Staff Report to the Board
Officials at Oregon State University have requested that an off-campus parcel of land be declared surplus and available for sale. The property is a 6.7-acre unimproved site located approximately one mile west and one and one-half miles north of the main University campus. The property is part of a parcel acquired in 1940 from Leslie and Mary E. Lilly and is currently known as the Hill Farm. It is being used by the College of Agriculture for grazing purposes. The City of Corvallis has requested that they be allowed to purchase the property for the siting of a fire station to provide improved fire and ambulance response times for the northwest and west areas of the City of Corvallis, which are experiencing increased residential development. The City has offered to purchase the property at its fair market value, and University officials have had the property appraised to determine this value.
University officials have contacted other University units with a potential interest in the property and have received no objections to the proposed sale. In addition, the University has worked with the Corvallis City Manager to identify a site that is suitable for the City's needs and the least intrusive to the University.
The receipts from the sale would be used by the College of Agriculture to further their academic and research pursuits.
Staff Recommendation to the Board
Staff recommends that the land be declared surplus and made available for sale to the City of Corvallis.
PUBLIC SERVICE PARK, WOSC
Western Oregon State College is requesting Board approval for the acquisition of a 15.542-acre parcel of undeveloped land adjacent to the northwest part of the campus to create a Public Service Park. Creation of this new park will enable the Police Academy and the Military Academy to relocate their training operations from current locations near Corvallis. It will also provide land on which the College may construct facilities to enable relocation of operations from the core of the campus, thereby freeing up the campus facilities for use by WOSC in accordance with their campus Master Plan and as detailed in their 1997-1999 capital construction program request.
Staff Report to the Board
As part of their 1997-1999 capital construction program, WOSC has submitted a request to fund a project entitled "Enrollment Growth Accommodation/Public Service Partnership, Phase I." This project has been identified as the College's highest priority and only submittal for Education and General projects for the upcoming biennium. The project represents a comprehensive solution for program and space needs of the College and its public service partners, the Oregon Police Academy (OPA) and the Oregon Military Academy (OMA). This initiative has the full support of both the OPA and the OMA, which have agreed to relocate their facilities to the western portion of campus, thus permitting Western to give priority to expanded library, classroom, student housing, and conference facilities within the core of the campus. Relocation of the Police Academy and the Military Academy to a common site that incorporates all training facilities will provide efficiency of construction through shared facilities between themselves and with Western. In addition, Western will add needed square footage at considerable savings over the cost of new construction. Western officials have been in negotiations with the Police Academy, and an agreement in principle has been reached wherein the Police Academy would pay an accommodation fee to the College that would be used to help finance the acquisition. A Letter of Intent from the Police Academy for the accommodation fee is forthcoming and will be followed by an intergovernmental agreement for the use of the property.
The owner of the parcel has given the college a limited time option to purchase. Should the option not be accepted, the owner plans to sell the property to a developer. A portion of the parcel is within the City of Monmouth boundaries, and the remainder is within the City's urban growth boundary. The area is zoned multi-family and low-density residential. WOSC officials have discussed zoning changes and/or incorporation needs with City officials, who have expressed complete receptivity to accommodating the College's needs. Since the land is currently being used for agricultural purposes, no zoning change is being requested at this time.
The owner has offered this parcel to the College for $361,000, which is less than a current appraisal obtained by WOSC. Funding for the purchase will come from funds available to the institution.
Staff Recommendation to the Board
Staff recommends that Western Oregon State College officials be authorized to proceed with negotiations to purchase the 15.542-acre parcel of land currently being offered by Margaret L. and Wilfred Schultz at a price not to exceed $361,000.
INTERCOLLEGIATE ATHLETIC INDOOR PRACTICE
The University of Oregon is seeking Board approval to establish a three-phase project for intercollegiate athletic facilities near Autzen Stadium, consisting of an indoor practice facility, a soccer field, and other practice fields. This project will provide the University with indoor practice areas for women's softball, women's soccer, men's and women's track and golf, and football, along with outdoor practice and competition facilities for women's soccer and practice facilities for football.
Staff Report to the Board
Inclement weather is one of the challenges to producing successful outdoor competitions in intercollegiate sports in the Northwest. The women's softball team is hampered by weather during the winter months while trying to prepare for spring competitions, as are track and field and golf. In an effort to gain gender equity among its intercollegiate sports offerings, the University is adding women's soccer beginning fall 1996 and will need a competition and practice field, as well as indoor practice areas in inclement weather. For the last several seasons, the University of Oregon's football team has achieved unprecedented success, earning trips to the Rose Bowl and Cotton Bowl. These achievements have occurred in spite of weather conditions that have resulted in 25 of 30 spring practice sessions being held in the rain or on artificial turf due to sloppy conditions on the grass practice fields. Toward the end of the fall seasons and into Bowl preparation, rain, mud, and the seasonal reductions of daylight have made the grass practice fields unusable 60 percent of the time. Therefore, the University is recommending the construction of an all-weather indoor practice facility to serve as a companion to outdoor practice fields.
