Appendix 1 Integration of Prescott College Undergraduate Programs: Model One

Curricular Elements Nomenclature: Prescott College serves its undergraduate students with two delivery models. The campus-based delivery model is designed for students seeking a learning experience built primarily around instructor facilitated courses, both in the classroom and in field experiences. The limited residency delivery model is designed for students seeking to complete a bachelor’s degree with community-based mentored independent study supplemented by online coursework.

Admissions: Because the different delivery models are designed to serve different students and have different expenses, there are separate admissions processes and tuition rates for both; students are admitted to enroll in coursework specific to that delivery model. Qualifying students can request, however, to transfer between delivery models for a one term exchange. Criteria for such exchanges are determined by faculty. A cross-college faculty committee reviews exchange applications. Students wishing to move permanently from one delivery model to the other must go through the appropriate admissions process.

Faculty Work: Undergraduate faculty have a primary association with one or the other delivery model, but are able to teach and serve students in the other delivery model. Due to the distinctiveness of the needs of students in the different delivery models, however, not all faculty will want to or be well suited to mixing their workload. While faculty need to meet within the delivery models to handle curriculum planning and administrative issues, there also need to be cross-college curricular groups meeting for the purposes of consistency of outcomes and planning program improvement.

Consistency of Outcomes Across the Delivery Models: One set of learning targets is used to assess the effectiveness of undergraduate instruction, across the institution. Although the two delivery models are distinctive, consistency of expectations is achieved by cross-college faculty review of degree plans. Students in both delivery models document their learning through a summative e-portfolio. An illustrative set of rubrics for the learning targets is evaluated by cross-college faculty teams conducting “eval-o-ramas” of learning artifacts collected in the portfolio.

Alignment of Mentored/Independent Study: Although students in the campus-based delivery model are primarily working in course settings, they also engage in independent study and (more rarely) hybrid courses. For both delivery models, cross-college faculty review of independent study guidelines helps ensure quality, as does IRB review of independent studies engaging in human, animal or environmental research or intercultural study. Periodic randomized review of course contracts by a cross-college committee helps ensure consistency in undergraduate independent study, as does consistent mentor training.

Joint Seminars: One possibility for cross college learning could be joint seminars. Joint seminars will be co-designed by cross college teams addressing topics within an interdisciplinary frame so that they are relevant to multiple student competences. The seminars will include resident students and those living at a distance through internet based webinar platforms.

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Students will be required to be prepared for the live seminar times by completing research activities and readings, as well as uploading artifacts to e-portfolios throughout the semester.

Faculty will participate in professional development seminars to learn how to facilitate these sessions. Topics include how to seminar (technology and facilitation), how to develop interdisciplinary curriculum through the lens of specific themes, how to connect content to home community and how to cultivate a learning community based on differing developmental stages and cultures.

This program would serve the entire college, both students and faculty. This program would not only help students learn how to learn but help them learn together simulating real world working relationships. It could also be a potential opportunity to attract funding sources because of the novelty of this program.

Organic Food for thought: Seminars could range from 1-4 credit hours to accommodate smaller focuses. Seminars could happen 1 time per semester or more. More seminars could be offered in the summer.

Calendar Alignment All undergraduate degree programs will have the same length semesters with course structure and course duration options designed to meet the needs of their distinctive student populations.

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Appendix 2

Discussion Paper: Unifying the Undergraduate Curriculum for Enrollment Growth

This submission is to encourage additional dialogue around various aspects of the first undergraduate discussion paper which introduced the notion of a unified undergraduate program. The new ideas that follow serve to compliment and expand on the one undergraduate program concept.

One noticeable difference between this effort and the first proposal is the idea of offering one undergraduate program via two distinct delivery models – this discussion paper suggests offering one undergraduate curriculum delivered across three modes. To be sure, the Prescott College of 2020 must enroll many more students in order to thrive and one way to increase enrollments is to expand into the still growing category of online delivery. There is no intention to homogenize or water-down our current offerings, but to challenge this Committee to identify current majors or propose new majors that lend themselves well to this delivery mode while attracting a new category of learners to Prescott College.

The expansion into online delivery will not only invite new learners to the College, the literature is also clearly demonstrating that more and more traditionally aged college students are already hybrid learners (i.e. completing courses incorporating various delivery models) so the College needs to satisfy this up and coming learning style to meet the demands of the 2020 learner.

The Prescott College of 2020 must be mission driven AND market savvy. The challenge is for us to have the people, systems and culture in place to be nimble and ready for the changes that we choose to make and for the changes that will be too hard to ignore.

Additional recommendations tied to the curricula committee charge are also included in this paper.

Unified Undergraduate Curriculum Recommendation: Focus on our core competencies and where we have a distinct advantage in the marketplace. Create three to four academic themes, majors or centers of excellence around preexisting or new interdisciplinary disciplines. Design a single course-based undergraduate curriculum that can be delivered on-campus, 100% online or through a blended limited-residency/online format anchored at specific bio-regional hubs. In short, the content will be mission driven, market aware, experiential, relevant, and prepares students for graduate school or the pursuit of their professional career goals.

Guiding Principles: • Articulate a set of expectations that leads to a definition of an educated person. • Build depth and breadth into the curriculum to meet predetermined educational objectives and outcomes. • Create defined curricular structures, pathways and degree plans and use consistent credit values and graduation requirements across the curriculum. • Focus on excellence, rigor and professional relevance. • Limit the total possible number of independent study credits. • Limit independent study opportunities only to juniors and seniors. Students must complete required training in how to succeed as independent learners.

Undergraduate Delivery Models Student Type Primary Delivery Secondary Delivery

Residential BA Face-to-face Some online electives and General Ed. courses

Online BA 100% Online NA

Limited-Residency BA Hybrid Online/Limited-Residency (offered at regional centers only)

Post Degree 100% Online Hybrid Online/Limited Residency (offered at regional centers only)

Benchmark: August 2011, create an interdisciplinary task force. Substantive update to the Provost, and Academic Deans due January 2012. Final proposal to the Provost, Academic Deans and President’s Circle due May 2012.

