greater synergy in resources and research, particularly in DSB, would occur with this realignment of Finance to join with Economics. Strategic Opportunities Over twenty years ago, IPFW transferredfinance faculty from economics to the accounting department due to personnel conflicts.Since that time, faculty involved in this dispute have since left the university. It had been proposed that the Finance facultywould re-join Economics upon departure of those faculty. Further, Vice Chancellor for Academic Affairs Drummond proposed this move of Finance to Economics during the academic year 2016-2017. Currently, ACFN ranks in the top eight in the university in terms of credit hours and number of students served in accounting and finance.The realignment of Economics and Finance as a single unit resulting in Accounting as a stand-alone department will provide a greater balance of the workload ofthe respective department chairs (i.e., each department will a more similar number of majors, student management issues, and sections to schedule, etc.). Additionally, scheduling and staffing of financecourses, especially those in the Bank Management Certificate program, will be more sustainable through a combined Economics and Finance department. Finally, Accounting has built a very strong program and I expect that it would remain strong as a stand-alone program. They have attained a national ranking forfirst-time CPA exam pass rates in 2016 (38th in the U.S. among similar sized schools) and they have a strong ongoing level of support fromalumni, a large number of student co-ops being offered, and stellar interaction with the business community. Logistics of Realignment It is anticipated that the tenured/tenure-track facultyin Finance can choose standards for promotion or promotion and tenure based on the followingoptions: 1. Standards in place in ACFN at time of hire; 2. New standards in place in ACFN at the time of transfer; 3. Standards in place in the Department of Economics at time of transfer. The Chairs of both departments will make themselves available forquestions or clarifications about the standards. Procedure I am seeking a vote from both the ACFN and the Economics Department faculty. I will take the vote into consideration and submit a proposal to VCAA Drummond forapproval. Page 4 AAC/BOT 06-15-18 Results from the Economics Department page 8 of 8 From: Nodir Adilov Sent: Monday, March 26, 2018 3:59 PM To: Melissa Gruys Dear Melissa, The department of Economics met today and unanimously approved your proposal to transfer Finance from Accounting and Finance to Economics. Best regards, Nodir Nodir Adilov, Ph.D. Professorand Chair, Dept. of Economics Doermer School of Business Indiana Univ.-Purdue Univ. Fort Wayne 2101 E. Coliseum Blvd. Fort Wayne, IN 46805 (260) 481-6497 Results from the Accounting and Finance Department From: Joseph Khamalah Sent: Wednesday, March 28, 2018 5:32 PM To: Melissa Gruys Dear Melissa and Jan, The results were as follows: Total number of ballots: 9 (eight outer envelopes had facultynames on them, one had no name). "Yes": 5 (including the ballot in the unmarked outer envelope). "No": 3 Abstention: 1 The ballots are available for verification/perusal if need arises. Best regards, -Joseph Page 5 IY ,.�, ?'l AAC/BOT 06-15-18 MAY 2 9 2018 page 1 of 9 UNIV E RSIT Y PURDUE MEMORANDUM TO: Jay T. Akridge, Executive Vice President for Academic Affairsand Diversity and Provost Purdue West Lafayette Ralph 0. Mueller, Vice Chancellor for Academic Affairsand Provost Purdue Northwest FROM: Jane Kirkpatrick, Head, School of Nursing, and Associate Dean, College of Health and Human Sciences through Christine Ladisch, Dean, College of Health and Human Sciences Purdue West Lafayette Lisa Hopp, Dean, College of Nursing Purdue Northwest RE: Proposal to Sunset the Collaborative Doctor of Nursing Practice Program and continue the Distance DNP at Purdue Northwest DATE: May 23, 2018 In December 2013, the nursing programs at Purdue WL, Purdue NW, and IPFW received approval to initiate an online Collaborative Doctor of Nursing Practice (CDNP) program. The collaboration created a structure that supported independent campus admission of students, shared course offerings, and shared faculty responsibilities for student projects. At the time, the collaboration was expected to be beneficial to all programs, because it envisioned efficiencies among facultyand institutional resources and was thought to be more attractive to a larger student market. After three years of working together, the leadership of Purdue West Lafayette (PWL) and Purdue Northwest (PNW) nursing programs believe that it is in the best interest of each nursing program to dissolve the CDNP program, and for PNW to assume responsibility for and initiate accreditation processes for the distance DNP program. Although we will continue to cooperate in offering shared graduate courses, we propose that each nursing program offer its own, independent DNP program. Students currently in the CDNP can continue their degree progress through PNW course offerings and PWL offeringswhile PNW requests Commission approval to offeran independent DNP. As described in the original CDNP proposal, the goals of the collaboration were to: 1. Develop a system-wide, online graduate program; 2. Create a clear and transparent pathway to an advanced nursing degree; and 3. Promote inter-institutional efficienciesto reduce duplication of faculty and support resources. Page 1 of 4 AAC/BOT 06-15-18 page 2 of 9 Since the initiation of the collaboration, a number of forceshave affectedthe collaborative program and prompted this proposal to sunset the CDNP and to initiate an independent DNP program on the PNW campus. Among them are: • Although over the past three years more than 20 students have enrolled in the program, only nine are currently enrolled with the first fourstudents expected to graduate in August 2018. All current students are affiliated with the PNW campus. The 11 students who left the program did so fora variety of academic and financial reasons. Low enrollment and high attrition are related to: Greater than 300% increase in DNP programs nationally since the launch of the Purdue CDNP in 2015 Comparatively high fees per credit in relation to other Purdue graduate programs, i.e. $725 vs. $347.85/credit, resident; $950 vs. $645/credit, non-resident) • The IPFW nursing program moved to the IU system necessitating its withdrawal from the collaborative. The single CDNP student enrolled at the IPFW campus transferred to the Indiana University DNP program. • The vast majority of the CDNP students enrolled with the PNW campus. • The PWL campus experienced limited interest in the CDNP program. Students who chose PWL seemed to preferthe accredited hybrid curriculum with a residential component over the totally online CDNP program. • Practical issues of registration, business processes, and learning management systems have been problematic and costly despite the willing and extensive involvement of staffacross many Purdue departments and teams on all campuses. • PWL and PNW nursing programs hold different national accreditations, making accreditation of the CDNP under a single entity costly. Autonomy over program courses and curriculum is essential foraccreditation. The financial agreement among the original three campuses distributes 80% of tuition to the campus teaching the course, 10% to the "home" campus, and 10% to administrative coordination. This arrangement worked well as PNW facultydeveloped course offerings. Although we are recommending the partnership forthe CDNP be dissolved, PNW and PWL will continue to make online courses available to students enrolled in master's degree programs; there will be no administrative costs to share forthis partnership (see Cooperative Agreement), but tuition will be shared. At this point, after a careful review of associated revenue and expenses, a clean break of finances for the CDNP can be implemented. Going forward, the sharing of tuition between campuses will be based upon the attached cooperative agreement and enrollments in master's and DNP courses. 