The primary feature of the project will be a 130,000-square-foot indoor practice facility that will contain a single room large enough to house a complete football field and associated safety margins. The facility will be modeled after similar indoor athletic practice facilities in use at Purdue University, Indiana University, and the University of Michigan. The main room will be 70 feet high and will be floored completely in synthetic turf (with the exception of a 120-yard four-lane track along one side). Ancillary spaces will house a new "duck shop" for sports paraphernalia, restrooms, storage areas, and mechanical rooms. The building, to be constructed just south of the Casanova Center at Autzen Stadium, will serve all sports, but will be of particular benefit to women's softball, women's soccer, men's and women's golf, and track and field, as well as football. Its adjacency to Autzen Stadium will allow it to double as the site for pre-game alumni gatherings as well. As this will be the first facility of this kind on the West Coast, the competitive advantages it will offer to the institution in recruitment and performance are substantial. The cost of this first project phase is estimated to be $12 million.
The second phase of this project will be the construction of a grass soccer field for competition and practice, with spectator viewing from a berm along one side of the field located just west of the indoor practice facility. The construction of grass practice fields for the football team, which currently uses fields on land leased from Lane County, will provide facilities that, in conjunction with the new indoor practice facility, will bring stability to the practice schedule. The long-term availability of the current leased fields is uncertain, given Lane County's plan to develop a juvenile justice center on the lands surrounding the leased field. This second phase is estimated to cost $800,000.
The final phase of the project is the construction of additional grass fields for use by the football team. These fields, estimated to cost $1.0 million, will be located to the west and north of the women's soccer field and will replace the current practice fields on land leased from Lane County.
The $13.8 million project will be funded entirely with gifts that the University is actively pursuing. University plans call for construction to begin in November 1996, pending Board and Emergency Board approval and the completion of successful fundraising.
Staff Recommendation to the Board
Staff recommends that the Board approve in concept the three-phase Intercollegiate Athletic Facilities Improvements Project in order to allow the Board's office to seek authorization from the Emergency Board for an expenditure limitation of $13.8 million for the project. Staff also recommends that the Board authorize the Vice Chancellor for Finance and Administration to approve proceeding with bid solicitation to construct the facilities when the University demonstrates that adequate gift funding has been secured to fund the project design and is available for expenditure.
B.S. IN BIOLOGICAL ENGINEERING, OSU
Oregon State University (OSU) requests authorization to offer a new instructional program leading to the Bachelor of Science (B.S.) in Biological Engineering. Biological engineering is an emerging, interdisciplinary field of study that enables individuals to analyze and solve engineering problems within the complex realm of biological systems. The Board reviewed a preliminary proposal for this program on February 16, 1996. The proposed program will be offered by OSU's Department of Bioresource Engineering (which already provides master's- and doctoral-level training) in the Colleges of Agricultural Sciences and Engineering. This department would now also train students at the baccalaureate level. This proposed program will (1) provide students with a strong background in engineering and life sciences, (2) train highly qualified professionals for the agricultural, biological, food, medical, and pharmaceutical industries, (3) prepare students for graduate studies in related fields, and (4) prepare individuals for registration as professional engineers. The program plans to seek and gain accreditation by the Accreditation Board for Engineering and Technology (ABET) and to foster interdisciplinary teaching and research activity among the engineering, agricultural, and biological sciences faculty at OSU. No other undergraduate program in biological engineering exists in the state of Oregon.
1. Relationship to Mission
The proposed program is directly related to Oregon State University's long-standing land-grant mission -- an institution with a strong emphasis in agriculture, engineering, and physical/life-sciences programs. The proposed biological engineering program is interdisciplinary in nature and requires the integration of such fields as mathematics, chemistry, physics, biological sciences, and engineering. The proposed undergraduate program builds on efforts underway at OSU for over a decade, when the institution recognized opportunities in the emerging area of biotechnology and established the Center for Gene Research and Biotechnology. This Center was created to foster research collaboration among faculty research groups in the Colleges of Engineering, Forestry, Pharmacy, Science, and Veterinary Medicine and places OSU among the national leaders in biotechnology research. By intertwining biotechnology with OSU's strengths in engineering and pharmacy, this proposed undergraduate program will advance the institution's mission, as well as its commitment and contributions to the biotechnology field.
