New Academic Degree Program Authorization Pre-Proposal Form

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1 New Academic Program Pre-Proposal Process New academic program pre-proposals are initiated and developed by the faculty members. Approval of the pre- proposal must be obtained from department chairs and college deans or equivalent administrators before submission for Academic Affairs level review and consideration for inclusion in the University s Annual Work Plan. Institution Degree Program Title (e.g. M.A. in Biology) CIP Code New Academic Degree Program Authorization Pre-Proposal Form Proposed Delivery Mode (% online, if applicable) USF-Tampa B.A. in Learning Sciences Enrollment Projections (Headcount): Year 1 and Year Proposed Implementation Date (e.g. Fall 2014) Fall 2017 Other Programs in the SUS (Including Enrollment and Degrees): 75% face-to-face, 25% online None New Academic Program Pre-proposal Form (updated 10/15) Page 1 of 10

2 Program Summary: (Briefly describe the proposed program) 1. Briefly summarize the overall rationale for the new academic program and consider the following in your narrative: Ways in which the proposed program is distinct from others already offered in the SUS (use the 4-digit CIP as a guide). How this program supports specific university and SUS missions. Collaborative opportunities with other SUS institutions as appropriate. (maximum length 250 words) A Bachelors in Arts in Learning Sciences will prepare individuals for careers (youth directors, education non-profits, instructional media developers) working with children, youth, and adults both in and outside the United States as well as provide a basis for advanced graduate studies in related professions and research fields. The degree will provide students from diverse backgrounds with a strong foundation in four concentrations: Learning and Development; Sociocultural Contexts of Education; Educational Research, Policy, and Advocacy; and Digital Media and Learning. Students will have options to tailor their experiential learning based on career goals and interests (study abroad, service learning, internships with local organization and agencies). Although the CIP is not identified as a state area of strategic emphasis, a B.A. in Learning Sciences will contribute to USF and SUS s missions by creating a unique interdisciplinary program based on a learner-centered approach to research and community engagement. By bringing together faculty from diverse backgrounds, the program will provide opportunities to engage students in the creation of new knowledge stemming from the interplay between academic and community engagement that creates a locally and globally-integrated collaboration. As there is no other CIP degree program in the SUS system, we do not anticipate collaboration with other SUS institutions. Undergraduate programs in education primarily focus on teacher preparation. USF and UF offer minors in educational studies not linked to teacher certification. Currently the Department of Educational and Psychological Studies offers one undergraduate degree (exercise science) for students who do not plan to be teachers. New Academic Program Pre-proposal Form (updated 10/15) Page 2 of 10

3 Student Demand: (Describe the demand in the SUS for the proposed program) 2. Briefly describe the student demand for the proposed program and consider the following in your narrative: Explain why a student would be interested in this program. Recognizing that programs at different levels may require different degrees of justification (e.g., greater duplication may be warranted at undergraduate and master s degree levels), indicate why duplicative programs should be warranted. Numbers of graduates and students enrolled in similar programs currently offered online or face-to-face. For assistance, see the Board of Governors interactive data source, As applicable: place-bound learners, underserved populations in the field/profession, and professional credentials requirements. (maximum length 250 words) This degree offers individuals interested in careers in out-of-school settings a unique interdisciplinary foundation in education-related fields and community-based experiences providing a competitive edge for employment. College graduates without this type of academic background must seek out onthe-job experiences or training (directors for youth organizations and education non-profit organizations, deliverers of after-school programs, teachers of English abroad, professional development trainers, etc.) to be on a path for career advancement. Additionally, this interdisciplinary foundation and experience within community settings will enhance students competitiveness to enter professional degree programs at the graduate level (school counseling, school psychology, student affairs) or doctoral studies in education. This program meets an underserved need as there is no similar degree in the Florida SUS system. It does not duplicate an existing degree program although it is anticipated the curriculum will share coursework inside and outside the College of Education (COEDU). We anticipate drawing students as first time enrollees at USF as well as from community colleges. Nationally, several universities offer undergraduate degrees in Learning Sciences, or similar programs. These include USF s peer (UC-Irvine, University of Illinois at Chicago) and aspirational institutions (UC-San Diego, University of Pittsburgh). This fall, UC-Irvine reported that 550 undergraduates have declared a major in UCI s B.A. in Education Sciences, including 75 incoming freshmen and 25 transfer students. We anticipate coursework will meet professional credentialing requirements offered through the State of Florida and professional development training offered by National Associations (Boys and Girls Club, National Association of After School Programs, CELTA, TESOL). New Academic Program Pre-proposal Form (updated 10/15) Page 3 of 10