Recommendation: Create an interdisciplinary degree major for on-campus or online students seeking a Prescott College experience but who are not drawn to any one particular major. Students work with a full- time faculty member to select specific on-campus or online electives and bundle them into a customized major. Example: http://www.newschool.edu/bachelorsprogram/ Benchmark: August 2011 create an interdisciplinary task force. Substantive update to the Provost, and Academic Deans due January 2012. Final proposal to the Provost, Academic Deans and President’s Circle due May 2012. Launch Fall 2012. Annual evaluation during the first 3 years of operation then evaluate every 5 years.

Recommendation: Investigate the viability of partnering with a high-quality online education provider to assist in the creation, marketing and delivery a 100% online undergraduate curriculum. Benchmark: July 2011, form a task force to create a Request for Proposal (RFP). August 2011, go public with the RFP. January 2012 report results and make a recommendation to the President’s Circle.

Graduate Programs Recommendation: Introduce a pilot accelerated BA to master’s program (4+1 or 3+2). Interested BA students can apply to an accelerated one-year MS (non-thesis) option in the new residential masters program. Benchmark: August 2011, form a task force. January 2012, publish a substantive update report to the Provost and Academic Deans. May 2012, submit a final report, sample degree plans, implementation schedule and budget request to the Provost, Academic Deans and President’s Circle. Launch the pilot in Fall 2012. Fall 2015 and 2018 Program Review and Evaluation.

Academic Program Evaluation/New Program Introduction Process Recommendation: Create an academic program review and evaluation process to identify low- performing areas of study. Example Process: UC Santa Barbara/Academic Review Procedures: http://bap.ucsb.edu/prp/documents/UCSBAcademicReviewProcedures.8.31.04.pdf http://bap.ucsb.edu/prp/documents/AppendixA.pdf http://bap.ucsb.edu/prp/documents/AppendixB.pdf

Benchmark: August 2011, form a task force. November 2011, submit a substantive update and draft evaluation tool to the Provost and Academic Deans. Present a final report and evaluation tool to the President’s Circle in January 2012 for approval.

Funding Ideas to Support the 2020 Curricula Initiative • Introduce an internal professional development grant program. • Identify high-priority faculty hiring needs to meet strategic priorities.

Naming Gift ideas to support the 2020 Curricula initiative: • Student/Faculty team research grant program. • The Prescott College Founders Prize for lifetime achievement in the liberal arts, environment or social justice. • Scholarships/assistantships/fellowships for the residential masters and PhD programs. • Awards recognizing undergraduate and graduate teaching excellence. • Establish an Office of Service Learning to professionalize our commitment to community-based education initiatives. • Construction of flexible student learning/group meeting rooms. • Construction of labs and purchase equipment. • Smart classrooms. • Establish a Social Entrepreneurship incubator (24/7/365 meeting and solution design space) • Establish a Social Entrepreneurship business plan competition featuring notable guest judges and cash awards

Benchmark: July 1, 2011 to June 30, 2019 Appendix 3

Benchmarking: Undergraduate Program Delivery Options

Guiding Questions • Do institutions offer the same undergraduate degrees supported by the same degree requirements and core/elective course offerings to on-campus and off-campus students?

• If so, how does the institution communicate distinctiveness or added value to prospective on- campus students? Prospective off-campus students?

Alaska Pacific University – Three modes of undergraduate delivery. On-campus students pay $729 per credit and distance students pay $425 per credit.

Campus Undergraduate Program ($13,125 for up to 18 semester credits) A high-spirited campus community engaged in adventure, service to the world, and project based learning. Small classes, led by teachers focused on each student’s learning, allow you to investigate issues in a hands-on, active approach to learning. We’re a place for activists and idealists—a place for hands-on learners who want their education to escape the confines of the conventional classroom—a place for students who do not want to be just a number.

Our program is designed to be student-centered. Active Learning, personal attention, small faculty-taught courses, the block and session system, journeys, travel courses, the Eco League, and the Senior Project make the student experience uniquely meaningful. http://catalog.alaskapacific.edu/content.php?catoid=2&navoid=21#campus_undergraduate_program

The Degree Completion Program ($425 per credit) offers the adult student a number of options: Associate of Arts in Business Administration and Bachelor of Arts degrees in Accounting Information for Management, Business Administration and Management, Human Services, and Health Services Administration.

Course schedules meet the needs of most adult learners by offering unique, seven-week modules with courses that meet only one evening per week (normally 6-9:50 p.m.). Working adults have the opportunity to come on campus for classes or take distance classes.

Students are required to have completed 60 credits to be admitted. If you have less than 60 credits, you might investigate programs through which adult students receive college credit for knowledge they have already acquired. Your life and /or work experience can translate into a total of 32 credit hours of documented experiential learning. http://www.alaskapacific.edu/Programs/degreecompletion/about/Pages/Default.aspx

The Rural Alaskan Native Adult (RANA) Distance Education Program ($425 per credit) allows you to earn a degree while living and working in your home community. As a RANA student, you travel to Alaska Pacific University's campus at the beginning of each semester for 3-4 days of residency. During the residency, you meet your instructors, advisors, and fellow students. You also learn how to use online course technology. After the residency, you return home to complete your courses via the Internet. Across the semester, you "meet" with classmates and instructors in weekly online chats. What makes RANA special and successful? We're an Alaska-based program—we understand the needs of Alaskans. Even though you may be located many miles away from APU, our staff and instructors work with you to make sure you have the one-on-one support you need to succeed in our program. http://www.alaskapacific.edu/Programs/rana/about/Pages/Default.aspx

Plymouth State University – 5 modes of undergraduate delivery. There is no tuition differential between the on-campus program and the programs offered through the Frost School of Continuing and Professional Studies. Value Added: Students pay the same tuition regardless of the delivery mode.