2. Evidence of Need
Industries that rely on personnel trained in bioengineering fields are experiencing significant growth, and the rapidly expanding biotechnology industry in Oregon and the Pacific Northwest will particularly benefit from this proposed program. Recent advances in recombinant DNA technology have expanded the opportunities for exploiting biological systems and for increasing the number and quality of biologically based products. In 1992, the National Research Council reported that most training and education of bioprocess engineers occurred at the graduate level, and OSU's experience is consistent with this observation. The Ph.D. program in Bioresource Engineering has been in existence since 1991 and was the institution's first step in formally bridging the biosciences with engineering in order to address important needs in the bioprocesssing area. However, in the present day, as biologically derived products move from research to production, needs for different staff distributions are developing. The shift is from an emphasis on Ph.D.-level research scientists to B.S.-level process engineers, cell culture and fermentation specialists, and bioseparation experts. Data gathered by the U.S. Congress' Office of Technology Assessment suggests the demand for trained personnel has changed, or is changing, in biotechnology companies and that several organizations have reported "difficulties hiring biochemical engineers at the B.S./M.S. level with cell culture and fermentation experience." A graduate of OSU's proposed B.S. program in Biological Engineering would be highly qualified for positions such as these, as well as for employment in more traditional engineering fields such as the agricultural, chemical, food, and environmental industries.
The increased demand for qualified biological engineers is reflected in the substantial student interest in the field. Recently established B.S. programs at other institutions show steady growth in enrollment in the first five years of operation. Rutgers University's biological engineering program climbed from 32 to 134 students in a five-year span, Clemson's University's program rose from 20 to 70, and the University of Nebraska-Lincoln's program expanded from 26 to 58. Several programs have sustained total student enrollment of over 100 and it is anticipated that OSU's proposed program will elicit a similar response.
3. Quality of the Proposed Program
In the past decade, OSU has made significant commitment to the advancement of this field through the establishment of the aforementioned Center for Gene Research and Biotechnology, which has positioned OSU among the national leaders in biotechnology activity. Following this model of success, this proposed undergraduate degree program is anticipated to be of the highest possible quality, both in terms of curriculum as well as faculty to deliver the curriculum. The 192 course credits required for this degree meet the requirements for OSU's baccalaureate core, which includes a number of writing-intensive courses. Students in the program will be prescribed a program that includes courses in mathematics, chemistry, physics, biological sciences, general engineering and engineering science, and biological engineering. This proposed course of study meets or exceeds all ABET requirements in areas designated for an accredited biological engineering program. Further, OSU's strong commitment to teaching and research in biotechnology is reflected in the quality of the current faculty in the Department of Bioresource Engineering who are well qualified to deliver this proposed program. Recently (1994-95), two faculty with teaching and research expertise in the bioprocess engineering area have been added. A third new faculty member with expertise in bioprocess engineering will join the department in July. Combined with the existing faculty, a core group of six faculty members with strengths in bioprocess engineering will be responsible for the new B.S. in Biological Engineering program.
4. Adequacy of Resources to Offer the Program
Faculty. No new funds are sought in order to implement this proposed new program. Five of the six core faculty positions are in place, and the sixth will soon be in place as a result of filling the faculty line made available by (former department chair) Dr. Hashimoto's move to OSU's Academic Affairs office. In addition to the newly acquired faculty members, the teaching efforts of several tenured faculty members have been redirected to support the new bioengineering emphasis. And, although the Department of Bioresource Engineering has offered a graduate program, many of the course offerings were at the combined upper division-graduate level. No major changes are anticipated in order to deliver course content to undergraduates.
Library, Facilities, and Equipment. The library holdings of OSU are considerable in the areas of the agricultural, physical and biological sciences, and engineering. They are adequate to meet the needs of an undergraduate biological engineering program. The Department of Bioresource Engineering is housed in Gilmore Hall which, since 1990, has been completely renovated with the inclusion of nine new research laboratories, graduate student offices, a student computer lab, and a remodeled classroom. The adjacent Gilmore Annex has also been remodeled to accommodate two new graduate student offices, a fully instrumented teaching laboratory, a research laboratory, and a research shop. Further, a $5 million addition to Gilmore Hall has been included in OSU's Education and General Projects for 1999-2001, which will provide an additional 10,500 square feet of teaching and research laboratory space. Finally, to accompany the renovated facilities and planned building expansion, the Department of Bioresource Engineering has invested in a substantial amount of additional equipment to support its teaching and research efforts.
The proposed program has been reviewed positively by all appropriate institutional committees as well as the Academic Council.