2 Page 2 of 4 AAC/BOT 06-15-18 page 3 of 9 Therefore, to achieve a smooth dissolution of the collaborative, we propose the following actions: • To maintain accreditation requirements forthe PWL program, faculty must have control over its curriculum. To this end, PNW College of Nursing will submit 10 courses, which are substantially comparable to existing PWL DNP courses and a Form 25 Request for Concentration, to the Purdue Graduate Council for review. These courses meet national DNP curriculum requirements, but to date have been listed only in the PWL catalogue, requiring PNW to use the NUR 59900 course number for all CDNP courses. • All current students and those who have applied forfall 2018 admission will be asked to acknowledge the new relationship between PWL and PNW and will remain admitted to only one campus (Student Acknowledgement Form). • Graduate faculty on each campus will review course pairs (PWL and PNW) forequivalence such that either course in the pair may serve to meet degree requirements, ultimately facilitating course sharing across campuses and retaining the efficientuse of faculty from both campuses. • In the event of a substantially comparable course being offered in the same term by PWL and PNW, an arrangement will be negotiated annually between the two nursing program administrators that maximizes faculty resources of each program and minimizes redundancies. • PWL and PNW will extend the existing Memorandum of Understanding that has been in place forcollaborative teaching of master's courses across the two campuses to include DNP courses (Cooperative Agreement). Dissolving the CDNP program represents the desired progression of the collaborative by launching PNW into independent delivery of its own curriculum. The nursing programs at PWL and PNW seek the approval of the Provost of each institution to dissolve the CDNP program effectivefall 2018, but to continue cooperating on relevant master's and doctoral courses. 3 Page 3 of 4 AAC/BOT 06-15-18 page 4 of 9 Approved: Date 5/24/18 Christine Ladisch, Dean, College of Health and Human Sciences Date Purdue West Lafayette s/�1 IB Lisa op , Dean, College ofNursing Date Purdue Northwest 11Mueller, Vice Chancellor for Academic Affairs & Provost Purdue Northwest Jay i e, Provost and Executive Vice President for Academic Affairs and Diversity Date Purdue West Lafayette Mitchell E. Danicls,Jr. Date President Page 4 of 4 AAC/BOT 06-15-18 page 5 of 9 INTRA-AGENCY ADVISORY AND DELIBERATIVE MATERIAL MEMORANDUM Executive Summary of Upcoming Board Review or Action Item DATE: May 24, 2018 TO: Board of Trustees FROM: Lisa Hopp, Dean, PNW, Primary Contact, (219)989-2823; [email protected] CC: Candiss Vibbert, Secondary Contact, (765-494-0665 [email protected] SUBJECT: Proposal to Sunset the Collaborative Doctor of Nursing Practice Program and continue the Distance DNP at Purdue Northwest Purpose: Check all that apply: o This item is recommended fordiscussion by the Board in executive session. o This item is recommended for discussion by the ___ Committee at its meeting. Xo This item will require a formal vote by the Academic AffairsCommittee at its meeting. o This item will require a formal vote by the Board in the Stated Meeting. o This item will be presented in a formalresolution for action at the Stated Meeting. Attachments:The following attachments accompany this memo: The signed Sunset Agreement and the signed Cooperative Agreement to share courses in the future. Executive Summary: In December 2013, the nursing programs at Purdue WL, Purdue NW, and IPFW received approval to initiate an online Collaborative Doctor of Nursing Practice (CDNP) program. Afterthree years of working together, the leadership of Purdue West Lafayette (PWL) and Purdue Northwest (PNW) nursing programsbelieve that it is in the best interest of each nursing program to dissolve the CDNP program, and forPNW to assume responsibility for and initiate accreditation processes forthe distance DNP program. Although we will continue to cooperate in offering shared graduate courses, we propose that each nursing program offer its own, independent DNP program. Students currently in the CDNP can continue their degree progress through PNW course offerings and PWL offerings. Since the initiation of the collaboration, a number of forceshave affected the collaborative program and prompted this proposal to sunset the CDNP and to initiate an independent DNP program on the PNW campus. Among them are: • The IPFW nursing program moved to the IU system necessitating its withdrawal from the collaborative. • The vast majority of the CDNP students enrolled with the PNW campus. • Students who chose PWL prefered the accredited hybrid curriculum with a residential component over the totally online CDNP program. • PWL and PNW nursing programs hold different national accreditations, making accreditation of the CDNP under a single entity costly. Autonomy over program courses and curriculum is essential for accreditation. Concluding thought: The leadership at both PNW-Provost and the Dean of Nursing-and at Purdue West Lafayette-Provost, Dean of HHS, and Head of Nursing-as well as the Chancellor at PNW and Purdue President are in agreement that this collaboration achieved some positive results, but should now be ended. Dissolving the CDNP program represents the desired progression of the collaborative by launching PNW into independent delivery of its own curriculum that can be nationally accredited. AAC/BOT 06-15-18 page 6 of 9 Graduate Nursing Education Cooperative Agreement between the School of Nursing, Purdue University West Lafayette and the College of Nursing, Purdue University Northwest, Hammond This agreement is entered into by and between the School of Nursing at Purdue University West Lafayette (PWL) and the College of Nursing at Purdue University Northwest, Hammond (PNW). Purpose This Agreement defines the obligations and responsibilities of the parties to the Graduate Nursing Education Cooperative. This cooperative will provide inter-campus graduate education to cooperating campus sites and will be implemented by combining distance education resources and faculty resources of each cooperative member. It is with the combination of these resources that graduate nursing education can be made accessible, acceptable, and attractive to the citizens of Indiana. Effective Dates and Terms The Agreement becomes effective in the fall 2018 semester and shall be annually reviewed by all parties. Each party must give written notice one year in advance to terminate the Agreement. If a party gives written notice to terminate the Agreement, each party agrees to continue offering courses to current students and to support their completion of the program. This Cooperative Agreement will adhere to the guidelines for conducting graduate education as described in Section XI, Policies and Procedures for Administering Graduate Programs at Non-West Lafayette Campuses, of the Graduate School Policies and Procedures Manual. In accordance with these guidelines, the school head/associate dean and graduate programs director of the PWL School of Nursing and the college dean and graduate programs director of the PNW College of Nursing will negotiate this Agreement. Definitions 1. Home Campus -The home campus is the institution that awards the degree including record keeping of official enrollments, course grades and credit, regardless of the teaching or course originating partner; provides financial aid services; issues billing and collects (its own) tuition and fees; certifies enrollment. The program institution is the official institution-of-record for the student. 2. Host Campus -The host campus is the one that provides the instructional origination (via technology) and management for the course. The instructor/professor for such a course will be responsible for the content and delivery of the course to all enrolled students regardless of the program institution. 