! ! ! ! ! Liberal Arts & Integrative Studies Program (Formerly Known as the B.U.S. program) ! University of New Mexico ! ! Academic Program Review ! Fall, 2014 ! ! Self-Study Page !1 Table of Contents ! Acknowledgements 6 University College Administration 6 Introductory Section and Background Information 7 University Studies [BUS] 1969 — 2013 7 Liberal Arts & Integrative Studies [LAIS] 2014 — present 7 Executive Summary 7 Historical Evolution of the Degree 9 Table 1: BUS degree Evolution 9 University College Organizational Chart 11 Figure 2: UC Leadership 11 Criterion 1. Program Goals 14 Figure 3: UC Mission 14 Mission Statement 15 Core Values 15 Figure 4: TK20 Database 16 Program Learning Goals for the BUS Degree Program 17 Student Learning Outcomes (SLOs) for the BUS Degree Program 17 Figure 5: Changing the BUS into the BLA & BIS 20 Criterion 2. Teaching and Learning: Curriculum 24 Bachelor of University Studies 24 Bachelor of Liberal Arts 28 Bachelor of Integrative Studies 32 Major Study Requirements 36 Minor Study Requirements 36 LAIS Course Descriptions 38 LAIS 150: Foundations of Integrative Thought (3). 38 LAIS 309: Topics in Integrative Studies (3, maximum of 9) ∆. 38 LAIS 310: Investigations in Research: Methodologies & Techniques (3). 38 LAIS 311: Experiential Research (3). [Hybrid format] 38 LAIS 399: Interdisciplinary Synthesis (1 to a maximum of 3) ∆. 39 LAIS 409: Individual Study (1-3, to a maximum of 12) ∆. 39 LAIS 499: Senior Seminar (3). 39 Page !2 Impact of new LAIS courses 40 Inter-UNM collaboration — 42 Extended University & UNM’s Branch campuses 42 Graduation Project 42 Undergraduate/Graduate Shared Credit [3/2 programs] 42 Memorandums of Understanding [MOU] with other UNM Colleges 42 Student-Athletes & Student-Veteran special events 43 Targeted Curricula Development 43 Teaching in the Academic Communities 44 Teaching Seminars at the Graduate Resource Center 44 Criterion 3. Teaching and Learning: Continuous Improvement 46 Bachelor of Liberal Arts 46 Broad Program Learning Goals for this Degree Program 46 Student Learning Outcomes (SLOs) for this Degree Program 47 Assessment of Student Learning - Three-Year Plan 47 Bachelor of Integrative Studies 49 Broad Program Learning Goals for this Degree Program 49 Student Learning Outcomes (SLOs) for this Degree Program 49 Assessment of Student Learning - Three-Year Plan 50 Criterion 4. Students (Undergraduate and Graduate) 53 7 Year Trends 54 Recent BUS/BLA Graduates 55 BUS Enrollments by Ethnicity 55 BUS Graduates by Ethnicity 56 Minority Enrollment 56 BUS/BLA degree by EU Center 57 Top 3 Degrees 58 Gallup 59 Taos 60 Santa Fe 61 San Juan 62 Los Alamos 63 The Need for Professional Advisement 65 Student View of BUS 68 Page !3 Criterion 5. Faculty 70 Criterion 6. Resources and Planning 74 AY 2014-15 budget 75 Criterion 7. Facilities 79 Criterion 8. Program Comparisons 81 1997 Peer Institution Review 81 Peer Review Table 81 2014 Peer Institutions Review 88 Criterion 9. Future Direction 93 LAIS Strengths — 93 LAIS Challenges — 93 The Future of University Studies 94 1. Program Description 94 2. Evidence of Need 96 3. Program Content and Quality 97 4. Governance Structure 99 5. Required Resources 99 6. Projected Enrollment 100 Supplemental Information 102 Appendix A 103 History & Formation by the Faculty Senate 103 Appendix B 106 The Idea of Interdisciplinarity 106 Multi-Inter-Trans- Disciplinarity Defined 107 Appendix C 108 Distributed Learning Model 108 Figure 1: CAS Model 108 Appendix D 110 Anatomy of the Degree 110 Appendix E 112 CIP Code 112 Appendix F 114 Letter regarding changes to the BUS degree for Extended University 114 Appendix G 116 Page !4 Letter regarding changes to the BUS degree for the Graduation Project 116 Appendix H 117 Letter regarding changes to the BUS degree for the College of Arts & Sciences 117 Appendix I 119 Trend Line Graphs of BUS degrees awarded at EU Center’s 119 Ideas for Improvement 122 ! Page !5 ! Acknowledgements The compilation of this study would not have been possible without efficient and responsive assistance of the staff of University College throughout the spring and summer of 2014. Bessie Gallegos, Academic Program Review Specialist from Office of the Provost held my hand through the production of this our first self-study. The editorial talents of Dr. Nancy Middlebrook in the Office of the Provost completely transformed this work, and Dr. Heather Mechler from the Office of Institutional Analytics provided invaluable help with statistical data and analysis. I also need to send a special thank you to the advisors of the BUS/BLA/BIS program, Mariah Harrison, Stephanie Heikkinen, and Lukas Cash who help me daily, are the real backbone of this program, and give everything they have to make all our students more successful. Tracy Skipp, Director, Liberal Arts & Integrative Studies, 21 August, 2014 ! ! ! University College Administration Dean Kate Krause, J.D., Stanford University; Ph.D., University of Wisconsin Associate Dean, Curriculum & Program