Staff Recommendation to the Board
Staff recommends that the Board authorize Oregon State University to establish a program leading to the B.S. in Biological Engineering effective fall term 1996, with the first freshman cohort entering in fall term 1997. A follow-up review of the program will be conducted by the State System Office of Academic Affairs in the 2002-03 academic year. The proposal should be placed on the consent agenda for final action at the July Board meeting.
M.A., M.S., & PH.D. IN HISTORY OF SCIENCE, OSU
Oregon State University (OSU) requests authorization to offer master's degrees (both M.A. and M.S.) and the Ph.D. in History of Science. The history of science focuses on the study of the development of scientific thought, studies the relationship of science to its cultural context, and analyzes the place of scientific endeavor in society. This interdisciplinary field bridges the humanities, social sciences, and the natural sciences. OSU has long had course offerings in the history of science area at the undergraduate level and has offered graduate degrees granted under general science. In 1992, the existing program was moved from the Department of General Science (which was eliminated at that time) in the College of Science to the Department of History in the College of Liberal Arts. The proposed program, offering degrees through the College of Liberal Arts, would be the only one in the state of Oregon, and is greatly strengthened by the Thomas Hart and Mary Jones Horning endowment, which funds two chaired professors in the History of Science - and also provides resources for visiting scholars and invited lecturers, enhancing library holdings, and subsidizing graduate students.
1. Relationship to Mission
The proposed program is directly related to OSU's land-grant mission. History of science is an interdisciplinary subject that brings together faculty and students from the natural sciences, technology, humanities, and the social sciences - emphasizing both science and its applications. Research in the history of science informs knowledge development in science education, science policy, technology assessment, environmental science, natural resource management, and environmental ethics. Both undergraduate and graduate students benefit from history of science offerings. Courses in this area are an important component of the baccalaureate core, for example, and are utilized by many other programs, especially in areas such as science education and biology. Graduate students from a number of disciplines will also be able to make use of program offerings that will provide them with the historical, social, and cultural context for a range of science-related issues. Additionally, this program will provide graduate students with a minor in History of Science - formalizing and accurately naming a minor that many students had previously labeled as an "integrated minor."
The existing History of Science program has been an intellectually stimulating force at OSU by providing a forum to promote interaction among individuals from different disciplines who are concerned about the social impact of science and technology and the cultural context of scientific work and technological innovation. This proposed program would formalize this activity into degree offerings at the master's and doctoral levels.
Master's Degrees (M.A. and M.S.). Both degrees require the completion of 45 hours of graduate credit. Candidates are required to have major field coursework consisting of 24 hours from a list of approved history of science courses - and a minor field of 15 hours in science, history, or related field. The M.A. requires demonstration of reading knowledge of a foreign language. A thesis is required for either degree.
Doctoral Degree. The equivalent of three years of graduate work beyond the baccalaureate is required for the Ph.D., including a thesis. This work should include the equivalent of the requirements for the master's degree and additional work in the major and the minor. Two foreign languages are required.
3. Evidence of Need
OSU's request for this program is based on need as well as capacity. The need for historians of science exists on an intellectual level; scientists, science educators, and policy makers realize that many of the problems they face cannot be understood without taking into account the past. This field of study traces the history of scientific problems and issues and provides understanding of the social and cultural contexts in which such problems arise and are defined. In terms of employment, historians of science find homes in academic institutions, archives (government and private), museums, and government agencies and private organizations dealing with science policy and/or technology assessment. Advertisements recruiting historians of science appear regularly in journals, and the study of the history of science is becoming an integral part of science education, both for majors and non-majors. Employment prospects for OSU history of science graduates are promising. In a study of their graduates in the last ten years (80 percent of whom have been tracked), all have found employment. There are no other history of science programs in the state. OSU also possesses a particularly unique capacity to offer degrees in this area, and this capability is addressed in the sections below.
4. Quality of the Proposed Program
OSU has long been recognized as a national leader in the history of science. Paul Farber, professor and chair of the History Department, received his Ph.D. from Indiana University and has been at OSU since 1970. He is an internationally renowned history of science scholar and an OSU Distinguished Professor. In 1994, through the gift of a generous benefactor, OSU was able to greatly enhance its stature in this field with the establishment of the two endowed Thomas Hart and Mary Jones Horning Chairs in the Humanities; Mary Jo Nye and Robert Nye, both Professors of History, have held these chairs since that time. Mary Jo Nye received the Ph.D. from the University of Wisconsin (1970), served on the faculty at the University of Oklahoma (1970-1994), and has been the recipient of numerous awards, fellowships, and grants. Her scholarship interest areas include the history of chemistry, the history of the physical sciences, and scientific elites. Robert Nye received the Ph.D. from the University of Wisconsin (1969), was a faculty member at the University of Oklahoma (1969-1994), and has likewise been the recipient of numerous fellowships and grant awards. His areas of scholarship include history of the social sciences, European intellectual and cultural history, and the history of professional ethics. Farber and the Nyes comprise part of a long list of distinguished faculty members - including scholars in the College of Liberal Arts, College of Science, and visitors in residence at the Center for the Humanities - who contribute to offerings in the OSU History of Science program at the present time. Graduate education of the highest possible quality is anticipated with the establishment of this program.