3. Academic Fee -The calculated fee used to determine the amount owed by the home institution to the host Institution. The calculation is determined by taking the Purdue Board of Trustees approved Purdue West Lafayette in-state tuition. The home institution has the authority to assess other additional fees (i.e., technology fees, parking fees, athletic/activity fees, special course fees, graduate Page 1 of4 AAC/BOT 06-15-18 page 7 of 9 and non-residence fees) as they deem appropriate, but none of these fees are shared with the host institution. Principles That Guide the Cooperative The responsibilities of the parties involved in the Agreement are described in the following principles: 1. Admission, progression and graduation are the responsibility of each student's home campus. It is imperative that instructors of the host site notify the home campus of any student in jeopardy of not successfully completing a course. 2. The graduate program director of the home campus will assume primary responsibility for the coordination/collaboration of relevant curriculum. 3. The home campus granting the respective Master of Science in nursing or Doctor of Nursing Practice degree will offer at least 51% of the required credit hours as the originating campus for the degree. 4. The home campus has the responsibility to approve the courses offered by a host campus and subsequently accepts the credits for the degree completion. 5. Courses will be offered following the calendar of the host campus at mutually agreed upon times. 6. All cooperative members will participate in campus-specific curriculum evaluation and outcome assessment of joint courses. 7. Faculty resources may be exchanged or purchased as needed with approval of the parties involved in this Agreement. 8. Representatives from each campus will meet annually or as needed to project enrollment and space available for upcoming courses. Deadlines for holding seats in each of the cooperative classes during this meeting. 9. In the event of identical or substantially equivalent courses being offered in the same term, representatives from each campus will negotiate an arrangement that maximizes faculty and campus resources and minimizes redundancies. 10. The host campus will provide academic support and ancillary services such as library, parking, interactive telecommunication classroom and testing facilities, nursing and computer laboratories. 11. Digital resources and technical support are the responsibility of each graduate education cooperative member. 12. The students will register at the home institution and pay the home institution's fees regardless of where the instructional programming for a particular course originates. 13. The home institution will pay to the host institution 90% of the academic fee for each of its students enrolled, whether the fee was collected or remitted. This transfer of funds will take place within one month following the fourth week of classes of all semesters. In no case will a host institution receive less than 10% of the academic fee (see definitions). Page 2 of4 AAC/BOT 06-15-18 page 8 of 9 14. All fee remissions will be honored by the home campus. Employment based remissions will be reimbursed by the campus of employment if different from the campus of enrollment. Term of Agreement 1. This Agreement shall continue from year to year unless modified by consent of each campus provided, however, that each party shall have the right to terminate this Agreement upon ninety (90) days written notice to the other. All students enrolled in a cooperative course shall be permitted to complete the course. Termination shall occur only at the end of an academic term (semester). 2. This Agreement may be modified by mutual consent of the parties. Page 3 of 4 AAC/BOT 06-15-18 page 9 of 9 Approved: Date 5/24/18 Christine Ladisch, Dean, College of Health and Human Sciences Date Purdue West Lafayette JU1ss�te Stu 11 Mueller, Vice Chancellor for Academic Affairs & Provost Purdue Northwest Jay id e, Provost and Executive Vice President for Academic Affairs and Diversity Date Pur ue West Lafayette Page 4 of 4 PFC – 6/15/18 BT – 6/15/18 ADMINISTRATIVE OPERATIONS TO: Members of the Board of Trustees FR: Michael B. Cline, Vice President for Administrative Operations DATE: June 4, 2018 RE: Approval of Ten-Year Capital Plan Attachments: . Purdue University 2019-2021 Capital Request Narrative . 2019-2021 Capital Request Priority Project Summaries . 2019-2029 Ten-Year Capital Project Plan – Purdue University System-Wide Summary of Major Capital Projects The enclosed capital planning documents summarize Purdue’s 2019-2021 Capital Project Request and 2019-2029 Ten-Year Capital Plan. The final capital request will consist of a narrative and a prescribed set of tables and schedules issued jointly from the Indiana Commission for Higher Education (ICHE) and the State Budget Agency/Committee. These materials will be prepared and submitted to ICHE based on your approval of the capital plan and institutional priority rankings. The development of the Ten-Year Capital Plan is the result of a five-month capital planning process started in January with a request of the deans, vice presidents, and chancellors to engage with the leadership of Physical Facilities to identify facility needs in the context of strategic initiatives, including Purdue Moves, Ever True: the Campaign for Purdue University, Integrative Data Science, and various other campus planning activities currently underway. Purdue’s Physical Facilities and University Development Office have evaluated the requests and funding plans for the various facility needs and have prepared the set of near-, mid-, and long-term facility project plans that will be submitted for your review on June 15, 2018. Following approval from the Board of Trustees, this material will be submitted to ICHE and the State Budget Committee. c: Chairman Mike Berghoff President Mitch Daniels Treasurer Bill Sullivan Provost Jay Akridge Assistant Treasurer Jim Almond Corporate Secretary Janice Indrutz Legal Counsel Steve Schultz PURDUE UNIVERSITY 2019-2021 CAPITAL REQUEST NARRATIVE Introduction The Ten-Year Capital Plan, in conjunction with the 2019-2021 Legislative Capital Request, outlines the strategy for Physical Facilities to maintain and renew Purdue University’s physical infrastructure while prioritizing university initiatives, inclusive of Purdue Moves, Ever True: the Campaign for Purdue University, Integrative Data Science and a variety of other endeavors. As in past years, it is important that the Ten-Year Capital Plan and the 2019-2021 Legislative Capital Request make progress on the following key themes: • Renewal through renovation and replacement: renovating and repurposing of existing space to allow our campuses to increase efficiency, sustainability and safety • Development through private, public and institutional partnerships: leveraging resources and aligning partners to create modern and efficient facilities that support emerging scientific methods and evolving instructional techniques, and providing improved opportunities for cross-disciplinary collaboration Process The framework to guide the growth, development and reinvestment in Purdue’s physical infrastructure is rooted in each campus’s master plan and guided by the University’s strategic priorities. Purdue’s capital project planning and the development of the 2019-2029 capital request involves: • A biennial (once every two years) process to establish the Ten-Year Capital Plan • An annual process to develop a repair and rehabilitation (R&R) and infrastructure plan Purdue’s capital project approval process, including new construction, facility renovations, leases and property acquisitions, are governed by State statue and the Bylaws of the University. This year, Physical Facilities leadership consulted university deans, vice presidents and chancellors to identify facility needs in the context of university strategic priorities. Physical Facilities and the University Development Office then evaluated the requests and funding plans for each identified need and organized