The on-campus undergraduate program has 50 majors and 60 minors.

The Frost School of Continuing and Professional Studies offers courses year-round including the Fall, Winterim (January intensive), Spring, and Summer terms to meet the needs of students who want to balance school with work and/or family responsibilities. Plymouth State University has made a commitment to provide alternative access to its courses and degree programs through the Frost School. The Frost School offers PSU's quality courses and degree programs through a variety of convenient formats including evening, weekend, online, and hybrid (partly online) classes.

• Business Administration (B.S.) (same curriculum as the on‐campus version) • Communication Studies (B.A.) o Option in Professional Communication o Option in Film and Media Studies • Criminal Justice (B.A.) (same curriculum as the on‐campus version) • Health Education (B.S.) o Option in Health Promotion • Nursing (B.S.) • Tourism Management and Policy (B.A.) • Interdisciplinary Studies (B.A. or B.S.) (same structure as the on‐campus version)

Tuition Frost School of Continuing and Professional Studies Fall 2010 and Spring 2011 Tuition and Fees NH Resident Non‐Resident PT Tuition (per credit) $320.00 $660.00 Mandatory fees (per credit) $ 97.00 $ 97.00 Total Per Credit Cost $417.00 $757.00

On‐campus Tuition (PT) Resident Non Resident Tuition (per credit) $ 320 $ 660 Mandatory Fees (per credit) $97 $97

Indiana University – Three modes of undergraduate delivery:

Undergraduates in the campus-based undergraduate program can choose among more than 180 majors and 330 degree programs. http://www.iub.edu/ Resident Non

Tuition and fees $9,028 $27,688

Room and board (based on a double room with a full meal plan) $7,270-$9,873 $7,270-$9,873

Total for the academic year $16,298–$18,901 $34,958–$37,561

The Online Program is offered through the School of Continuing Studies. Value Added: “The credits, transcript, and diploma earned through IU East's online programs are identical to those received from any campus of Indiana University.” http://www.iu.edu/~iuonline/index.html

Tuition Undergraduate Graduate Resident $189.21 $225.18 Non-Resident $264.28 $315.25

ƒ B.A. in English-Technical and Professional Writing ƒ B.A. in Communication Studies ƒ B.S. in Business Administration ƒ B.A. in Natural Science and Mathematics ƒ Graduate Certificate-Composition Studies ƒ B.S. in Criminal Justice (Pending Approval)

Regional Campuses http://www.iu.edu/~vpurapp/regional/doc/Visionstatement_BoT6-2010_letterhead.pdf Academic programs are distinguished by access to full‐time faculty members who are active and expert in their respective fields of study and who are committed to student learning and success. Selected goals include: • Work with the community colleges to create a transferable general education core curriculum • Offer multiple and flexible learning environments to meet the needs of different kinds of students, including expanded on‐line and shared courses and programs; • Encourage and facilitate transfer from other institutions, especially community colleges; • Reach out to individuals who have discontinued their undergraduate education.

Tuition rates vary slightly at each regional campus: Resident Non Undergraduate $188.75 $497.61

University of Massachusetts - Three modes of undergraduate delivery:

Overview: With 88 major subject areas leading to bachelor's degrees, UMass Amherst offers a vast array of educational opportunities for full and part-time students, both on and off-campus. Interdisciplinary majors, online learning, the Five College Interchange and internships and international study add to the opportunities.

2010-2011 Estimated Tuition and Fees for Full-Time Undergraduates and Stockbridge Students Out-of- In-State State Tuition/Fees $11,732 $23,628 Room/Board $ 8,814 $ 8,814 Total $20,545 $32,442 http://www.umass.edu/umfa/basics/costs/

Adult education online is available through the University of Massachusetts Amherst University Without Walls. At UWW you can fit completing your college degree into your life and work by taking online college courses. UWW will help you accelerate earning your degree with stimulating adult education online college courses, a generous transfer credit policy, and the opportunity to earn credit for learning gained from your life, training, and work experience.

UWW offers a variety of courses which support its concentration areas. These UWW courses are designed to enhance skills needed by all learners in all fields: critical thinking, research, and analytical writing. They are also designed to help students connect their experience with the issues that face everyone who works or volunteers in organizations today. UWW also offers independent learning opportunities and sponsors courses in specialized fields of study, working closely with other UMass Amherst departments. http://www.umass.edu/uww/programs_courses/index.html

Tuition and fees for 2011-2012 Typical first-year tuition and fee costs for a part-time UWW student carrying a seven-credit load each semester are between $5400 and $6200, depending on the UWW program. Value Added: This amount includes the fee for receiving 3-15 credits for learning gained from experience. Costs are dependent on how many courses you are going to take and how many credits you will seek for learning from experience

Online, independent study or in-class through the School of Continuing and Professional Education Limited offerings: Business, Hospitality Management, Nursing and Bachelors of General Studies http://www.umassulearn.net/programs/undergraduate

Varies: $353-$475 per credit

Skidmore College is closing their College Without Walls May, 2011

Northern Arizona University – Three modes of delivery

Overview On-campus Undergraduate Program - 93 majors Value Added: Thirty three satellite campuses - number and types of majors vary by satellite location Online program - 45 majors

Tuition On-campus: $340 per cr. + fees=$612 for credits 1-6. Credits 6-12 no change. 12 credits including fees is $3175 + fees=$3528 http://home.nau.edu/bursar/res_ugrad_spring_flagstaff.asp

Extended Campus & Online: Undergrad/$317per cr.; Grad/$332 per cr.

