Minutes of the Graduate Council

April 7, 2009

As approved by the Graduate Council, May 5, 2009

Members present: K. Adhikari, S. Bossmann, R. Collins, B. DePaola, M. Donnelly, T. Easton, J. Fliter,

S. Garimella, C. Griffin, D. Gruenbacher, S. Haar, L. Hoag, J. Katz, J. Keller, C. Moore, J. Reese, B.

Rowland, B. Schultz, G. Shroyer, J. Steichen, K. Taylor, F. White

Members absent: S. Brown, F. Burrack, K. Dillard, J. Faubion, K. Getty, D. Goodin, M. Hossain, M.

Kaff, V. Krstic, M. Linville, R. Schaeffer, M. Zolkiewski

Graduate School staff present: S. Fox, J. Guikema, S. Schlender, C. Shanklin

Guests: B. Prince, C. Shoemaker, D. Youngman

1) Opening remarks

Carol Shanklin announced that a majority of the action items were placed on the consent agenda to

allow council members to attend the Distinguished Graduate Faculty Lectures Series presented by

Elizabeth Dodd at 4:00 pm in the Big 12 room of the K-State Union.

2) Graduate School Actions and Announcements

Appointments for Graduate Faculty Membership

Date approved

Name Position Department/Program by Graduate School

Kim Hiller-Connell Assistant Professor Apparel, Textiles & 3/23/09

Interior Design

Hyung-Chan Kim Assistant Professor Apparel, Textiles & 3/23/09

Interior Design

3) Approval of Consent Agenda

A motion was made to approve the Consent Agenda. The motion passed.

The following items were approved:

A) Minutes of the February 3, 2009 meeting.

B) Academic Affair Committee

Graduate faculty issues:

Membership Position Department/Program

Michael Cates Professor Diagnostic Medicine/Pathobiology

Dwight Tolar Instructor Communication Studies,

Theatre and Dance

Hari Upadhyaya Adjunct Professor Agronomy

Larry West Adjunct Professor Agronomy

Zhanguo Xin Adjunct Faculty Agronomy

Membership and Certification

Humberto Blanco Assistant Professor Agronomy

Juergen Richt Professor Diagnostic Medicine/Pathobiology

H. Morgan Scott Professor Diagnostic Medicine/Pathobiology

Certification

Scott Staggenborg Professor Agronomy

Graduate Faculty Associate

Thomas Cioppa Adjunct Assistant Professor Special Education, Counseling,

& Student Affairs

James Martin Adjunct Assistant Professor Educational Leadership

Andrew J. Wefald Assistant Professor Psychology

Course and curriculum issues:

Expedited Course Changes:

Current Course Description Proposed Course Description

AP 700. Gross Anatomy I. (6) I. Gross dissection

of the dog with comparative aspects of the cat. Three

hours lec. and nine hours lab a week. Pr.: First-year

standing in College of Veterinary Medicine.

AP 700. Gross Anatomy I. (5) I. Gross dissection of the

dog with comparative aspects of the cat. Two hours lec.

and nine hours lab a week. Pr.: First-year standing in

College of Veterinary Medicine or consent of the

instructor.

AP 737. Vet Physiology I. (6) I. Function of the

animal body at the cellular level, including nerve and

muscle function. Basic pathophysiological

mechanisms will be emphasized and correlated with

clinical topics. Five hours lec, three hours lab a

week. Pr.: First-year standing in College of

Veterinary Medicine or consent of instructor.

AP 737. Vet Physiology I. (5) I. Function of the animal

body at the cellular level, including nerve and muscle

function. Basic pathophysiological mechanisms will be

emphasized and correlated with clinical topics. Five hours

lec./wk. Pr.: First-year standing in College of Veterinary

Medicine or consent of instructor.

AP 747. Vet Physiology II. (7) II. Function of the

cardiovascular, endocrine, respiratory, renal, and

reproductive systems of domestic animals with

emphasis on physiologic control mechanisms,

interrelationships of body systems, and criteria for

evaluating animal health. Five hours lec. and six

hours lab a week. Pr.: AP 737.

AP 747. Vet Physiology II. (6) II. Function of the

cardiovascular, endocrine, respiratory, renal, digestive, and

reproductive systems of domestic animals with emphasis

on physiologic control mechanisms, interrelationships of

body systems, and criteria for evaluating animal health.