5. Adequacy of Resources to Offer the Program
All requisite resources to successfully offer this program are now in place. The Horning bequest specifically provides 100 percent support for the two core faculty in this area and also stipulates funds for at least three graduate students, the enhancement of library holdings, and resources for invited lecturers. The Departments of History and Zoology will sponsor the time of two additional faculty as well as staff support. The College of Liberal Arts and College of Science will fund one additional graduate student as well as provide material and supplies. To complement the high-quality faculty, the library holdings in the history of science have been collected for over 25 years; included are the Linus Pauling Papers and the Atomic Energy Collection, works of national and international importance. No new state resources are needed to establish or maintain this program.
The proposed program has been reviewed positively by all appropriate institutional committees, the Academic Council, and by an on-site external review team. The external review team consisted of Hamilton Cravens (Iowa State University), Frederick Gregory (University of Florida), and Robin Rider (Stanford University), who visited the OSU campus on November 1-3, 1995. The positive report produced during the external review stated, in part, that the program "has been clearly and carefully defined to meet a national as well as regional need," and that it "represents a significant concentration of talent and accomplishments in research, teaching, and innovative program-building at Oregon State University."
Staff Recommendation to the Board
Staff recommended that the Board authorize Oregon State University to establish a program leading to the M.A., M.S., and Ph.D. in History of Science effective fall term 1996, with a follow-up review of the program to be conducted by the State System Office of Academic Affairs in the 2001-02 academic year. The proposal should be placed on the consent agenda for final action at the June Board meeting.
Board Discussion and Action (May 17, 1996)
Vice Chancellor Clark reviewed the proposal and introduced Provost Roy Arnold and Professors Paul Farber, Robert Nye, and Mary Jo Nye. Mr. Bailey inquired about job opportunities for graduates of this program. Dr. Farber responded that graduates work in areas such as science policy for government or museums. Dr. Mary Jo Nye added that there are also employment opportunities in industry, archival work, public relations, historical material, and in tribal work.
Ms. Puentes moved and Ms. Waddy seconded the motion to approve the staff recommendation. The following voted in favor: Directors Bailey, Christopher, McAllister, Miller, Puentes, Rhinard, Waddy, and Swanson. Those voting no: none.
A.A.S. IN EMERGENCY MEDICAL TECHNOLOGY & B.S. IN
EMERGENCY MEDICAL SERVICES, OHSU
Oregon Health Sciences University (OHSU) requests authorization to offer new instructional programs leading to an Associate of Applied Science (A.A.S.) degree in Emergency Medical Technology and a Bachelor of Science (B.S.) degree in Emergency Medical Services. Emergency medicine is a specialized field involving the initial recognition, evaluation, care, and disposition of patients in response to acute illness and injury. The objectives of the proposed program are to educate competent, compassionate, and customer-oriented care providers and enhance the delivery of health care outside the hospital and clinical settings.
1. Relationship to Mission
The proposed allied health degree programs in emergency medicine are directly related to the mission and academic plan of OHSU, that is, the education of physicians, nurses, and allied health personnel.
The A.A.S. degree program will foster increased joint interinstitutional collaboration, particularly with the community colleges in Oregon. The B.S. degree program will offer an easily articulated and vertical progression with the A.A.S. degree program and a smooth transition for students who have received their A.A.S. degree. Area Health Education Center (AHEC) staff are major players in the Emergency Medical Technology Consortium. With the A.A.S. degree program and AHEC staff participation, OHSU's "bridges" to the community college system are fortified.
The baccalaureate program has the potential to add to the outreach mission of OHSU as articulated/implemented through the AHECs. Some of the core baccalaureate coursework will need to be presented through the use of electronic bulletin boards, ED-NET, and short-term, intense institutes in order to serve the needs of students who wish to pursue the degree from outlying areas.
2. Evidence of Need
Advances in emergency medical therapeutics, the effects of managed care, and the evolution of complex systems to deliver prehospital care have redefined the provider of emergency care. Emergency Medical Services (EMS) agencies are now seeking individuals who can deal with ambiguity, display effective interpersonal skills, can work in teams, be positive contributors to an organization, be able to coach and educate fellow employees, and are computer capable.