Spalding University, Louisville, TN Value Added: Spalding’s unique delivery format allows students to begin classes at any of 7 starting points throughout the year, as opposed to only two offered in the traditional semester format

Traditional Undergraduate Undergraduate Program: Value Added: six-week sessions that effectively immerse students in one or two subjects at a time. Accounting Business Administration Communications Creative Writing Education Health Science Interdisciplinary Humanities Interdisciplinary Social Sciences Natural Science Nursing Psychology Social Work

Adult Accelerated Program (undergraduate program for adults 23+): Value Added: have nearly a dozen degree programs to choose from that can be completed entirely in the evenings and on weekends within the six-week session format.

• Accounting* • Second Degree in Accounting* • Business Administration* • Business Concentrations: • General Business • Not-for-Profit Management • Communication* • Communication Concentrations: • Communication Studies • Corporate Communication • Creative Writing • Education • Interdisciplinary Humanities* • Interdisciplinary Social Sciences* • Nursing • Psychology* • RN to BSN* • Social Work

Graduate programs are delivered in brief-residency, session, semester or weekend offerings, and in both cohort and rolling admission formats, providing flexibility to the graduate student balancing school and work or other responsibilities Applied Behavior Analysis Business Communication Education Nursing Occupational Therapy School Guidance Counseling Social Work Teaching Writing

Tuition Course Fee Course Type/Program (per credit hour) (per credit hour)

Business, Communication, Education, Humanities, Math, Social Sciences Social Work, & University Studies (Undergraduate day $585 $20 courses, #100-400) Sciences (Undergraduate day courses, #100-400) $585 $25 Adult Accelerated Program (AAP) (AAP Undergraduate evening/weekend courses, #100-400) $375 $10

Occupational Therapy, Nursing, Health Sciences (Undergraduate/graduate courses, #300-700) $645 $30

Social Work, Master (MSW) (Graduate courses, #500-700) $640 $20 Business/Communication, Master (MSBC) (Graduate courses, $545 $20 #500-700) Psychology-Master & Doctorate (Psy.D.) (Graduate courses, $750 $25 #500-800) Applied Behavioral Analysis (ABA) $750 $25 Education, Master (Graduate courses, #500-600) $640 $25 Education, Doctorate (Ed.D.) (Graduate courses, #700-800) $725 $25 $7,200 (per Master of Fine Arts in Writing (MFA) N/A semester) Technology Fee, each course (including AAP, MFA) N/A $15 **NOTE:** If an AAP student crosses over and enrolls in an Undergraduate DAY course, the student will pay the higher rate as outlined above (plus the course fee). If a regular Undergraduate DAY student crosses over and enrolls in an AAP course, the student continues to pay the Undergraduate DAY rate along with course fees. Tuition Course Fee Course Type/Program (per credit hour) (per credit hour) Business, Communication, Education, Humanities, Math, Social Sciences Social Work, & University Studies (Undergraduate $585 $20 day courses, #100-400) Sciences (Undergraduate day courses, #100-400) $585 $25 Adult Accelerated Program (AAP) $375 $10 (AAP Undergraduate evening/weekend courses, #100-400) Occupational Therapy, Nursing, Health Sciences $645 $30 (Undergraduate/graduate courses, #300-700) Social Work, Master (MSW) (Graduate courses, #500-700) $640 $20 Business/Communication, Master (MSBC) (Graduate courses, $545 $20 #500-700) Psychology-Master & Doctorate (Psy.D.) (Graduate courses, $750 $25 #500-800) Applied Behavioral Analysis (ABA) $750 $25 Education, Master (Graduate courses, #500-600) $640 $25 Education, Doctorate (Ed.D.) (Graduate courses, #700-800) $725 $25 $7,200 (per Master of Fine Arts in Writing (MFA) N/A semester) Technology Fee, each course (including AAP, MFA) N/A $15 **NOTE:** If an AAP student crosses over and enrolls in an Undergraduate DAY course, the student will pay the higher rate as outlined above (plus the course fee). If a regular Undergraduate DAY student crosses over and enrolls in an AAP course, the student continues to pay the Undergraduate DAY rate along with course fees.

Key Takeaways

• Among this set of institutions, the typical format is to offer the widest array of undergraduate majors and minors to on-campus students and a limited number of career-focused majors (business, health care, criminal justice…) to distance/night/weekend students.

• Schools employed more than 2 delivery modes more often than not.

• Tuition is almost always differentiated between delivery models.

• Off-campus programs define value typically around convenience, faculty expertise and price. Indiana promotes: “The credits, transcript, and diploma earned through IU East's online programs are identical to those received from any campus of Indiana University.” Plymouth State uses identical course descriptions between their campus and off-campus offerings, but doesn’t promote it. Appendix 4

Process for Review of Academic Proposal

The primary purpose of this process is to formally facilitate conversations with the appropriate faculty and staff so that proposals can be supported and implemented by all offices of the College proactively and efficiently. Prior to completing this formal process, individuals considering a new program are encouraged to informally discuss their plans with the administrative offices (Registrar, Admissions, Business Office, Financial Aid, etc.) or with a member of the Student Affairs Leadership Team (SALT) so that guidance can be offered and/or suggestions made.

A proposal for a change or addition to the academic programs offered at Prescott College should be presented to the appropriate academic governing body (AGB) by a program coordinator, chair, steering committee, or faculty member. The academic governing body will follow their standard policies and procedures for program review and handle those things that are 100% within their purview (do not require any administrative support or input outside of the program); however, if it is determined by the AGB that the proposal meets one or more of the following checklist items, it must go through the SALT review process.

When this process is necessary (The Checklist)

o The administration of the proposal will require adjustment to administrative procedures or support outside of the immediate office of the sponsoring program. o The change will require new infrastructure or expenditure of resources (human or fiscal). o The proposal results in a new degree being offered at Prescott College. o The proposal results in a new non-degree program being offered at Prescott College. o The proposal results in a new certificate being offered at Prescott College. o The proposal involves a memorandum of understanding (MOU) with an institution outside of Prescott College. o The proposal changes a program’s or concentration’s model of delivery.