Five hours lec. and three hours lab a week. Pr.: AP 737.

CHE 626. Bioseparations (2) II, in even years.

Study of separations important in food and

biochemical engineering such as leaching, extraction,

expression, absorption, ion exchange, filtration,

centrifugation, membrane separation, and

chromatographic separations. Two hours rec. a

week. Pr: CHE 531 or BAE 575.

CHE 626. Bioseparations. (3) II, in even years Study of

separations important in food and biochemical engineering

such as leaching, extraction, expression, absorption, ion

exchange, filtration, centrifugation, membrane separation,

and chromatographic separations. Three hours rec. a

week. Pr: CHE 531 or BAE 545.

2

Current Course Description Proposed Course Description

FDSCI 600. Microbiology of Food. (2) I, II, S. This

course deals with the isolation, identification,

enumeration, and characterization of bacteria, yeasts,

molds and other microbes associated with foods and

food processing. Effects of physical and chemical

agents on micro-organisms will be studied.

Microbiological problems in food spoilage, food

preservation, food fermentation, and food-borne

diseases will be discussed. This is a Web-based

lecture course intended for off-campus distance

education students. Pr.:

BIOL 455.

FDSCI 600. Microbiology of Food. (2) I, II, S. This

course deals with the isolation, identification, enumeration,

and characterization of bacteria, yeasts, molds and other

microbes associated with foods and food processing.

Effects of physical and chemical

agents on micro-organisms will be studied.

Microbiological problems in food spoilage,

food preservation, food fermentation, and food-borne

diseases will be discussed. This is a Web-based lecture

course intended for off-campus distance education

students. Rec. Pr.: BIOL 455.

FDSCI 725. Food Analysis. (3) I, II. Principles,

methods, and techniques necessary for quantitative,

instrumental, physical, and chemical analyses of food

and food products for off- campus students using an

audio/video taped format. The analytical principles

will be related to standards and regulations for food

processing. Two hours lec. and three hours lab a

week. Rec. Pr.: FDSCI 501.

FDSCI 725. Food Analysis. (3) I, II. Principles, methods,

and techniques necessary for quantitative,

instrumental, physical, and chemical analyses of food and

food products for off-campus students using an

audio/video taped format. The analytical principles will be

related to standards and regulations for food

processing. Rec. Pr.: FDSCI 501.

GRSC 901. Starch Chemistry and Technology. (2)

II, Even Years. Chemical and physical properties of

cereal and legume starches. Isolation, structure, assay

methods, and properties in solution. Methods of

modifying starches for industrial use, including

chemical, physical, and enzymic modification. Three

hours lec. a week. Rec. Pr.: BIOCH 521, GRSC 602.

GRSC 901. Starch Chemistry and Technology. (3) II,

Even Years. Chemical and physical properties of cereal

and legume starches. Isolation, structure, assay methods,

and properties in solution. Methods of modifying starches

for industrial use, including chemical, physical, and

enzymic modification. Three

hours lec. a week. Rec. Pr.: BIOCH 521, GRSC 602.

GRSC 902. Carbohydrates in Food. (2) II, Odd

Years. Structure and properties of food

carbohydrates, including sugars, oligosaccharides,

and polysaccharides, and methods of their

modification and analysis. Three hours lec. a week.

Rec. Pr.: CHEM 350 or BIOCH 521.

GRSC 902. Carbohydrates in Food. (3) II, Odd Years.

Structure and properties of food carbohydrates, including

sugars, oligosaccharides, and polysaccharides, and

methods of their modification and analysis. Three hours

lec. a week. Rec. Pr.: CHEM 350 or BIOCH 521.

GRSC 905. Enzyme Applications. (2) I. Theories

of enzyme action and function;

commercial methods of manufacture and industrial

uses, with special emphasis on the

role of enzymes in the food industries. Two hours

lec. a week. Rec. Pr.: BIOCH 521 and

522.

GRSC 905 Enzyme and Bioprocessing Applications (3)

I. The course explores the applications of enzymes and

microbial cultures in the bioprocessing industry, including

food, feed, industrial chemicals and biofuels; and major

microbial pathways for product

synthesis including a clear understanding of enzyme and

microbial kinetics at an advanced level. Three one-hour

lectures per week. Rec. Pre.: GRSC 820 or

GRSC 740/BAE 740 or BIOCH 755.