Development Sonia Gipson Rankin, J.D., University of Illinois at Urbana-Champaign Associate Dean & Director, Liberal Arts & Integrative Studies Tracy Skipp, Ed.D., University of New Mexico Director, Research Service Learning Dan Young, Ph.D., University of Washington Student Success Specialists Mariah Harrison, M.C.R.P., University of New Mexico Stephanie Heikkinen, B.A., University of New Mexico Lukas Cash, M.A., Eastern New Mexico University ! Page !6 Introductory Section and Background Information The section should provide a brief introduction to the self-study which includes the following elements: 0A. An executive Summary that provides a one- to two-page summary/abstract of the information contained within the self-study. Academic Program Review: University Studies [BUS] 1969 — 2013 Liberal Arts & Integrative Studies [LAIS] 2014 — present ! Executive Summary The Bachelor of Liberal Arts [BLA] and the Bachelor of Integrative Studies [BIS] evolved from the degree program Bachelor of University Studies (1969-2014). These degree program(s) are unlike any other at UNM — students design their own curriculum from courses offered in every College/School within the University. LAIS does not have our own faculty, and our resources are minimal. This unique evolution has made this APR challenging to write for two reasons: 1. There is no prior APR Self-Study in the 45 year history of the program. 2. The program has changed from one degree into two degrees — the former University Studies (BUS) degree, and the two newly formed Liberal Arts (BLA) degree and the Integrative Studies (BIS) degree. In the appendices at the end of the report the process of how the program was modeled are explained so that future colleagues will be able to understand the reasoning regardless of what changes may come. Individualized degree programs have a long-standing tradition and pedagogy, and LAIS’s vision and values as a program were developed collaboratively as a College to align with UNM’s overarching mission. Advisement and assessment are central to the program development, this becomes more clear as the criterion progress. LAIS is involved in many important student success initiatives, and prioritize building relationships with the Branch campuses and Extended University Field Centers. BUS was one of the first programs to bring its degree to the smaller communities across the state. LAIS is currently developing curriculum to teach students about interdisciplinarity and integrative thought and research, and have reached out to each College/School at UNM to assure acceptance of our minor as well as allowing our students to select their minor or double major. Page !7 Additionally, LAIS has begun to build relationships with Community Colleges statewide so that students can transition smoothly from their home town schools to UNM. The advisement model for students in the LAIS degree program(s) significantly effects recruitment, enrollment, and graduation rates for the program. Each student sees their Advisor multiple times each semester, instead of once upon admission/graduation, allowing a relationship to be built. Enrollments have gone from 1500+ (1970) to 800+ (2014) — in the last year 53% of BUS/BLA graduates graduated above a 3.0 cumulative GPA, while 25% achieved a 3.5 or better. (2013 UC Annual Report) While the LAIS program is bereft of resources, the advisement team is blessed with talent and make it a priority to be comprehensive for our students so that they feel comfortable coming in for advisement about all their UNM questions. The former University Studies program co- founded and currently manages the campus wide ADVISE-L listserv and frequently advises other College/Departmental Advisors on campus. The BUS degree was among the first of its kind having formed in the Spring of 1969. The goal of the new LAIS program is to become a model for other programs regionally and nationally. Over the next few years the LAIS program needs to establish more 2+2 (certificate/associate to baccalaureate) programs with Community Colleges statewide to assist students who need to remain in their communities because of family and work responsibilities. In terms of enrollment and graduates the data show that BUS/BLA degrees are the most sought after degree through Extended University’s Education Centers [sites outside of Albuquerque] almost 2:1. Last year the BUS/BLA degree was the third most awarded degree on main campus, and LAIS students have gone on to become everything from Pueblo Governors to Astronauts, and Blacksmiths to Kindergarden Teachers. A quick snapshot profile of all BUS graduates in the last 10 years [2003-2014] shows that 59.31% were female, 48.54% were an ethnic minority, and 3.39% were veterans. Perhaps the !most important number is that the mean GPA was 3.35! (Office of Institutional Analytics) The LAIS program is excited to have this opportunity to consult with others on campus and, through shared ideas, build a better program for our students and community.