Step 1 – Academic Endorsement (Preliminary Proposal) The first step in proposing any major change (those that meet one or more of the above criteria) to an existing academic program or the addition of a new academic program is review by the appropriate academic governing body; the appropriate academic dean, and the Chief Academic Officer (CAO). Prescott College Academic Governing Bodies include:

ƒ RDP Program Council ƒ ADP Curriculum Committee ƒ Graduate Program Council ƒ Prescott College Education Steering Committee ƒ Prescott College Faculty Assembly

The following questions must be addressed and submitted in writing to the appropriate academic governing body: 1. Describe the program objectives and operations. What does it intend to do and how does it work to make this happen? 2. Who is involved with the project? List all involved parties, their roles, qualifications, and affiliations. 3. How does this project fit within or relate to existing Prescott College (PC) programs or offices? 4. Why does this initiative belong at PC? How does it fit the mission, values, and strategic objectives of the College? How does it support the development of PC student learning outcomes? 5. What PC resources will be required for this initiative? Include a budget for faculty & staff time, marketing, materials, space, insurance/risk management costs, and other resource use as appropriate. 6. How will the program be funded, become self-sustaining and contribute to the overall sustainability of the College? Attach a business plan projecting expenses (including start up costs), potential indirect costs and impact to administrative offices and additional resource needs including but not limited to facilities, technology and

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transportation, revenues over time along with number of students to be served. If grant funding or development efforts are involved, describe resources of funding identified, program names, and deadlines as appropriate. 7. Would the program require a modification to Prescott College's accreditation status with the Higher Learning Commission? If so, would a site visit likely be required (questions on this issue can be addressed to our HLC staff liaison). Would the program require modification of our license with the Arizona State Board for Postsecondary Education? Would the program require approval by any other licensing organization? If any of these apply, explain how the approval process will be incorporated into the program development timeline. The CAO must also endorse the proposal; once granted, proceed to Step 2.

Step 2 – Feasibility /Sustainability Analysis In this step you need to address not only the benefits and estimated future resources brought into the college but the potential total fiscal impact to the College and how the program will sustain itself over time. You will need to compile: • Estimated revenues or resources derived from this program • Estimated Direct Costs of Instruction and Indirect Program Office Costs (and/or how would you redirect expenses currently in the budget to fund the new program) • Allow adequate resources to cover Administrative Overhead

To accommodate the impact to the administrative offices you must add a 35 percent overhead rate to any additional resource amounts in your calculations. For example, if you anticipate that your program will make $200,000 in revenue, your direct/indirect program expenses should not exceed $130,000 to allow for a 35 percent overhead of $70,000 to fund administrative costs. Administrative costs include all the supporting offices such as Human Resources, IT, Business Office, the President’s Office, Facilities, Transportation, Public Relations, Field Support, etc.

The above information must be presented to and approved by one of the following individuals: • Chief Executive Officer • Executive Vice President • Chief Academic Officer and/or Academic Deans • Controller/Director of Financial Services

Step 3 – Administrative Review Completion of the Proposal for New Academic Program form must be completed and submitted to the SALT chair at which time the Project Coordinator will be scheduled to discuss the proposal at a SALT meeting. SALT meetings are held bi-monthly.

Step 4 – Final Approval by Academic Governing Body The Project Coordinator must get final approval by the appropriate academic governing body in addition to the appropriate academic dean.

Step 5 – Final Approval from CAO If final approval is granted by the CAO, the CAO will inform all administrative offices/departments of the approval.

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Proposal for New or Revised Academic Program

Program/Project Name:

Program/Project Coordinator: Contact Info: (phone/e-mail)

Name of Academic Governance Body Endorsing Proposal:

Program Specifics (check all that apply):

o New Program o Revision to Existing Program o Resident Program o Undergraduate o Low Residence Program o CEU o Graduate o Certificate/Non-Degree o Degree o Doctoral o Grant Funded o On-Line o MOU

1) What functional area within the college is this program to be housed? 2) First term program is proposed to be offered: 3) Number of credit hours required for completion of program: 4) What is the length of the proposed program for full-time and part-time students (time to completion)? Total number of semesters______, months______, years 5) Will students enrolled in this program be required to have health insurance? 6) Will students pursuing this program be required to attend orientation? 7) Will your program involve interaction with Resource Management Agencies (e.g. BLM, NPS) 8) Would this program require permissions for use on public lands? If so, where?

Administrative Questions (attach a separate document where necessary)

Admissions 1) In what way(s) will the proposed program compliment or enhance the mission and core values of Prescott College? 2) Desired new enrollment estimate: ______3) What are the distinguishing characteristics of this program? 4) List the top 5 competitors in this academic realm. In what way or ways will the proposed program be seen as competitive and desirable by prospective students? 5) Is there pent-up student demand for this particular offering? If so, why? 6) What required tests, background details, core skills, educational background, personal characteristics, completed pre-requisites and professional experience best describe the ‘model applicant’? 7) Will the ‘model applicant’ need to complete a criminal background check or complete a required test as a requirement of the admissions process? o Yes o No 8) What key terms or phrases would a prospective student use in a Google search?

9) Please provide a description of the program. 10) Please provide a sequenced Curriculum Plan. 11) Please provide course descriptions. 12) What are the transfer course equivalents? 13) What is the proposed tuition rate per credit?

Registrar 1) What are the Program requirements: # of courses and/or credits; specific content requirements; non-course requirements (e.g. presentations, documents/papers, exams, etc)?

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2) What are the enrollment requirements? Are students required to attend full time or at least part time?

3) Courses: What are the core courses? Will they be classes or independent studies? 4) How will students register (check all that may apply)? o On – Site o At a Distance o On-line 5) When will students enroll for each semester? 6) Will students be submitting narrative evaluations? 7) Who will be conducting the classes/learning and performing the evaluations?