3

Current Course Description Proposed Course Description

GRSC 915. Advanced Cereal Chemistry. (3) II.

The chemistry of cereal components at the molecular

level. The role and interactions of the various

constituents, their functionality in producing an end

product, and their influence on nutritional properties.

Three hours lec. a week. Rec. Pr.: BIOCH 521 and

522.

GRSC 915. Advanced Cereal Chemistry. (3) I. The

chemistry of cereal components at the molecular

level. The role and interactions of the various constituents,

their functionality in producing an end

product, and their influence on nutritional properties.

Three hours lec. a week. Rec. Pr.: BIOCH 521 and

522.

NE 612. Principles of Radiation Detection (3) I.

Operating principles and general properties of

devices used in the detection and characterization of

ionizing radiation. Fundamental methods of data

interpretation and presentation. Two hours rec. and

three hours lab. a week. Pr: NE 495

NE 612. Principles of Radiation Detection (3) II.

Operating principles and general properties of devices

used in the detection and characterization of ionizing

radiation. Fundamental methods of data interpretation and

presentation. Two hours rec. and three hours lab. a week.

Pr: NE 495

NE 690. Radiation Protection and Shielding. (3)

II. Basic concepts of radiation protection, doses,

associated risks, and exposure limits. Properties of

natural and other radiation sources, and evaluation of

internal and external doses. Techniques for shield

design including ray, point kernel, and transport

theories for both neutrons and gamma rays. Three

hours rec. a week. Pr: NE 495

NE 690. Radiation Protection and Shielding. (3) I. Basic

concepts of radiation protection, doses, associated risks,

and exposure limits. Properties of natural and other

radiation sources, and evaluation of internal and external

doses. Techniques for shield design including ray, point

kernel, and transport theories for both neutrons and

gamma rays. Three hours rec. a week. Pr: NE 495

RRES 635. Methods of Environmental

Interpretation. (3) II. This course focuses on

principles and techniques necessary to communicate

environmental and cultural values to visitors in park

areas. The philosophy, theory, design, and

application of interpretive media to communicate

information about the

environment is studied. Two hours rec. and three

hours lab a week. Field trips required.

RRES 635. Methods of Environmental Interpretation.

(3) I. This course focuses on principles and techniques

necessary to communicate environmental and cultural

values to visitors in park areas. The philosophy, theory,

design, and application of interpretive media to

communicate information about the environment is

studied. Two hours rec. and three hours lab a week. Field

trips required.

PLPTH 905. Ecology and Epidemiology of Plant

Pathogens. (2) I, in even-numbered years.

Experimental and theoretical approaches to the study

of plant disease ecology in agricultural and natural

systems. Three hours lec. a week. Pr.: A course in

Statistics, a course in Calculus, and one of the

following: PLPTH 500, PLPTH 730, PLPTH 835,

PLPTH 840, PLPTH 845, or a course in Ecology.

PLPTH 905. Ecology and Epidemiology of Plant

Pathogens. (3) I, in even-numbered years. Experimental

and theoretical approaches to the study of plant disease

ecology in agricultural and natural systems. Three hours

lec. a week. Pr.: A course in Statistics, a course in

Calculus, and one of the following: PLPTH 500, PLPTH

730, PLPTH 835, PLPTH 840, PLPTH 845, or a course in

Ecology.

MC 865 Seminar in Mass Communication Law

(3) II Analysis of mass communications freedoms

and limitations is such areas defamation, privacy,

copyright, censorship, obscenity, and advertising and

electronic media regulation. Pr: Graduate Standing

MC 745. Seminar in Mass Communication Law. (3) II

Analysis of mass communications freedoms and

limitations is such areas defamation, privacy, copyright,

censorship, obscenity, and advertising and electronic

media regulation. Pr: Graduate Standing

4

Expedited Drop Courses:

AP 715. Veterinary Comparative Embryology. (1) I. An overview of developmental anatomy as it

relates to clinically important developmental defects and/or normal structure and function of common

domestic animals. Pr.: First-year standing in the DVM degree program.

AP 720. Veterinary Neuroscience. (2) II, S. Study of the normal neuroanatomy, neurophysiology and

introductory neuropharmacology of the central nervous system of common domestic mammals. Pr.:

First-year standing in the College of Veterinary Medicine or BIOL 505 or equiv.