them into a set of near-, mid- and long-term projects. Balanced Capital Approach and Priority Projects Throughout the development of the Ten-Year Capital Plan, Physical Facilities is mindful of the need to ensure financial viability and stewardship during challenging economic climates and to prioritize and contribute to student affordability and sustainability. In order to achieve these goals, Purdue has adopted a balanced capital program approach for system-wide facility and infrastructure investments. This approach consists of the following core principles: • Renovate existing facilities, where feasible • Replace existing facilities with new, where appropriate • Add new space only when needed Our 2019-2021 Legislative Capital Request and Ten-Year Capital Plan are built on these fundamental core principles. The following attachments consist of summaries of each of the prioritized projects (listed in order) that make up the 2019-2021 Legislative Capital Request: 1. Engineering and Polytechnic Gateway Phase I 2. South Campus Renovations Phase II (Purdue University Fort Wayne) 3. Chiller Plant Upgrade and Chilled Water Line Replacement (Purdue University Northwest) While not part of the 2019-2021 Legislative Capital Request, a supplementary summary on the following project is included for awareness: • Veterinary Medicine Teaching Hospital 2019-2021 CAPITAL REQUEST PRIORITY PROJECT SUMMARY Engineering and Polytechnic Gateway Phase I Scope • First phase of a two-phase project to demolish Nuclear Engineering (NUCL) and Michael Golden Laboratories (MGL) and construct new facilities • Demolishes NUCL and a portion of MGL and constructs a 145,000 GSF new, modern facility • Serves both the College of Engineering and the Purdue Polytechnic Institute • Acts as a new entrance/gateway and supports active learning • Provides eastern terminus of an extended student success corridor from Horticulture Park to Grant Street, consistent with the new campus master plan • Includes project-based instructional laboratories, design studios, collaborative spaces and the following programs: Engineering Honors, Office of Professional Practice, Minority in Engineering and Engineering Technology, and Women in Engineering and Engineering Technology • Houses Nuclear Engineering, Engineering Technology, Environmental & Ecological Engineering, Engineering Education, and Construction Management Technology Location Existing Nuclear Engineering (NUCL) and Michael Golden Laboratories (MGL) site, located on the main West Lafayette academic campus east of Potter Engineering Center Project Cost $80M Space Summary ASF GSF Space Created 80,000 145,000 Space to be Demolished 36,988 54,100 Net Change in Campus Space 43,012 90,900 ASF Campus Space to be Released 9,148 Timeline • Construction duration: 24-36 months • Construction initiation: Design to begin soon after funding is approved with construction anticipated to begin in 2020 • Completion (utilizing CMc): 2022-2023 Project Need • Addresses the challenges presented by enrollment growth in both the College of Engineering and the Purdue Polytechnic Institute • Provides space for Nuclear Engineering, Engineering Technology, Environmental & Ecological Engineering, Engineering Education, and Construction Management Technology, all of which have outgrown their current facilities o Allows other university needs to occupy the vacated space • Incorporates digital infrastructure to expand the on-campus learning environment to the online world, allowing for growth in online course offerings and the creation of virtual laboratories State Biennial Request History • This project has not been included in previous state biennial requests Project Owner Dr. Gary Bertoline, dean, Purdue Polytechnic Institute Dr. Mung Chiang, John A. Edwardson Dean, College of Engineering 2019-2021 CAPITAL REQUEST PRIORITY PROJECT SUMMARY South Campus Renovations Phase II Scope • Complete the renovation of Helmke Library and Kettler Hall o Upgrade classrooms and teaching labs with improved technology o Repair or replace mechanical, electrical and plumbing systems that are failing o Modernize elevators and public areas (e.g. corridors, restrooms, stairs, lobbies) Location Purdue University Fort Wayne Project Cost $10M Timeline • Construction duration: 6-12 months • Construction initiation: Spring 2020 • Construction completion: Fall/Winter 2020 Project Need • Kettler Hall was built in the early 1960s as the first structure on the Fort Wayne campus • Physical structure and space configurations are still sound and viable, but modifications need to be made to accommodate new programs and technologies that did not exist when the buildings were originally constructed • Air quality and environmental controls will be improved by the renovations State Biennial Request History • Summary of this project’s inclusion in previous state biennial requests: State Biennium Project Name Funding System Priority Notes Request 2017-2019 South Campus Renovations Phase II $17M Priority 5 2015-2017 South Campus Renovations Phase II $26.9M Priority 5 2013-2015 South Campus Renovations $42.7M Priority 4 $21.35M cash appropriation Project Owner Ronald L. Elsenbaumer, chancellor, Purdue University Fort Wayne 2019-2021 CAPITAL REQUEST PRIORITY PROJECT SUMMARY Chiller Plant Upgrade and Chilled Water Line Replacement Scope • Replace the existing cooling tower and provide an additional chiller for increased capacity on the Westville campus • Replace the existing chilled water main on the Hammond campus Location Purdue University Northwest Project Cost $9M Timeline • Construction duration: 12-18 months • Construction initiation: Spring 2020 • Completion utilizing CMc: Summer 2021 Project Need • Current infrastructure, on both campuses, has been in service for over 40 years and has exceeded its life expectancy • The addition of the James B. Dworkin Student Services and Activities Complex on the Westville campus in 2016 resulted in the loss of chilled water redundancy State Biennial Request History • This project has not been a prioritized item on previous state biennial requests; although, it did appear as a mid-term project in the biennial submittals for 2015-2017 and 2013-2015 Project Owner Dr. Thomas Keon, chancellor, Purdue University Northwest 2019-2021 CAPITAL REQUEST PRIORITY PROJECT SUMMARY Veterinary Medicine Teaching Hospital Scope • Construct a new approximately 210,000 GSF Veterinary Medicine Teaching Hospital complex • Completion is currently planned to occur in the following phases: o Phase I: equine hospital o Phase II: small animal hospital o Phase III: food animal hospital Location East of the existing Lynn Hall of Veterinary Medicine on the West Lafayette campus Project Cost $124M Space Summary ASF GSF Space to be Created TBD 210,000 Space to be Demolished TBD 9,777 Net Change in Campus Space TBD 200,223 ASF Space to be Repurposed TBD Campus Space to be Released TBD Timeline • Construction duration: o Phase I: 18-24 months o Phase II: 18-24 months o Phase III: 12-18 months • Phase I construction initiation: 2018-2019 • Phase I completion utilizing CMc: 2020 Project Need • Collectively, Purdue University’s College of Veterinary Medicine and its alumni had a total economic output of $476.9 million in 2014; PVM and its alumni contributed a net of $311.4 million to the state’s GDP • Work being done at the Veterinary Teaching Hospital plays a critical role in the translation of basic research to clinical applications and commercialization, especially in the area of Drug Discovery, which is a focus of Purdue Moves • Current facilities, which are a state asset, are outdated and outgrown o The American Veterinary Medical Association has cited the facilities for accreditation deficiencies that must be resolved to maintain full accreditation o The current amount of space is inadequate to accommodate the current patient caseload and the increased number of students State Biennial Request History • This project has not been a prioritized item on previous state biennial requests; although, it did appear as a