Business Office For the program to be implemented, a detailed Business Plan/Budget will be necessary. The structure by which this program will be recorded and measured will be determined at this point. This step is necessary to create the framework and codes with which to register and bill students.

It is recommended to prepare at least a three year view of the proposed program. For example, year one will likely include start up costs for getting program going and may not have revenues to completely cover all the costs. The second year needs to be more inclusive with the third year being a reflection of the longer term ongoing benefit/cost relationship of the program. Please provide the following information:

REVENUES Year 1 Year 2 Year 3 Number of students ______Tuition per student ______Number of non-student participants ______Fees/cost for non-students ______Other revenues ______Donations for program or scholarships ______

TOTAL REVENUES ______

EXPENSES Direct Salaries (Instructional) ______Indirect Salaries (Academic Program Office) ______Benefits (Salaries times 15%) ______Direct Program Expenses/Supplies ______Advertising/Promotion ______Office Supplies ______Photocopying Expenses ______Telephone Expenses ______Furnishing & Equipment Needs ______Travel ______Other Direct Expenses ______

Administrative Overhead (35% of T. Revenues) ______

TOTAL EXPENSES ______

NET INCOME (Revenues minus Expenses) ______(Should be zero or a positive number by year 3)

Student Life 1) Will the students enrolled in this program be expected to relocate to Prescott in order to attend classes? o Yes o No

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2) If this is a low residency program, will there be periodic courses or colloquia on campus that students will be required to attend? o Yes o No If yes, how many times a year and for how long a duration will these campus courses take place?

3) What kinds of services do you anticipate the students in this program will utilize? Please be specific. Examples include counseling, housing assistance (short or long-term), learning support, career resources, employment information, disability services, student activities and organizations.

4) How many students do you anticipate enrolling in this program each year?

Financial Aid If this is a proposal for a new Certificate Program: 1) What is the corresponding CIP Code: 2) What is the Dept of Labor Listing of Occupational Titles Designation: 3) Listing can be found here: http://www.oalj.dol.gov/PUBLIC/DOT/REFERENCES/DOTCATE.HTM

Library Does the library currently have sufficient print and online resources to support this change? o Yes o No If no, will there be a budget increase to support this new area, or will other areas see a decrease because of this change?

Information Technology Detail the level of technology that will be needed to support this program: 1) Will classes be taught in a computer lab? o Yes o No If yes, will you need PC’s or Mac’s? o PC’s o Mac’s 2) Will students need access to a computer lab for completing assignments? o Yes o No If yes, will they need PC’s or Mac’s? o PC’s o Mac’s 3) Will any portions of this program be delivered over the Internet? o Yes o No 4) Will the students need access to the Internet? o Yes o No 5) Is there any specific software required for this new program? o Yes o No If yes, please specify

6) Is there any specific hardware required for this new program? o Yes o No If yes, please specify

7) Is there a course budget or required fee being charged to fund any technology costs? o Yes o No 8) Is a new position being created that requires a new computer/phone?

Rev. 11/14/08

o Yes o No 9) Are there any specific Audio/Visual needs (e.g. digital cameras, video cameras, sound equipment)? o Yes o No If yes, please specify

10) Is this program going to need on-going IRT support beyond initial set-up? o Yes o No If yes, please specify

11) Are reports going to be needed specific to this program? o Yes o No If yes, please specify

Answers to these questions must be submitted to the SALT Chair at which time arrangements will be made to have this presented at a future SALT meeting.

Rev. 11/14/08

Appendix 5

Regional Hubs: A Concept and Working Example

Regional Hubs would expand the influence of Prescott College into other regions, enhance our recruiting ability, enhance the experience for remote learners at the undergraduate and graduate level, reduce the travel cost of many existing RDP courses, and generate revenue once established. This “white paper” is a vision of regional hubs in general and one specific example that of a hub in southwestern Colorado, is presented. First, we list aspects of the hub concept, the hub director and staff, and finally develop a model for Durango Colorado that builds on an existing body of research and RDP courses in that area.

Revenue Generating Activities

• Recruit new students by building relationships with relevant professional associations, community colleges, high schools and other entities.

• Build undergraduate curriculum that incorporates ADP students from the hub area into selected existing RDP courses

• Collaborate with the Lifelong Learning Center and offer a full calendar of non-credit professional development seminars, short courses and certification programs.

• Collaborate with the Director of Alumni Relations and VP of Institutional Advancement to actively seek out ways to engage and strengthen ties to all regional alumni and high-priority alumni donors.

• Collaborate with the VP of Institutional Advancement to assist with the identification of prospective donors, foundations and other potential funding opportunities in the area.

• Provide entry-level admissions counseling/triage to prospective students.

Service to the College

• Act as a regional learning space for visiting on-campus students and faculty conducting research, independent study, internships networked in the area, and field courses in the area.

• Host regional mentor training sessions and colloquia for the low-residency undergraduate and master’s program.

• Provide area students with meeting space so they can have a cohort experience.

Hub Director

• Visionary leader with deep knowledge of Prescott College mission and desire to extend that mission to other communities.

• Data driven decision maker. • Deep understanding of the local/regional market.

• Relationship builder.

• Externally focused.

• Willing to change gears based on market demands.

Example 1: A Durango, Colorado Model

Background: During the past decade numerous academic institutions have begun to expand their academic presence in Durango Colorado. Fort Lewis College is a traditional 4 year college that offers excellent ecology courses and outdoor leadership opportunities and an excellent education program. Pueblo Community College (Durango) and San Juan Basin Technology (Cortez) offers nursing and technology. However, anecdotal evidence suggests there are many adult learners in southwestern Colorado that cannot take a traditional 2 or 4 year program in Durango and who are excellent candidates as distance learners in an expanded ADP model, enhanced with a local Durango support center. (This would of course require a market study to substantiate). The geographic and ecological setting (adjacent to the Colorado Plateau and at the base of the San Juan Mountains) is perfectly positioned for our courses, and has been used over the years for many RDP courses. Many of our faculty (especially in AE and ES) have intimate knowledge of these ecosystems. We have had ADP students from Durango in the past (we need to determine numbers, success). Our curriculum for distance and resident students could grow by the creation of a regional hub in Durango, Colorado that is only 7 hours from the parent institution.