CS 743. Grand Rounds I. (1) II. An introduction into veterinary medical problem identification and

solving. Emphasis will be on integration of normal anatomy and physiology knowledge and

identification of abnormal findings. Pr.: First-year standing in the College of Veterinary Medicine.

PLPTH 911. Plant Tissue Culture and Regeneration. (3) II, in odd-numbered years. Plant tissue

culture principles, techniques, and applications, with emphasis on plant regeneration from protoplasts

and the use and potential of this procedure for crop improvement through genetic engineering.

Research-level skills in this area will be taught.

5

Non-Expedited New Courses:

ACCTG 890. Seminars in Professional Accounting. (Var.) I, II. Master of Accountancy students are

required to take this seminar course during two regular semesters (Fall and Spring). The course will

cover current topics relevant to Professional Accountants in both public and private practice. Seminars

are designed to improve students technical accounting knowledge and professional skills and abilities.

Seminars will be led by a variety of faculty and practicing accountants. As part of the class, students

will be expected to complete written and oral assignments and may be assessed on their technical, oral,

written, critical thinking, interpersonal and other skills. Students should enroll for one credit hour in the

first semester they complete the seminar and two credit hours during the second semester they complete

the seminar.

AGED 786. Topics in Agricultural Education. (1-3) I, II, S. Examination of current topics in

agricultural education. Varied specialized topics will be offered so course may be repeated.

AP 730. Cross-Course Integration I. (1) I. Vertical and horizontal integration among semester

courses to improve student cognitive retention and understanding of core content. Structure-function

relationships will be emphasized to faciliate student assimilation and provide clinical relevance to basic

science content. Pr.: First-year standing in the College of Veterinary Medicine or consent of instructor.

AP 740. Cross-Course Integration II. (1) II. Vertical and horizontal integration within and between

semester courses to improve student cognitive retention and understanding of core content. Structure-

function relationships will be emphasized to faciliate student assimilation and provide clinical relevance

to basic science content. Pr.: AP 730 or consent of instructor.

AP 780. Electives in Anatomy & Physiology. (1-3)

I. Elective course work. Topics: Veterinary Medical Language Cognates and Etymology; Special

Interest Anatomy for Veterinary Students; History of Veterinary Medicine; Practical Use and

Interpretation of Veterinary Scientific Literature. Pr.: Professional veterinary student standing or

consent of instructor.

II. Elective course work. Topics: Three Dimensional Imaging Anatomy of the Dog; Special Interest

Anatomy for Veterinary Students; Veterinary Neuroscience; Behavior of Domestic Animals;

Comparative Embryology. Pr.: Professional veterinary student standing or consent of instructor.

S. Elective course work. Topics: Special Interest Anatomy for Veterinary Students; Veterinary

Medical Language Cognates and Etymology. Pr.: Professional veterinary student standing or consent

of instructor.

CS 611. Cow-Calf Health Systems. (2) II. Management of animal well-being and efficient

production in a cow-calf system. Includes the areas of health, marketing, growth, nutrition, economics,

pharmaceutical management, genetics, and reproduction.

6

CS 777. Practicing Veterinary Medicine in a Multicultural Society. (1) I, II. Diversity in the

broadest sense of the word (cultural, racial, sexual, gender, age, religious, etc.) will be explored in the

context of the practice of veterinary medicine. Understanding diversity issues can positively affect the

bottom line of nearly every veterinary practice. Pr.: First, second or third year standing in the College

of Veterinary Medicine.

CS 778. The Basics of Bovine Theriogenology. (1) 1, II. This class is designed to provide students

enrolled in the veterinary curriculum a very practical knowledge base regarding bovine reproduction.

Pr.: First, second or third year standing in the College of Veterinary Medicine.

ECE 715. Electroacoustics (3) I Basic principles of sound; modeling of, and analogous circuits for,

mechanical and acoustical systems; microphones and loudspeakers; Thiele-Small parameters; the

analysis and design of, and measurements on, common loudspeaker systems and crossover networks.

Projects involve the design, simulation, construction and performance-testing of a complete

loudspeaker-and-enclosure system. Two hours lec. and three hours lab a week. Pr.: ECE 511.