near-term project in the biennial submittal for 2017-2019 and a medium-term project in the biennial submittal for 2013-2015, 2011-2013 and 2009-2011 Project Owner Dr. Willie Reed, dean, College of Veterinary Medicine 2019-2029 TEN-YEAR CAPITAL PROJECT PLAN PURDUE UNIVERSITY SYSTEM-WIDE SUMMARY OF MAJOR CAPITAL PROJECTS Near Term 2019-21 Medium Term 2021-23 Long Term 2023-29 ($, ($, Millions) ($, Millions) Millions) Proposed Projects Near Term Total Est. State Est. Other Est. State Est. Other Est. State Est. Other Priority Project Funding Funding Funding Funding Funding Funding Ranking Cost MAJOR RENOVATIONS West Lafayette Campus Electrical Engineering Renovation ----201030 Humanities, Social Sciences and Education Library Renovation ----22-22 Krannert Building and Rawls Hall Renovation Phase IIA -7----7 Lilly Hall South Wing Renovation - - 69 25 - - 94 Mechanical Engineering Renovation - - 37 8 - - 45 Physics Building Renovation (Phase I and II) ----69271 Potter Center Renovation - - 33 10 - - 43 West Lafayette Campus Subtotal - 7 139 43 111 12 312 Fort Wayne Campus Building Envelope and Interior Infrastructure Renovations Phase I --10---10 Building Envelope and Interior Infrastructure Renovations Phase II ----10-10 HVAC Control Systems Replacement and Upgrade --6---6 South Campus Renovations Phase II ② 10-----10 Fort Wayne Campus Subtotal 10 - 16 - 10 - 36 Northwest Campus Chiller Plant Upgrade and Chilled Water Line Replacement ③ 9-----9 Fitness and Recreation Center Renovation (Hammond) --52--7 Gyte Renovation Phase II (Hammond) ----56-56 Northwest Campus Subtotal 9 - 5 2 56 - 72 Major Renovations Subtotal 19 7 160 45 177 12 420 NEW CONSTRUCTION West Lafayette Campus Controlled Environment Phenotyping Facilities Phases II and III ---15--15 Data and Computational Sciences Building - - 64 5 - - 69 Engineering and Polytechnic Gateway Phase I ① 6020----80 Engineering and Polytechnic Gateway Phase II - - 40 20 - - 60 Forestry and Natural Resources Building Renovation and Addition - - 53 14 - - 67 Nelson Hall Addition ----45-45 Nursing & Pharmacy Building - - 50 30 - - 80 Satellite Chiller Plant II Phases I and II -----2222 Wade Utility Plant Chiller Replacements ---9--9 West Lafayette Campus Subtotal 60 20 207 93 45 22 447 Fort Wayne Campus Business Leadership, Career Development, and Campus Welcome Center, Phase I ----28-28 Chiller Plant Expansion and Utility Infrastructure Replacement ----9-9 Engineering, Technology and Computer Science Building Addition - - 45 - - - 45 Gates Sports Center Student Health Clinic and Athletic Training Addition ----9211 Fort Wayne Campus Subtotal - - 45 - 46 2 93 Northwest Campus Student Wellness Center (Hammond) ----14317 Northwest Campus Subtotal ----14317 New Construction Subtotal 60 20 252 93 105 27 557 TOTAL PROGRAM TOTAL ESTIMATED FUNDING BY SOURCE $79M $27M $412M $138M $282M $39M TOTAL ESTIMATED FUNDING BY TERM $106M $550M $321M $977M Near Term 2019-21 Medium Term 2021-23 Long Term 2023-29 ($, ($, Millions) ($, Millions) Millions) Projects Separated for Alternative Legislative Consideration Near Term Total Est. State Est. Other Est. State Est. Other Est. State Est. Other Priority Project Funding Funding Funding Funding Funding Funding Ranking Cost NEW CONSTRUCTION Veterinary Medicine Teaching Hospital Phase I (Equine) 1735----52 Veterinary Medicine Teaching Hospital Phase II (Small Animal) --57---57 Veterinary Medicine Teaching Hospital Phase III (Food Animal) --15---15 West Lafayette Campus Subtotal 17 35 72 - - - 124 Near Term 2019-21 Medium Term 2021-23 Long Term 2023-29 ($, Projects for Innovative Project Delivery ($, Millions) ($, Millions) Millions) Near Term Total Public Private Partnerships Est. State Est. Other Est. State Est. Other Est. State Est. Other Priority Project Funding Funding Funding Funding Funding Funding Ranking Cost NEW CONSTRUCTION (P3) Employee and Student Wellness Center -32----32 Student Housing - Meredith Phase II - - - 135 - - 135 Student Housing - Island Development Phase I and II -----9696 West Lafayette Campus Subtotal - 32 - 135 - 96 263 BT 6/15/18 RESOLUTION OF APPRECIATION FOR FRIENDS OF PURDUE UNIVERSITY WHEREAS, the following friends of Purdue University have generously contributed $1,000,000 or more to move Purdue to greater excellence and preeminence; and WHEREAS, the University wishes to acknowledge the significance of these gifts to new directions, advancements, and momentum in Purdue’s history, progress, and future; BE IT THEREFORE RESOLVED BY THE TRUSTEES OF PURDUE UNIVERSITY: 1. That the University and the Trustees are grateful to these individuals for their leadership and support of Purdue University; and 2. That this resolution be spread upon the minutes of the Board of Trustees as part of the permanent record of the University. FRIENDS: Jeannie and Jim Chaney, to support the College of Pharmacy; The John H. Schnatter Family Foundation, to support Krannert School of Management; Gerald and Nanette Lyles, to support Krannert School of Management; Nils Nelson, to support Purdue University Northwest; Ed and Beatriz Schweitzer, to support the School of Electrical and Computer Engineering; Steve and Diane Dumbauld, to support the School of Industrial Engineering; Thomas and Mary Howatt, to support Krannert School of Management; Vanessa Castagna, to support Purdue Bands and Orchestras; Marshall and Susan Larsen, to support Krannert School of Management; Don and Liz Thompson, to support the College of Engineering; Anonymous, to support the Davidson School of Chemical Engineering; Anonymous, to support Purdue University; and Anonymous, to support the Purdue Research Foundation. JUNE 15, 2018 ______Michael R. Berghoff Janice A. Indrutz Chairman Secretary RESOLUTIONS OF APPRECIATION Jeannie and Jim Chaney $8M College of Pharmacy The John H. Schnatter Family Foundation $8M Krannert School of Management Gerald and Nanette Lyles $4.5M Krannert School of Management Nils Nelson $4M Purdue University Northwest Ed and Beatriz Schweitzer $3M School of Electrical and Computer Engineering Anonymous $2.275M Davidson School of Chemical Engineering Steve and Diane Dumbauld $1.5M School of Industrial Engineering RESOLUTIONS OF APPRECIATION (CONTINUED) Thomas and Mary Howatt $1.2M Krannert School of Management Anonymous $1M Purdue University Anonymous $1M Purdue Research Foundation Vanessa Castagna $1M Purdue Bands and Orchestras Marshall and Susan Larsen $1M Krannert School of Management Don and Liz Thompson $1M College of Engineering SUMMER ENROLLMENT SINCE 2012 Undergraduate Professional Graduate 16,691 YTD 15,849 15,322 14,317 13,635 12,606 6,597 12,055 6,476 6,323 5,724 5,431 5,289 308 5,132 301 314 264 299 290 257 9,786 8,698 9,059 7,905 8,329 6,666 7,027 2012 2013 2014 2015 2016 2017 2018 Summer 2018 vs. Summer 2012 (As of June 6): 47% among undergraduates 252% in online courses 38% overall 14% in face-to-face courses BOT MEETING TOPICS Feb: Institutional April: June: Fundraising Excellence Affordability August: End of Year Oct: Enrollment & Dec: Student Success Report Graduation Fundraising Report JUNE 2018 NET PRODUCTION $450.0 $425.7 $400.0 GOAL $375 $350.0 $343.4 $351.5 $332.0 $305.0* $326.2 $320.0 $300.0 $232.8 $312.3 $300.3 $279.5** $250.0 $239.0 $235.7 Millions $223.8 $227.3 $216.2 $200.0 $214.4 $222.8 $218.9 $208.6 $206.2 $198.0 $212.6 $208.2 $194.0 $193.2 $196.3 $191.7 $196.1 $184.6 $183.2 $188.6 $ in $175.1 $150.0 $145.5 $157.0 $130.9 $100.0 $50.0 $0.0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY 15 FY 16 FY 17 FY 18 Campaign for Purdue As of June 1st FY Total Ever True Campaign for Purdue *FY03 total Net Production reflects a $116M software services gift from PACE **FY12 total Net Production includes two pledges for Gifts-in-Kind: Synopsys $61.2M PHILANTHROPIC CASH $175.0 $166.1* GOAL $165 $150.0 $155.6 $151.1 $148.4 $147.2 $135.5 $136.5 $140.1 $125.0 $130.4 $127.9 $129.5 $127.5 $127.5 $129.5 $118.3 $119.4 $121.4 $111.4 $111.7 $100.0 $103.7 $104.7 $101.0 $94.3 $101.2 $98.4 $100.3 $95.7 $93.3 $90.6 $91.6 $89.8 $92.0 $82.7 $75.0 $75. 