Basic idea: To promote the presence of Prescott College in southwestern Colorado to improve recruitment of “remote learners” in this region and support their education with Durango-based academics to deepen their mentor-based, moodle and on-line models. The hub will build a tangible network of support for learners that includes orientation, periodic seminars in liberal arts topics, and periodic seminars on specific topics supported by Prescott College faculty, consistently scheduled meetings with faculty and mentors, and inclusion in RDP courses that operate in this area. We will promote the development of a core group of learners from Southwest Colorado and a Four Corners area who will provide enthusiasm and support on a continual basis. We will maintain a vibrant, local mentor list and create a viable model of compensation for mentors who work with larger groups of students on related projects in the area. RDP courses will grow in numbers in this region and each course will include some number of distance learners.

Location: The Hub will be run out of an office by the recruiting/support specialist in Durango who works under the direction of the Provost. Larger facilities for meetings with groups of learners will be rented on an ad hoc basis initially, but ultimately as the program grows a rented facility with room for seminars will be needed. Field courses will be supported as they are now with camping, “rented” facilities such as the Silverton Avalanche Center or borrowed, such as the “Hanna property”. River courses will be coordinated with local river company Four Corners Riversports which has a professional, long-time presence in Durango. Four Corner Riversports is also a great resource for whitewater Kayaking and ACA (American Canoe Association) trained instructors and ACA certification courses taught by Kent Ford (former World Champion Canoeist), and these courses could be included into our curriculum. As the water curriculum grows, this relationship has the potential to become tightened.

We can build upon:

A) RDP Courses currently taught in southwest Colorado:

• Avalanche Forecasting • Field Biology Studies: Colorado Plateau (* See attached syllabus, modified to include ADP students from the regional hub) • Whitewater Rafting • Alpine Ecology • Agroecology Summer Session (portions of) • WELS (portions of) • Small Scale Energy Solutions and Photovoltaic Installation (large project for class)

B) Possibly building ties to other academic organizations for a network of available internships to trained students (i.e. in junior and senior years):

Mountain Field Institute in Silverton, Colorado,

Crow Canyon Archeological Institute, Cortez, Colorado

Colvig Camp (many environmental education students work there in the summer months), Durango

Timberline Academy, Animas High School (Alternative Model, principal Mike Atkinson, AE grad), Durango

Sun Sense, Inc. (affiliated with SEI), Paonia Colorado (We now have ties to this well=known solar educational group through Isaac Ellis, RDP ‘2000 who team teaches with Dave Hanna in the Small Scale Energy Solutions course. They are interested in building an internship program with PC)

San Juan Citizens Alliance- air and water quality and energy issues. Jack has worked with them in past.

C) A well-developed base of knowledge of possible mentors by current faculty and recent graduates from the Durango area

D) On-going research presence in the area, for example, at Chaco Canyon National Historic Park, Mesa Verde National Park and the San Juan Mountains, Canyonlands National Park (Floyd-Hanna, Fleischner, Crews, Hanna), Hovenweep National Monument (Litzinger) Appendix 6

International Field Study Program Development

The PC wide Strategic Planning Process provides an opportunity to assess the current status of Prescott College’s International Field Studies and articulates a vision for the future. We propose that a Task Force be created for this purpose to fully assess the promise of international studies at Prescott College. This task force will involve PC wide faculty and academic administrators involved with international field studies, administration representatives, especially from Admissions and Student Services and college representatives of the CIEL and Eco League networks. This Task Force will evaluate current field studies at PC and develop a long-term and integrated strategy for future development, one that builds on the synergy of the emerging One College framework... It will meet during fall semester of 2011 and present a proposal for consideration by December.

Current Field Studies at PC: PC serves resident undergraduate student desire for international/ intercultural education through the Kino Bay Center, and through a series of high quality field studies block and semester courses, many of which together exemplify the deep mission of Prescott College: to experientially educate students about 1) environmental, social and economic sustainability and 2) local community collaboration. Current resident undergraduate international work that emphasizes these themes includes:

• Programs of the Kino Bay center including PC courses, a graduate fellow program, and environmental education program, through which a 30 year relationship has been established with the local Seri and Mexican communities and with researchers throughout the region

• Summer field studies programs in Kenya, through which PC has built a close collaboration with the Maasai community over the past seven years

• Summer programs in Latin America, Nepal and Alaska, and other field courses in Bolivia, Norway, the US/Mexico Border, and Costa Rica. All of this work is being done to teach a shared range of issues that reflect the mission of Prescott College: they emphasize the relationship between environmental issues such as conservation, climate change, agroecology, sustainable livelihoods and the political and economic realities and rights of communities.

• Certain courses have been built through relationships of faculty with members of Arizona tribes, typically developed through collaborative research and activism and these have intercultural and international dimensions. These include Dana Oswald’s work with Navajo, Vicky Young’s work with the Native American Teacher Education program,

1 Tim Crew’s research on Hopi, and Zoe Hammer’s involvement with the O’odham community outside of Tucson and both sides of the US-Mexico border through Border Studies courses.

Prescott College also mentors many limited residency undergraduate and graduate students doing international research and study consistent with this emphasis, as well as resident undergraduate independent studies.

Limitations of our current approach to international field studies—Other than programs run out of the Kino Field Station, PC’s international programs tend to be created through the relationships and work of individual faculty and they operate as separate silos. This has led to challenges:

• While much of the college’s field studies courses are interdisciplinary, they tend to be housed entirely within disciplinary silos and that limits our ability to serve students. For example, Kino is widely seen as an Environmental Studies Center though many CRS students would benefit greatly from applying their global economics studies to, for example, the case study of the shrimp industry in Baja. The benefits we could harvest by engaging graduate and PhD courses and students at the Kino Bay facility are yet to be tapped.