4 Workforce and Economic Development Needs: (Describe how the proposed program meets workforce and economic development needs) 3. Briefly describe how the proposed program meets workforce and economic development needs and consider the following in your narrative: Impact of this program (local, state, national, and international). Impact of research funding. Changing of professional credential requirements. (maximum length 250 words) The proposed B.A. at USF will be a complementary, differentiated degree path situated within unique local, state, and global contexts. A B.A. in Learning Sciences will contribute to the economic and development needs of the local communities, the state of Florida, and internationally by providing individuals with a strong foundation to work with educational policy and programs in out-of-school settings; providing leadership in professional development for profit/non-profit organizations; promoting cross-cultural understandings; and utilizing digital media to create innovative learning environments. There are clear opportunities for research and innovation as this degree would provide preparation for advanced graduate studies and the development of training grants. There is demand for individuals who work with children, youth, and adults in out-of-school settings to have a college degree as a best practice to professionalize and stabilize the youth workforce (Thompson & Shockley, 2013, p. 447). Projected growth for community and social services specialists is faster (15-21%) than the national average (Bureau of Labor Statistics; O*NET OnLine). Among 9 employment clusters, occupations in Community Services and Arts ranked 4 th in growth rate, with a projected 91% of openings requiring post-secondary education in 2018 (Carnvevale et al., 2010). Recently, USF Office of Community Engagement solicited feedback from 12 agencies belonging to Programs for Out of School Time. We received feedback from four agencies (including Hillsborough County Parks and Recreation and University Area CDC), all of which responded favorably, indicating a high need for individuals with a degree in Learning Sciences and an interest in providing internships. I support the exploration of this degree proposal. Print Provost s Name Provost s Signature Date New Academic Program Pre-proposal Form (updated 10/15) Page 4 of 10

5 USF Pre-Proposal (For the USF Work Plan) Supplemental Application Form For internal USF use only New Academic Program Pre-Proposal Process New academic program Pre-Proposals are initiated and developed by the faculty. Approval of the Pre- Proposal must be obtained from department chairs and college deans or equivalent administrators before submission to the institutional faculty council contacts for review and subsequent USF System-level review and consideration for inclusion on the USF Annual Work Plan. For contact information or questions regarding the pre-proposal process, please visit the USF System Academic website. PROGRAM PROPOSAL INFORMATON USF Institution College Department/equivalent Are any other academic programs at USF offered under this CIP code at the 4-digit level (e.g versus ) If yes, list the Institution and Major/Program name. Note that an MOU will be required. Contact OIE for assistance with an MOU. Does FAMU or FIU have the four-digit CIP? (e.g ) yes No Target date for submission to USFBOT USF Tampa College of Education TYPE/PRINT CLEARLY Educational and Psychological Studies There are no degree programs offered under the four digit CIP (13.06) at University of South Florida. Fall How does this program support the institutional, USF System, and SUS Strategic Plans? A B.A. in Learning Sciences provides a clear, efficient, and productive degree path for students entering careers working with children, youth, and adults in a variety of settings by providing the education, training, and skills required for success in a global society and marketplace (COEDU Goal 1; USF Goal 1; and SUS Goal 1). Students will gain tools to critically evaluate research as it relates to developing evidence-based approaches to educational policy making, culturally responsive practices, and creating new innovations in digital learning (COEDU 2; USF Goal 2; and SUS Goal 2). Students also will learn how to engage in collaboration with community organizations and agencies to respond to significant challenges and opportunities for change at the local, state, national, and global levels (COEDU Goal 3; USF Goal 3; and SUS Goal 3). The program will prepare students for working with diverse and marginalized communities to promote cross cultural understanding and engaged global citizenship (SUS Goal 4). 2. Does this program offer collaborative and/or interdisciplinary opportunities at other institutions in the USF and SUS systems? If so, what efforts have been made to initiate collaboration? New Academic Program Pre-proposal Form (updated 10/15) Page 5 of 10