3 $70.1 $ $ Millions in $50.0 $25.0 $0.0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY15 FY16 FY17 FY18 Campaign for Purdue As of June 1st FY Total Ever True Campaign for Purdue *FY15 total reflects $40M Lilly Endowment cash gift NUMBER OF DONORS 90.0 GOAL 90 84.7 81.9 82.6 81.2 80.7 75.0 76.2 77.8 78.47 74.4 76.1 72.2 70.2 72.7 71.3 68.2 69.1 66.5 70.0 67.1 65 65.9 65.6 64.4 60.0 62.6 61.9 61.7 60.5 59 59 59.1 58.2 58.2 57.0 57.5 55.4 45.0 30.0 15.0 Number of Donors in Thousands 0.0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY15 FY16 FY17 FY18 Campaign for Purdue As of June 1st FY Total Ever True Campaign for Purdue STUDENT SUPPORT $90.0 $86.7 GOAL $78 $75.0 $75.0 $70.3 $71.9 $67.7 $64.8 $65.8 $60.0 $54.6 $45.0 $47.6 $40.6 $39.7 $39.5 $39.5 $37.9 $38.7 $38.1 $38.2 $36.7 $37.7 $36.2 $29.6 $35.3 $30.0 $31.8 $34.3 $33.9 $33.3 $ $ Millions in $32.0 $29.4 $28.8 $27.1 $21.4 $25.1 $18.9 $20.3 $15.0 $17.1 $0.0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY15 FY16 FY17 FY18 Campaign for Purdue As of June 1st FY Total Ever True Campaign for Purdue NUMBER OF GIFTS ≥ $1M 75 72 60 55 54 54 53 45 45 39 41 37 37 37 38 37 31 34 30 29 31 30 30 31 30 29 27 27 26 26 25 26 22 20 19 15 Number of Gifts >=$1M Gifts of Number 0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY15 FY16 FY17 FY18 Campaign for Purdue As of June 1st FY Total Ever True Campaign for Purdue VALUE OF GIFTS ≥ $1M $300.0 $273.4 $250.0 $230.0 $200.0 $191.9 $202.7 $189.4 $183.5 $150.0 $145.7 $141.2 $139.0 $138.0 $133.2 $120.0 $120.4 $125.2 $108.9 $116.0 $113.7 $100.0 $111.0 $110.5 $111.4 $107.9 $94.7 $88.9 $102.8 $102.7 $90.6 $90.2 $87.9 $66.8 Number of Gifts >=$1M Gifts of Number $50.0 $62.1 $0.0 FY01 FY02 FY03 FY04 FY05 FY06 FY07 FY08 FY09 FY10 FY11 FY12 FY13 FY14 FY15 FY16 FY 17 FY 18 Campaign for Purdue As of June 1st FY Total Ever True Campaign for Purdue *FY15 total reflects $40M Lilly Endowment cash gift DONOR INFORMATION NUMBER OF TOTAL FIRST- FIRST-TIME TIME DONORS FOR THE 2013 ▪ 7,847 DONORS EVER TRUE CAMPAIGN 2014 ▪ 14,023 2015 ▪ 18,596 85,816 2016 ▪ 17,286 2017 ▪ 15,621 2018 ▪ 12,443* 45.7% THE TOTAL DONOR OF DONORS TO THE COUNT FOR THE EVER EVER TRUE CAMPAIGN TRUE CAMPAIGN ARE FIRST-TIME DONORS 187,482 TO PURDUE *Giving details through June 1, 2018 MAKE YOUR MARK 2018 ▪ $37.6M, 18,663 donations 2018 ▪ 40M social media impressions 2017 ▪ $28.2M, 15,181 donations 2017 ▪ 34M social media impressions 2016 ▪ $18.3M, 12,872 donations 2016 ▪ 24M social media impressions 2015 ▪ $13.7M, 9,592 donations 2015 ▪ 19M social media impressions 2014 ▪ $7.5M, 6,600 donations 2014 ▪ not tracked Most successful 24-hour ALUMNI STUDENTS PARENTS fundraising campaign in higher education: NUMBER OF NUMBER OF NUMBER OF 2015, 2016, 2017, 2018 GIFTS GIFTS GIFTS Every graduating class FACULTY/ from 1946 onward, 2018 ▪ 58 countries STAFF 2017 ▪ 56 countries NUMBER OF extending through COUNTRIES 2016 ▪ 44 countries the Class of 2023, INTERNATIONAL 2015 ▪ 37 countries ONLINE participated in the day. NUMBER OF GIFTS 2014 ▪ 15 countries MAKE YOUR MARK TOP FOUR GRADUATING CLASSES IN ORDER OF HIGHEST PARTICIPATION: 2017 2000 2018 2014 1985 Aero and Astronautics Grads from 2000-2017 1965 College of Engineering grad and Purdue accounted for more than Agriculture grad Parent made 100 gifts 39% of all gifts made his first gift of $25 since 1979 1956 HHS grad made her first gift ever as Purdue’s oldest new donor 1967 College of Liberal Arts grad Class of 2017 had the most number of first-time donors made her first gift with 206 of $1,000 since 1979 The Scholarship Fund for Purdue had 428 first-time donors CAMPAIGN UPDATE On the Way to $2.019B DOLLARS RAISED $339M 16.8% DOLLARS $1.68B 83.2% REMAINING *As of December 1, 2017 Aaron Kosdrosky Director of Development Alex Borst Assistant Director of Development and Donor Relations DanielleLisaKaren Tally McCullough Hollingsworth PlannedAssistantDirector ofGiving Vice Scholarship President Associate Stewardship for Philanthropic & Dev Communications IanBrookeRalphAlyssa Karns Rohrer WilcoxDavies ITAdministrativeChiefSenior Support of Associate Research Analyst Assistant VP for Advancement DarleneLisaKate Thomas Jolly Flook AdministrativeDev.Director Systems of Digital AdministratorAssistant Fundraising Coordinator JackieCaitlinRitaAmanda Baines AdamsMisner Dunkle ExecutiveBusinessChiefDirector Development of Systems Assistant Development Analyst Officer Operations & Donor Stewardship DavidLizKathryn Ehrlich Lasater Cooper SeniorCoordinatorSecretary Associate Vice President for Advancement JacobCaitlinRobynAmanda GriffinEnrightJakes Green DirectorEventChiefAssistant DevelopmentCoordinator of Director Development Officer DavidMarcusKathryn Williams KnottsDilworth ChiefSenior Development Associate Vice Officer President for Planned Giving JamieCameronRussellAmber Hendershot Turner Tragesser Mann AssistantManagerSenior Director ofDirector,Director Development of Annualof Donor Annual ServicesOperationsGiving Giving and and Stewardship Donor DebbieMariaKathy EstradaBowman Dunham-Ford AdministrativeStewardshipHRChief Generalist Development Assistant Officer JanRyanAmy Beach Klemme Dafforn AdministrativeDirectorSr HR Generalist of Development Assistant DebbieCaraMariaKatie Giese SkeelGarcia Moore GiftDirectorAdministrative and Dataof Development Services Assistant Associate Operations & Donor Stewardship JaniceSammieAmy Miller Sigman Chergo GiftDirectorBusiness and Dataof Assistant Development Services Associate DebraCarrieMariaKaty Winters ZenaBoothKiserMullan DirectorReportingAsst Director, of & Development Data JPC Analyst Annual Operations Giving and & AsstDonorDirector Stewardship of JasmineSandyAmy Noah Geisler Moisides DirectorGiftVice and President ofData Development Services for Development Associate Operations & Donor Stewardship DebraCaseyKatya GianniosWeidemanDexter ResearchSr.DevelopmentAnnual Director Giving Associate of AlumniData Analyst Relations & Special Events JavanScottAmy WilloughbyBanfield Greeson DirectorChiefAdministrative Development of Development Assistant Officer DewannaCassandraMarieKayla CliffordYoung Lank Clore SecretaryManagerExecutive of VAsst DevelopmentAlumni Relations Operations & Special & DonorEvents Stewardship JayScottAndrea Kahn Hinkel Hatch SeniorDirectorManager Associate of of Development Development VP for Advancement/CFR Operations and Donor Relations DianCatharineMarkKelly LanieBuschHerrmann Whitten QASr.DirectorChief DirectorAssociate Development of Corp of Development, & Foundation Officer Major Relations Gifts JeanShariAndrea AustinSchrader McIntyre ReportingChief Development & Data Analyst Officer DianeCathyMarshaKelly Delp SwickKlassen Schluttenhofer ChiefSeniorExecutiveDirector Development Graphic of Assistant Development Designer Officer JeanSherylAngela Martin Willison Buckles GraphicAdministrativeDirector Designerof Annual Assistant Giving and Stewardship DJChadMarthaKelsey Layton Rohlfs BushWeise DirectorChiefAssistant Development of Director PlannedCorp & Foundation OfficerGift Administration Relations JeanneSteveAngie SchlenkBailey Butler AdministrativeSeniorOperations Director Assistant Assistant for Philanthropic Communications DonChelseaMaryKendra Fry Franklin Illingworth Coursey ChiefOperationsDirector Development of DevelopmentCoordinator Officer JeffSusanAnnette Anderson Budreau Parsons DirectorSr. Director of Development of Advancement Information System DorisChelsieMaryKent ShoultsNaumanCronkhite Bolt AssistantAdministrativeDirectorResearch of Director Analyst Special Assistant for Initiatives Corporate & Foundation Relations JenniferSusanApril Headdy O'Shea Craig AssistantSr. Director Vice of ProspectPresident Development for FinancialDonor Relations Affairs DrewCherylMaryKevin Seyfried St.Ness Altinkemer Aubin DirectorSenior Associate of DevelopmentDonor ViceServices President for International JeremyTammyApril Shepherd SheikoKettler AssociateDirector of Director, CorporateDevelopment Prospect Relations Management DrewMelodyKristen Weintraut NoelConn Sr.AdvancementAdministrativeResearch Director Analyst for AssistantFoundation Relations