These growing complexities of the jobs and system requirements are well-known to OHSU's Department of Emergency Medicine faculty physicians who supervise the activity of 90 percent of the paramedics in the Portland Metropolitan area and interact with administrators, supervisors, and line personnel on a daily basis. As such, the daily/weekly networking of faculty and program staff in street-level EMS operations validate the need for the development of both degree programs.
The OHSU baccalaureate degree program will be the only public program of its kind in Oregon.
3. Quality of Proposed Program
The A.A.S. degree, with a minimum core of general education requirements, has become the entry-level educational requirement in Oregon. The core curriculum of the baccalaureate program is intended to provide students with exposure to courses that have been identified by health care training and development professionals as desirable for health care workers and supervisors, such as customer service and quality improvement, teamwork, coaching, leadership and management, risk management, and organizational theory. Industry specific coursework in health economics, medical-legal issues, public health education and injury prevention, biostatistics, epidemiology, and evaluating medical literature would round out the core, providing students with a wider perspective with which to enhance their performance as front-line service workers. Preapproved elective courses would be taken in two focus areas, management and education, allowing graduates in those areas to qualify as management trainees and entry-level educators.
For Oregon students, the general education coursework of the freshman year will be completed at an EMT Consortium member community college. The Consortium community colleges who have agreed to the concept of a standardized EMT-Paramedic degree program include Chemeketa, Rogue, Treasure Valley, Central Oregon, Umpqua, and Portland. Portland Community College and Chemeketa have agreed to join with OHSU in conferring A.A.S. degrees; community colleges are presently investigating transfer and accreditation issues.
The majority of the core baccalaureate courses will be taken at OHSU. However, during the junior and senior years, preapproved elective coursework will be taken at PSU and within other programs at OHSU. Enrollment in the other elective courses will have to be preapproved by EMS program faculty to ensure consistency with the student's focus of study.
The OHSU Paramedic Education Program is currently accredited by the Joint Review Commission on Educational Programs for the EMT-Paramedic (JRC EMT-P), based in Euless, Texas. THE JRC EMT-P is recognized as the national accrediting body for paramedic programs by the U.S. Department of Education, American Medical Association, and National Registry of Emergency Medical Technicians. The Paramedic Program must additionally adhere to the administrative rules of the Oregon Health Division, EMS and Trauma Systems Section, which establishes and enforces administrative rules relative to paramedic education.
4. Adequacy of Resources to Offer the Program
The Paramedic Program is currently staffed by 1.5 FTE faculty, and 1.0 FTE administrative assistant. Portions of baccalaureate core courses will be presented by full-time faculty and affiliate faculty of the Department of Emergency Medicine. The Department of Emergency Medicine will provide an additional 1.0 FTE with "seed" money for a period of one year to implement the baccalaureate degree program. The baccalaureate degree program will be phased in incrementally within two years with the goal of making revenues generated through tuition as the primary financial basis for the program. Volunteer affiliate faculty have also offered their services gratis during the first year of implementation.
The proposed program has been reviewed by all appropriate institutional committees and was reviewed positively by the Academic Council.
Staff Recommendation to the Board
Staff recommended the Board authorize Oregon Health Sciences University to establish programs leading to an Associate of Applied Science degree in Emergency Medical Technology and Bachelor of Science degree in Emergency Medical Services effective fall term 1996, with a follow-up review of the program to be conducted by the State System Office of Academic Affairs in the 2001-02 academic year. The proposal should be placed on the consent agenda for final action at the June Board meeting.
Board Discussion and Action (May 17, 1996)
Vice Chancellor Clark, Provost Hallick, and representatives from OHSU summarized and highlighted aspects of the proposed program. Mr. Bailey referred to a letter from the Oregon Nurses Association which questioned the need for such a program. Mr. Bailey asked how this program would impact the nursing program at OHSU. Provost Hallick responded that there are significant student and employer demands to provide this training. She noted that, in the baccalaureate segment, approximately 12 people would be trained the first year. Although the need is far in excess of that number, the intention is to build the program slowly. Dr. Connell added that the associate deans of the School of Nursing have not expressed concern about this program.
Ms. Waddy commended OHSU for its partnership with the community college sector.
Ms. Christopher moved and Mr. Bailey seconded the motion to approve the staff recommendation. The following voted in favor: Directors Bailey, Christopher, McAllister, Miller, Puentes, Rhinard, Waddy, and Swanson. Those voting no: none.