6 As there is no other degree program offered in the SUS system, we do not anticipate opportunities for collaboration initially with other universities in the SUS system. We believe the Learning Science major will attract students to USF, especially those working as volunteers or in parttime positions in organizations serving children, youth, and adults. We also believe this will be an attractive major among undeclared lower division students. We expect to collaborate with community colleges from where students interested in the major may transfer. Based on preliminary discussions with department program coordinators and college faculty, we expect to collaborate with various units within the College of Education and USF. We foresee graduates of this program will pursue graduate degrees in COEDU and USF related programs. 3. Provide information on the available resources and capacity for your program. In your response, include faculty availability and student support resources including the library. How will department/college resources be shifted to support the program? Because this program uses the expertise of existing faculty, there is no need for additional resources. This program will be housed in the Department of Educational and Psychological Studies, and will involve faculty from four programs, including Social Foundations, Educational Psychology, Measurement and Research, and Instructional Technology. Additionally, many of the proposed courses in this program are offered on a regular basis and have capacity for increased enrollment. Several of the courses are currently capstone experiences in the USF Foundation of Knowledge and Learning (FKL) program. The College of Education (COEDU) and USF have sufficient resources to support this proposed program. Specifically, the COEDU has two computer/technology labs available to students and faculty. The College s iteach Lounge, a service center associated with the Florida Center for Instructional Technology (FCIT), is a resource for faculty, staff, and students seeking to become skilled in emergent digital media technologies and has laptops available for use. As an undergraduate major, the College has professional advisors to provide student support and guidance. The program does not require any additional resources from the Library, as it has extensive holdings both print and online addressing educational theory and research. 4. What program(s) will be terminated to accommodate this new program if approved? If the answer is None, how will resources (e.g., personnel and operating funds) be reallocated to offer the program? (Maximum 250 words) No current programs will be terminated to accommodate this new program. No new resources are required for the proposed program. The changes in general education, the excess credit rules, and limits on credit hours within undergraduate programs at USF have diminished enrollments in some of the lower and upper-division courses serving teacher education programs, particularly within the areas of Educational Psychology and Social Foundations. As a consequence, the faculty in the Educational and Psychological Studies has capacity to meet the demand for this new major. New Academic Program Pre-proposal Form (updated 10/15) Page 6 of 10

7 5. How will the program be funded within existing departmental/programmatic funds? (Maximum 250 words) As stated above in the response to #4, this new undergraduate program will involve faculty in academic programs that previously offered some of the educator preparation courses within the College and University, but these courses are now seeing diminished enrollment due to changes in general education, the excess credit rule, and credit hour limits on undergraduate students. The faculty can meet the demand without additional resources. 6. Please list the Student Learning Outcomes for the program (undergraduate programs must comply with BOG Regulation Academic Learning Compacts ). Academic Learning Compact Learning Sciences B.A. CIP Code: Goal 1: Discipline Specific Knowledge and Skills Student Learning Outcomes Students will be required to take core courses in each of the four foundational concentrations (i.e., Learning and Development; Sociocultural Contexts of Education; Educational Research, Policy, and Advocacy; and Digital Media and Learning) in order to gain content knowledge and skills. Students will select one of these four concentrations as a specialization for advanced coursework. Upon completion of the undergraduate program in Learning Sciences, students will be able to do the following: Learning and Development o Identify aspects of learning (behavioral, cognitive, social cognitive, motivation, emotions) and development (cognitive, linguistic, personal, social, intellectual, and individual differences) for children, youth, and adults. o Demonstrate learning and development can be promoted through best practices. o Identify risk and resiliency in individuals and how to promote positive youth development. o Demonstrate ability to be competent, culturally responsive professional practitioners for working with and advocating for diverse children, youth, and adults at a local and global level. Sociocultural Contexts of Education o Identify and apply disciplinary knowledge from the humanities and social sciences to interpret the meanings of education in local, state, national, and global contexts. o Identify aspects of second language learning within diverse transnational contexts (immigration, globalization, and heritage language preservation). o Apply theoretical and empirical knowledge to analyze how socially constructed identity markers (gender, race, ethnicity, class, sexuality, language, and disability) shape the educational process for diverse and marginalized children, youth, and adults. o Critique normative conceptions of education and schooling to utilize the knowledge, culture, and experiences of diverse and marginalized communities to promote global civic engagement. New Academic Program Pre-proposal Form (updated 10/15) Page 7 of 10