JerryTammyAshlee Alberts DienerMaynard ChiefDirectorAdministrative Development of Development Assistant Officer ElaineCherylMichelleKristi Atkins BahlerPierce McBrite ManagerAdministrativeFacilityDirector Manager of of Data Development Assistant Integrity Operations & Donor Stewardship JillTanyaAustin Anderson FinkbinerWeisinger SeniorSr.Assistant Director Director Director, of Development, of Development JPC Premium Major Seating Gifts EmilyChrisMikeKristi Braughton MosesCloptonUlrich ResearchAssistantSr.Manager Assoc. Athleticof Analyst Development Dir. Director - Development; Operations- Major Gifts;Chief & Development Sr.Donor Director Stewardship Officerof JillTiaBarb ParkerTracy Tyner AssistantDirector of Director International of Annual Engagement Giving and Stewardship Missy Davies DevelopmentSr. Director of Development Operations & Donor EricJimKyleBecky PriestWoods Bymaster Clothier Sr.DirectorChiefAdministrative Director Development of Corp for AssistantCorporate & Foundation Officer Relations Relations ChrisTim Bobillo Peck AssociateStewardshipChief Development Director Officer ErikaJimmyLacretiaBecky Statler JohnsonParker Rothenberger AdministrativeSr.ExecutiveManager Director of Assistant ofSystem Development,Assistant Analysis Major Gifts ChristineToddMisty JensenFarrar Armes ExecutiveSr.Principal Director Gifts Manager of Development,Administrator to the Vice Major President Gifts GerryToniJoelLanceBecky HartmanJohnson Robinos ConnollySpears SeniorExecutiveSr.AsstDirector Director VP Multimedia for of AsstSpecialDevelopment of Development, Events/Exec. Designer Major Producer, Gifts Purdue ChristyMollie Pennock Waters ReceiptingSeniorSesquicentennial Research and Matching Services Gift Associate Associate GrantJohnBen Kewman Dinkens Flora AdvancementChiefDirector, Development JPC AnnualCommunications Officer Giving & Premium Mgr Seating; Director of CindiTonyMolly VivianoRoozeKissinger AdministrativeAssistantDirector of Director Development Assistant of Stewardship GregJohnLance LangenkampKapp Harrington SeniorDirectorAccountingDevelopment Associate of Corporate Associate VP forRelations Development Operations CindyTravisNancy Teron StoutenboroughDuncan Porter AssociateSr.Chief Director Development Director of Development, Officer Major Gifts HadleyJudyLarryBeth HeltonHallSommers Thomas Sr.ChiefDirectorManager Director Human of of Corp ofDevelopment Resources Alumni & Foundation Relations Officer Operations Relations & Special & Donor Events Stewardship CJHeatherTrudyNicole Jones GuthrieMorris Fabries DirectorAssociateAssistant of Director DirectorCorporateDevelopment of Development Relations Operations and & DonorDonor StewardshipRelations JudyLauraBeth McCordSchumaker Henzl ChiefDirectorDev. ApplicationsDevelopment of Foundation Specialist Officer Relations HeidiClaireValerieOsra DeLongFaith Chandler Johnson AdministrativeDirectorAssociateManager of of DirectorDevelopment Development Assistant Operations & Donor Stewardship JudyLenaBob Shriner ShorterDispennett SrAccountingDirectorHR Generalist of Development Associate HeikeCourtneyVanessaPaige HartwichEbner BuntinDowney AdministrativeDirectorAssociate of DirectorOperationsCFR Assistant Operations for the College & Stewardship of Engineering JulianLindaBrandt OwenHolloway Patz ReportingDirectorManager of of & Development DevelopmentData Analyst Operations & Donor Stewardship HollynCourtneyVickiPam DexterFoster Culley Schmidt EventDirectorAdministrativeChief DevelopmentCoordinator of Development Assistant Officer Operations & Donor Stewardship JulieBrandyLinda Bogan Ray Bumbleburg AdministrativeGiftReceipting and Data and Services Assistant Matching Associate Gift Associate CourtneyVonePaula PhengrasmyBull Wilson AdministrativeGiftSenior and Team Data LeaderServices Assistant Associate JulieBrendaLisa MoyerCooper Wallar QASeniorSecretary Associate Development Analyst DanWendiPhil WaclawikBolsen Ailor DirectorSr. Director of Development of Alumni Relations & Special Events BrianLisa Stacey Knoy ChiefSecretary Development Officer ZachRachel Bailey Lattimore Director of DevelopmentMembership Brittany Crawmer Research Analyst Rachel Slauter Development Associate-Administration and Special Events RESOLUTION OF APPRECIATION FOR CHRISTINE M. LADISCH WHEREAS, Dr. Christine M. Ladisch has served Purdue University with excellence, dedication, and generosity as the dean of the College of Health and Human Sciences since the College’s founding in 2010; and WHEREAS, her close association with Purdue dates back more than 40 years to her days as a graduate student in textile science; and WHEREAS, Dr. Ladisch served as associate dean for academic affairs in what was known at the time as the College of Consumer and Family Sciences from 1993-1999; and WHEREAS, she was head of the former Department of Consumer Sciences and Retailing from 1999-2001; and WHEREAS, she joined the Office of the Provost in 2001 as an associate provost, before being named vice provost for academic affairs in 2005, a position she held with distinction until 2010; and WHEREAS, Dr. Ladisch led nine Purdue academic units through a critical transition period in 2010, when the College of Health and Human Sciences was established to generate greater visibility and synergy among Purdue’s research and academic programs in health and human sciences; and WHEREAS, she was a superb leader as the College’s inaugural dean, bringing together nine distinct academic and research cultures from three colleges to launch Purdue’s newest academic college and elevate Purdue’s reputation; and WHEREAS, her enthusiasm, dedication, and vision for the College throughout the past eight years have helped foster its successful research pursuits, strong engagement program, and dedicated teaching mission; and WHEREAS, she has strengthened the College of Health and Human Sciences at all levels since its founding, improving a variety of research and education programs in public health, autism, neuroscience, and behavioral sciences; and WHEREAS, under her visionary guidance, several new world-class facilities were brought to campus, including the Lyles-Porter Hall, home to the nationally ranked Department of Speech, Language and Hearing Sciences, and a clinical MRI for health and life sciences research; and WHEREAS, her leadership has led the College through a period of tremendous growth and success; and WHEREAS, Dr. Ladisch has made countless additional contributions to Purdue, lending her services, for instance, to the Accreditation Steering Committee which helped Purdue earn continued accreditation from the Higher Learning Commission of the North Central Association of Colleges and Schools in 2010; and WHEREAS, her leadership in the accreditation review process earned her a One Brick Higher Award, given to those who undertake their work with extra vitality, extra care, extra creativity, and extraordinary effort; and WHEREAS, she was honored with the Charles B. Murphy Outstanding Undergraduate Teaching Award, Purdue’s highest undergraduate teaching honor, and her name will forever be listed in Purdue’s Book of Great Teachers; and WHEREAS, she graciously dedicated her time and expertise to the Board of Trustees Presidential Search Committee to recommend Purdue’s 12th president, Mitchell E. Daniels, Jr.; and WHEREAS, Dr. Ladisch will continue to hold an integral role at Purdue as the co-chair of the Ideas Festival, the centerpiece of Purdue’s sesquicentennial celebration in 2019, as she helps foster discussion and collaboration across the university, the community, K-12 classrooms, and internationally on some of the grandest challenges facing our world; and WHEREAS, she will step aside as dean of the Purdue University College of Health and Human Sciences effective July 31, 2018; and WHEREAS, Purdue will proudly grant her Dean Emerita status after her retirement in recognition of her many formative years of service to the university; and WHEREAS, Dr. Christine M. Ladisch’s impact on higher education at Purdue University has been profound, and her legacy will continue long