THE DIVERSE EDUCATIONAL ENVIRONMENT
Executive Summary: An Update on Systemwide Student and Faculty Diversity Data and Program Initiatives
Creating an ethnically diverse academic/social climate at the campus level will benefit the recruitment and retention of all faculty and students. A critical mass of both minority students and faculty is needed to maintain an ethnically diverse campus environment, which promotes a positive academic and social climate. This report provides an update on race/ethnicity in student enrollment and in faculty employment for 1995-96 within the State System. The Faculty Diversity Initiative (FDI) will be highlighted in terms of campus efforts to implement plans to achieve greater faculty diversity with the use of supplemental FDI funds.
Of the total System enrollment, minority group students represented 11.5 percent in 1995, compared to 12.0 percent in 1994. Underrepresented minority group student enrollment was 6.2 percent of the total undergraduate enrollment in 1994 compared to 6.4 percent in 1995.
Hispanic/Latino student enrollment has experienced the fastest growth at 189 percent (173 percent in 1994) for undergraduates and 179 percent (159 percent in 1994) for all Hispanic/Latino students when comparing fall 1981 to fall 1995. (The pattern holds true when comparing 1986, the year prior to implementation of the Underrepresented Minority Achievement Scholarship Program (UMASP), and fall 1994, with 128 percent for undergraduates and 126 percent for all Hispanic/Latino students.) Asian Americans experienced a 2 percent decline in graduate enrollment between 1981 and 1995. However, undergraduates increased by 58 percent (2 percent higher than 1994). Asian American undergraduates for the same period increased by 56 percent. European Americans were the only group to have an enrollment decline at a negative 15 percent.
First-time resident freshman enrollment by racial/ethnic group, when comparing fall 1995 to fall 1981, shows an increasing emphasis on enrolling resident minority group students. First-time resident minority student enrollment has increased 104 percent compared to a 48 percent increase for nonresident minority group students between 1981 and 1995. The nonresident enrollment increase was largely due to the high percentage increase in Hispanic/Latino nonresident first-time enrollment at 242 percent (the headcount increase was 19 in 1981 to 56 in 1995). European Americans decreased in resident first-time enrollment by 15 percent but showed a nonresident enrollment increase of 24 percent.
Finally, as noted in the November report, Board policies and programs to encourage campus initiatives to increase or maintain student diversity must undergo further review in light of shifts in student participation rates (e.g., degree of increase for Hispanic students and degree of decline for European Americans) that define underrepresentation, the pending Office of Civil Rights review of the UMASP, and the need for reliable and valid assessment of campus progress in achieving diversity. Staff has indicated in its report to the Board a need for establishing Systemwide procedures for assessing the impact of recruitment and retention at the campus level. To this end, staff has been working with campus representatives to refine a campus climate survey that assesses student perceptions of academic and social experiences in diverse campus environments. In addition to the campus climate survey, the Interinstitutional UMASP Review Committee has agreed on an evaluation instrument for UMASP recipients to assess the program and their campus experience.
As results come in from the recommended assessment activities, consideration will be given by the UMASP Review Committee to a campus-by-campus external review of the status of diversity and campus climate. An external review would tie educational opportunities to actual student outcome measures for better planning and monitoring at campus and System levels.
Faculty Diversity in the State System: 1995-96
Currently, 182 out of 2,366 (7.6 percent) full-time faculty members are from racial/ethnic minority groups. The greatest percentage of minority group faculty are from Asian American backgrounds (4.2 percent) followed by faculty from Hispanic/Latino backgrounds (2.2 percent). African American faculty (0.8 percent) and American Indian faculty (0.5 percent) continue to have less than 1 percent representation from their respective groups. Comparing within ranks, the highest minority group faculty representation is in the assistant professor rank at 13.6 percent; the lowest minority group representation is in the professor rank at 4.4 percent.
Faculty Diversity Initiative (FDI) Campus Progress Report
On February 17, 1995, the Board of Higher Education approved the proposed Faculty Diversity Initiatives in principle and asked staff to identify resources to enable implementation effective 1995-96. At the July 21, 1995, meeting, the Board approved the staff recommendation that $500,000 be allocated in each year of the 1995-1997 biennium to start the new initiatives. A summary of campus plans and financial commitments illustrates proposed and actual initiatives taking place throughout the State System. These initiatives are intended to supplement and extend campus efforts to increase diversity that are already in place. They must not replace those efforts. The outcome of this set of initiatives is improvement of campus capacities to prepare, recruit, hire, develop, and promote faculty and professional/administrative staff from underrepresented ethnic minority groups.
Most of the increases in minority group faculty representation over the past couple of years can be attributed to heightened efforts by campuses to hire a more diverse faculty. Key to much of this success is Board direction that faculty diversity is a priority. The FDI funds will increasingly play a critical catalytic role in support of campus strategies. An area for further consideration is how to better assist the regional campuses to attract faculty and to incorporate "pipeline" strategies at the pre-doctoral stages.