8 Educational Research, Policy, and Advocacy o Identify the theoretical stages of the policy process (i.e., how policies are formed, adopted, implemented, and evaluated) and their formation and implementation in historical and political contexts. o Apply knowledge of political process (colonialism and immigration) and select global educational policies and trends to gain an enlightened understanding of US policy making and debates (language policies, inclusion, and integration). o Examine how research may or may not inform and improve educational practices and policies. o Analyze local, national, and state proposed educational policies and practices based on existing and evolving research to better advocate for children, youth, and adults. Digital Media and Learning o Identify and apply aspects of digital citizenship and to promote appropriate and responsible use of technology in everyday social communication. o Discuss and apply ways to leverage digital media and address the digital divide to create innovative environments for learning, especially for diverse and marginalized children, youth, and adults. o Discuss and apply ways to integrate traditional and emerging technologies to promote learning in out-of-school contexts. Goal 2: Critical Thinking Student Learning Outcome Upon completion of the undergraduate program in Learning Sciences, students will: Demonstrate ability to engage in research informed practice and make data-based decisions. Identify and apply research methods in order to critically analyze current educational trends. Be motivated and prepared for practice with an understanding of engaging in ongoing reflection, inquiry, and professional development throughout their career. Goal 3: Effective Oral and Written Communication Skills Student Learning Outcome Upon completion of the undergraduate program in Learning Sciences, students will: Write accurately, concisely, and clearly in forms and styles appropriate for multiple audiences and purposes relevant to children and youth in out-of-school contexts. Demonstrate professional speaking skills and use appropriate presentational tools. Demonstrate ability to engage with individuals, families, groups, organizations, communities, and policy makers. Demonstrate ability to establish and maintain collaborative relationships with other professionals in youth-based contexts and organizations. Corresponding Assessment Tools and Procedures In order to determine if individual students have met each of the learning outcomes, faculty will develop a comprehensive set of assessments and procedures, including but not limited to: learner-centered informal assessments (class discussion, activities, and reflection), individual and collaborative authentic assessments (case study analyses and portfolios), project- and problem- based learning and assessment, complex systems learning and assessment, exams, and practicum experiences working with youth and professionals in a variety of out-of-school contexts and organizations. In addition, research projects, service learning, study abroad and community-engaged projects will provide invaluable opportunities for students to engage in New Academic Program Pre-proposal Form (updated 10/15) Page 8 of 10

9 innovative investigations of learning in a variety of settings. Robust and Effective Program Assessment and Evaluation Systems To ensure graduates have truly attained the expected core competencies, faculty will establish and maintain collaborative partnerships with a variety of agencies and organizations to ensure that student learning outcomes and assessments are aligned with the knowledge and skills needed to effectively work with children, youth, and adults in a variety of out-of-school settings in both local and global contexts. Faculty will contact alumni and their employers to determine the level of the graduate s performance and success, how well the graduate was prepared by the program, and any recommendations to further enhance program effectiveness. Program assessment and evaluation systems will be regularly reviewed to ensure they are aligned with best practices. Continuous Improvement of Program Effectiveness and Student Learning In order to demonstrate the use of results from program assessments/evaluations to continuously improve program effectiveness and student learning, program faculty will engage in an annual review of the program effectiveness via faculty and student evaluations and goal setting for the subsequent year, as well as engage in a formal self-study of program effectiveness every 5-7 years. Faculty will monitor annual graduation rates and conduct exit interviews with students who actively leave or withdraw from the program or who do not successfully complete the program. Faculty will be in contact with community stakeholders to ensure that the program is effective and to solicit recommendations for program improvement. 7. Please list five talking points for the USF System representative to use in the presentation for the State CAVP. a. A B.A. in Learning Sciences will contribute to USF s mission and vision by creating a unique interdisciplinary program based on a learner-centered approach to research and community engagement within a global context. b. The degree will provide students from diverse backgrounds with a strong foundation in four concentrations: Learning and Development; Sociocultural Contexts of Education; Educational Research, Policy, and Advocacy; and Digital Media and Learning. c. A B.A. in Learning Sciences will prepare individuals for careers working with children, youth, and adults in out-of-school and community-based settings, both locally and globally, as well as providing a basis for advanced graduate studies in related professions and research fields. d. A B.A. in Learning Sciences will serve an increasing need that is not currently being met in the SUS system. e. The new program is innovative as well as realistic and sustainable, as it brings together faculty from diverse backgrounds, and provides opportunities to engage students in the creation of new knowledge stemming from the program s interplay between academic and community engagement that creates a locally and globally-integrated collaboration. New Academic Program Pre-proposal Form (updated 10/15) Page 9 of 10

10 References Bureau of Labor Statistics, U.S. Department of Labor. (2014, January 8). Social and community service managers. Occupational Outlook Handbook, Edition. Retrieved from Carnevale, A. P., Smith, N., & Strohl, J. (2010). Help wanted: Projections of job and education requirements through Washington, DC: Lumina Foundation. National Center for O*NET Development (2014). Summary report for community and social service specialists. O*NET OnLine. Retrieved from Thompson, A., & Shockley, C. (2013). Developing youth workers: Career ladders for sector stability. Children and Youth Services Review, 35, Routing information: the scanned completed/signed copy to your Institutional contact found on the USF System Academic website. New Academic Program Pre-proposal Form (updated 10/15) Page 10 of 10

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