after her service as dean; BE IT THEREFORE RESOLVED BY THE TRUSTEES OF PURDUE UNIVERSITY: 1. That the Trustees recognize the positive impact of Dr. Christine M. Ladisch’s tenure as dean of the College of Health and Human Sciences on its students, staff and alumni, and in our community; and 2. That enormous gratitude and appreciation are expressed to Dr. Ladisch for her loyalty and service to Purdue University and the College of Health and Human Sciences; and 3. That Dr. Ladisch is to be congratulated and thanked for her tremendous contributions to our University; and 4. That Dr. Ladisch’s many achievements are part of the great, permanent history of Purdue and will never be forgotten; and 5. That this resolution be spread upon the minutes of the Trustees as part of the permanent record of the University. JUNE 15, 2018 ______Michael R. Berghoff Janice A. Indrutz Chairman Secretary RESOLUTION OF APPRECIATION FOR MARYANN P. SANTOS WHEREAS, Dr. Maryann P. Santos has served Purdue University with distinction and enthusiasm as the dean of the College of Education since 2009; and WHEREAS, since joining Purdue, she has made a tremendous impact on the College of Education, providing an inclusive environment where faculty, staff, and students can succeed and where their voices are heard; and WHEREAS, Dr. Santos has positioned Purdue’s College of Education as a national leader in K- 12 STEM education, with a commitment to diversity and equality that improves access to quality educational opportunities for all students; and WHEREAS, her leadership and vision for the College of Education at Purdue University have led the College through a recent period of growth and development, with numerous nationally ranked programs, including an Elementary Education program in the top 1% nationally, according to the National Council on Teacher Quality; and WHEREAS, Dr. Santos fostered the development of three online master’s degree programs, attaining an impressive 91% growth in graduate enrollment, and facilitated exponential growth in external funding; and WHEREAS, she engaged Purdue in a national network aiming to increase the number of STEM teachers by 100,000 in 2021, giving Purdue the opportunity to learn from other leading education programs and share its own expertise; and WHEREAS, she has been a champion of public education in Indiana, co-chairing the 2015 Blue Ribbon Commission on the Recruitment and Retention of Excellent Teachers; and WHEREAS, her research interests include the assessment of ethnic minority children and adolescents, P-20 pipeline education issues including high school completion and college attendance, and women’s issues; and WHEREAS, she often states that her life’s work has been dedicated to attaining equality through education, remaining committed throughout her career to making quality education available to “all the children of all the people”; and WHEREAS, as the first Latina dean of the college, Dr. Santos is an unwavering advocate for diversity and inclusion; and WHEREAS, she has also served in leadership roles with the National Latino/a Psychological Association and the State of Arizona Board of Psychology Examiners, including a two-year term as chair; and WHEREAS, she has been an active volunteer in the community, serving on the board of directors of the Community Foundation of Greater Lafayette and as the 2016 community campaign chair for the United Way of Greater Lafayette; and WHEREAS, Dr. Maryann P. Santos will step aside as dean of the College of Education, effective July 15, 2018; and WHEREAS, Purdue will proudly grant her Dean Emerita status after her retirement in recognition of her impactful years of service to the university; and WHEREAS, her influence on higher education at Purdue University, as well as K-12 and higher education all over the nation, has been profound, and her legacy will continue long after her service as dean; BE IT THEREFORE RESOLVED BY THE TRUSTEES OF PURDUE UNIVERSITY: 1. That the Trustees recognize the important impact of Dr. Maryann P. Santos’ tenure as dean of the College of Education on its students, faculty, staff, alumni, and community; and 2. That enormous gratitude and appreciation are expressed to Dr. P. Maryann Santos for her loyalty and service to Purdue University and the College of Education; and 3. That Dr. Santos is to be congratulated and thanked for her tremendous contributions to our University; and 4. That Dr. Santos’ many achievements are part of the great, permanent history of Purdue and will never be forgotten; and 5. That the resolution be spread upon the minutes of the Trustees as part of the permanent record of the University. JUNE 15, 2018 ______Michael R. Berghoff Janice A. Indrutz Chairman Secretary SENATE CHAIR REPORT June 15, 2018 ABOUT ME • Three (3) degrees from Michigan State University • B.S. Math & teacher education (taught high school for 3 years) • M.S. Agricultural Engineering (research: forage harvesting) • Ph.D. Agricultural Engineering (research: ground water flow) • Joined Purdue in 1995 • Purdue appointment: Extension (primary) – natural resource education for youth, 4-H is a primary audience • Major awards: • Received Purdue’s Christian J. Foster Award for Contributions to K-12 STEM Education in 2016 • Elected to the University Council on Water Resources Board of Directors, June, 2018 – May, 2021 UNIVERSITY LEVEL SERVICE • University Senate, 12 years (2002-‘08 (dept. rep); 2009-12 and 2015-18 (CoAg rep). • Standing Committees: . Chair, currently . Vice-Chair, 2017-’18 . Steering Committee, 2009-’11, 2017-’18 . Advisory Committee, 2006-’08, 2010-’11 . Nominating Committee . Member: 2002 – 2008 & 2009-2012; 2015-2018; Co-chair: 2015- ’16; Chair: 2006-’08, 2010-’12, 2016-’17 . Special Advisor, 2012-2015 • Faculty Committees: Documents and Records (2000 – ‘06, chair, 2005-’06); Libraries 1998 – 2003 OTHER UNIVERSITY LEVEL SERVICE • Chair, Athletic Affairs Committee, • Institutional Review Board (IRB) 2017-’18 human subject’s committee, ‘05 – ‘07 • Commission for Higher Education's • A/P Grievance Committee, ‘10 – ‘13 Faculty Commissioner, vetting • Murphy Award Selection Committee, Committee, 2017 2011&’14 • Graduate School Review, Co-Chair, 2016 • Community Standards Board, 2010 – • University Graduate Council, 2015- ‘11 ’18 • Discovery Learning Research Center, • Committee E (Life Science), Chair,2016- Internal Advisory Board, 2010 – ‘11 ‘17 • University Promotions Committee, • Faculty Mediation Committee, Panel B (clinical faculty), 2009-’10 2014–‘17 • Advance – Facilitator, Hiring • Chair, Department Head Review Workshop Committee, 2009 • Helped facilitate 16 workshops, ’12-’18 SENATE WORK IN PROGRESS • Educational Policy Committee • Math Core – resolution presented and withdrawn • Winter session pilot resolution for a 3-week online winter session between Fall and Spring semesters – presented • Equity And Diversity Committee • Curriculum • Faculty/staff recruitment and retention • Freedom of expression • Non-welcoming spaces at Purdue SENATE WORK IN PROGRESS • Faculty Affairs Committee • Allowable reimbursable travel-related expenses • Benefits issues • Change in continuing term lecturer cap • External threats on Purdue faculty • Promotion appeal process • Teaching evaluation resolution follow-up • Student Affairs Committee • Graduate Student Bill of Rights and Responsibilities • In-state tuition for members of Native American tribes from Indiana • Jury duty absence policy • Parental leaves for students • Policy on extended leaves for students SENATE WORK IN PROGRESS • University Resources Policy Committee • In-state tuition for members of Native American tribes from Indiana • Resolution for sustainability strategic plan (with sustainability committee) • Survey of students, faculty and staff on their space and their perceptions of the quality of different spaces • Special committee on Teaching Evaluation • Report will be out in the fall I look forward to getting to know you and working with you during the next year! 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