(No Board action required)
American Indian Student Data
The American Indian communities in Oregon make up approximately 1.6 percent of the total state population (1990), 1.9 percent of K-12 enrollment (1994-95), and 1.5 percent of high school graduates (1994-95). With these figures as a basis for comparison, American Indian students comprised 1.4 percent of the State System's total enrollment (fall 1995), 1.6 percent of those who applied, and 1.9 percent of those who entered as freshmen in fall 1995. Full-time American Indian faculty for 1995-96 is 0.5 percent (Table 1*). Additional highlights include:
Overall comparisons (Table 5) show that American Indian representation has improved over the past ten years in terms of enrollment (44.9 percent change compared to 0.4 percent for total enrollment); degrees awarded (14.8 percent compared to 10.2 percent total); SAT scores (6.2 percent compared to 3.2 percent total); high school GPA (8.9 percent compared to 3.9 percent total); freshman year GPA (21.9 percent compared to 8.5 percent total); and total faculty (133.3 percent compared to 64.3 percent).
All tribes have students participating in postsecondary education in Oregon and out of state. In September 1995, Chancellor Joseph Cox met with tribal educational representatives to discuss areas of interest and concern between tribal communities and OSSHE. Some of the issues related to support for these students, particularly for those who attend an OSSHE institution and include:
Increased access to educational and professional development opportunities on the reservations or in tribal communities is a major priority. Access ranges from delivering customized courses on a reservation such as the Grand Ronde tribe partnership with Chemeketa Community College to delivery of the Extended Degree program by Eastern Oregon State College to the Umatilla and Warm Spring tribes. Similar types of arrangements are desired throughout the state.
Access to technology and technological infrastructure is needed. The creation of telecommunication sites to receive courses and other educational information over ED-NET and the Internet are needed, especially in rural areas.
The Oregon tribes are interested in opportunities to bring back members who are out of state -- residency-based tuition waivers or scholarships are two approaches to attracting those members who would come back to Oregon to pursue a baccalaureate or graduate degree. Chancellor Cox noted that more information is needed on the likely student demand for residency tuition support for nonresident students who are members of tribes indigenous to Oregon. There are preliminary indications of demand from students living in Washington, Idaho, and Northern California. Staff has received preliminary information from the State of Washington that actual demand for a similar program initiated a year ago has had less than ten requests from indigenous tribal students living outside of the state. More information will be collected to determine the financial impact of such a policy, particularly in times of tight financial resources.
A closer working relationship with the Chancellor and staff is valued. Chancellor Cox offered to meet with the tribal educational representatives on a regular basis. Also, the Indian representatives would like periodic meetings with Chancellor's Office staff to share ideas and to receive orientation on OSSHE's recruitment and retention activities, data availability and accuracy related to Indian students, and degree completion support.
Chancellor Cox requested that the tribal representatives provide feedback in the following areas:
Mr. Dean Azule, director of Education Programs for the Confederated Tribes of Grand Ronde and chair of the Oregon Tribal Education Contractors Association, and Mr. Bob Tom, a member and employee of the Confederated Tribes of Siletz Indians, will present to the Board additional background information and feedback they have received from the Oregon tribal communities.
*Note: All tables referenced in this executive summary can be found in the full report accompanying this docket or are available upon request from the Office of Academic Affairs.
(No Board action required)
PROGRAM DISCONTINUATIONS, 1995-96 ACADEMIC YEAR
From time to time, when new academic programs are proposed, questions are raised about program discontinuations. Longer-term Board members may recall that, in response to Governor Roberts' directive to cut programs in the aftermath of approval of Measure 5, 70 programs (associate, certificate, bachelor's, master's, teacher endorsement, and doctoral) were eliminated or suspended in the 1991-1993 biennium and 30 programs were similarly affected in the 1993-1995 biennium. In the present biennium, program discontinuation has reduced and follows regular campus planning processes.
In the past year, campuses have brought the following programs to the Academic Council with recommendations to discontinue:
OSU Certificate in Science, Technology, and Society
PSU Certificate in Urban Studies
SOSC Three specializations within the B.A./B.S. in Business Administration: Small Business Administration, Purchasing/Materials Management, and Human Resource Management
SOSC Associate degree in Merchandising
UO Three primary areas of concentration in the Ph.D. program in Management: Corporate Strategy and Policy, Human Resources and Management, and Organizational Studies
WOSC B.S. in English
In addition, three degree programs at separate institutions were brought forward for minor name changes.
(No Board action required)