• There currently is no college-wide conversation about how to guide and evaluate students doing international/international independent studies and course work in both the undergraduate and graduate programs, about cultural sensitivity and other issues.

The Opportunity: We are currently missing an opportunity to more fully develop the face of Prescott College to the world as a school with an innovative, unique approach to field studies.

Demand for Field Studies is Growing: According to an Institute of International Education study, the number of students studying abroad has tripled since the 1980s, to 2411,791 in 2007, and the demand continues to increase—House and Senate proposals seek to increase that number to 1 million students within a decade. 1 According to a 2008 report of the American Council on Education:

The study findings, along with mounting evidence from many other sources, suggest that institutions that do not encourage and expand international learning experiences may find themselves increasingly at a disadvantage in enrolling the current generation of students and satisfying their strong desires for a truly global college education.2

1 http://www.usatoday.com/news/education/2009-05-27-study-abroad-main_N.htm

2 “College Bound Students’ Interest in Study Abroad and Other International Learning Activities,” a 2008 Report of the American Council on Education, Art and Science Market Intelligence for Higher Education and College Board: Connect for College Success

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The steep rise in US student interest in international travel since 2001 has been attributed to 9/11 and increased desire to understand the global political economy; trends show that greater interest is focused on traveling outside of Europe and English speaking countries, especially the global south.3 There has also been a rise in demand for international study that includes a service component. In the face of this increase in demand, and reflecting the profit typically generated by study abroad programs, many third party providers have sprung up to act as intermediaries between U.S. universities and foreign locations—9,000 programs as of 2009.4

PC Has Potential to Present a Unique Opportunity in Field Studies based solely on what we are already doing but not yet marketing as unique: With continually increasing demand by U.S. college students for more and better international field studies programs that provide authentic experience, service work that have depth and meaning, that focus on the southern hemisphere of the globe and on issues of social and environmental justice, PC would benefit from developing and articulating our specific approach and focus—what we are already doing. Doing so would enable us to recognize the unique niche that we have potential to more fully occupy, expand the influence of the College in cutting edge arenas of interdisciplinary scholarship, enhance recruitment and enrollment, help us more consistently guide independent research, provide more structure for quality control, provide deep support for the College’s residential undergraduate and masters, PhD and other graduate programs, create opportunities to secure grants, and generate revenue through increased enrollment and programmatic expansion.

PCs current programs are unique because they are built very differently than most field studies programs, on the committed relationships of our faculty to issues, regions and communities, and that integrate field studies into the rest of the curriculum.

• There are four types of study abroad programs, ranging from 1) largely Independent Study based Field work to 2) full enrollment in foreign universities, and 3) isolated centers designed solely for American students, or 4) hybrid programs of these other three types. Most of these rely on third-party outsourcing; for-profit companies that contract with universities. This general approach has been problematic on two fronts. First, concerns that the profits are driving the curriculum were addressed through a NY State inquiry into whether travel perks and other incentives offered to U.S. universities were influencing the academic rigor of study abroad programs contracted with. Second, the

3 Institute of International Education is a New York non‐profit. The study reflects data from 2007. (http://www.azcentral.com/arizonarepublic/business/articles/1011biz-studyabroad1011.html?&wired

4 http://www.usatoday.com/news/education/2009-05-27-study-abroad-main_N.htm

3 disbursed privatization of study abroad has led to a lack of oversight and accountability, and student safety has suffered in some cases. 5 • Because PC’s approach is built on relationships and field studies programs are led by members of our permanent faculty, our students receive a quality experience that is very atypical: they know their classmates and instructors in the field; courses change in response to opportunities and conditions and field studies are integrated into their classroom based work. • PC has depth in the area of risk management, after years of leadership in Adventure Education, and that enables us to offer a quality risk management that appears to be atypical in field settings for study abroad programs. • PC is doing cutting edge work in local community collaboration on service projects and research in a variety of ways, from food and sustainability issues to deep environmental work to indigenous community rights involvement.

Proposal: To convene a working group during the 2011-2012 Academic year to produce a proposal for submission to the faculty and administration of PC for the development of the college’s international program. The group would consist of representatives of one-college faculty, admissions, CIEL and Eco-league representatives and others. This proposal would create the means for a community conversation: • To identify the vision. To evaluate current programs. Is the southwest our sole classroom? If not, where else in the world do we want to have a presence? What face do we want to project to the world? • To conduct research on field studies programs, impacts on academics and enrollment, programs that are working that we can learn from • To explore potential collaborations between field studies courses/field bases ,and 1) students of the Masters and PhD programs, both residential and limited residency models, 2) Independent Study opportunities, 3) Life Long Learning Center courses 4) CIEL and Eco-league students, 5) Language studies, 6) Enhanced RDP summer curriculum, 7) Explore high school programs • To Develop IRBs and other institutional policies and rubrics related specifically to international/ intercultural study, and review the college’s MOUs with other institutions. • To identify funding sources for field studies program development.

Potential Revenue Benefits:

5 According to a Study by the Institute for International Education, “the task of vetting [study abroad programs] falls primarily to families.” http://www.usatoday.com/news/education/2009-05-27-study-abroad- main_N.htm

4 1. Increased Enrollment 2. Increased opportunities to secure grants 3. Other possible revenue generating activities

Academic Benefits:

1. Studies Show that student GPAs and other indicators of academic achievement improve after study abroad. 2. Collaboration on curriculum development between field studies and classroom courses. More general integration of field programs. 3. Quality control, ability to vet independent studies, develop cross-college IRBs, develop clearer policies regarding MOUs with external study abroad organizations 4. Rubric development, enabling PC to become a leader in field studies within US borders and internationally 5. Impetus to more fully develop the college’s languages program

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