ECE 722. Audio Engineering (3) II Solid-state and hollow-state analog electronics applicable to

high-fidelity audio. Emphasis is on the analysis, design and construction of audio amplifiers. Projects

include design, implementation, and performance-evaluation of a reference-quality audio power

amplifier. Two hours lec. and three hours lab a week. Pr.: ECE 525. Recommended: ECE 526.

ECE 724. Analog Electronics (3) II Analysis, design, and evaluation of BJT and CMOS operational

amplifiers. Core topics include frequency compensation and closed-loop stability, slew-rate

optimization, wide-bandwidth design, low-noise design, and macromodeling for simulation. Three

hours lec. a week. Pr. ECE 502, ECE 526

ECE 760. Wireless Communications (3) II This course exposes seniors and first year graduate

students to important physical layer concepts in wireless communications. Topics include: cellular

architecture, large scale and small scale fading channel models, diversity receivers, DS-CDMA

transmitter and receiver design, multi-user detection, multi-carrier CDMA and OFDM performance

analysis. Three hours lec. a week. Pr. ECE 660

HORT 710. Plant Cell, Tissue and Organ Culture. (3) II. Course will cover the principles and

laboratory exercises that demonstrate major concepts and practical techniques in plant cell, tissue and

organ culture. The history and use of plant cell-, tissue-, and organ- culture for crop improvement will

be explained. The variety of tissueculture techniques will be highlighted. Selected readings and practical

tissue culture projects will be required. Two hours lecture and three hours lab per week. Rec. Pr.:

HORT 350.

HORT 910. Advances in Plant Cell Culture. (2) II. Course will cover current topics in plant cell

culture, applications and commercial practices, with emphasis on plant genetic improvement. Research-

level skills in this area will be taught. Two hours lecture a week Odd years. Rec. Pr.: HORT 710.

MANGT 870. Managing Animal Health Organizations (3) Relevant theoretical concepts will be

drawn from strategic management, management of change, human resource management, and the

management of innovation to provide an intellectual grounding for understanding industry dynamics

and the analysis of contemporary managerial challenges and issues for organizations in the animal

health industry. Special emphasis will be given to proposing strategic solutions to solve major problems

that companies face in the animal health corridor.

7

Graduate Curriculum Changes

Agricultural Economics FROM:

Ph.D. Agricultural Economics

Program (current)

Topic Area Credit Hours

Economic Theory 18

ECON 735 Mathematical Economics 3 ECON 940 Advanced Microeconomic Theory I 3 ECON 945 Advanced Microeconomic Theory II 3 ECON 805 Income and Employment Theory I 3 ECON 905 Income and Employment Theory II 3 and select one of the following: ECON 801, ECON 823 ECON 832, ECON 860, ECON 890, ECON 915, ECON 920, ECON 925, ECON 927, ECON 947, ECON 948, ECON 955, or ECON 981 3

Research Methodology 12

ECON 930 Econometrics II 3 AGEC 901 Research Methods in Economics 3 AGEC 936 Quantitative Topics in Agricultural Economics 3 and select one of the following: STAT 770 Theory of Statistics I 3 STAT 771 Theory of Statistics II 3 ECON 890 Time Series Econometrics 3 ECON 890 Microeconomics Panel Data Econometrics 3

Additional Required Agricultural Economics Courses 6

AGEC 905 Agricultural Demand and Price Analysis 3 AGEC 923 Economics of Agricultural Production 3

General Electives* (700 level and higher) 24

* Includes the following M.S. level course prerequisites ECON 830 Econometrics I 3 AGEC 712 Optimization Techniques for Agricultural Economics 3 AGEC 823 Production Economics II 3 AGEC 805 Agricultural Marketing 3 STAT 706 Basic Elements of Statistical Theory 3

60 Total Course Hours 30 Dissertation Hours

90 Total Credit Hours

The following courses developed for the Masters of Agribusiness are not allowed on a student’s program of study: AGEC 700, AGEC 701, AGEC 713, AGEC 720, AGEC 730, AGEC 760, AGEC 761, and AGEC 770.

8

Ph.D. Agricultural Economics

Specialty Areas (current)

Agribusiness

FINAN 815 Managerial Finance I MANGT 820 Behavioral Management Theory MKTIB 810 Marketing Concepts and Research AGEC 890 Advanced Food and Agribusiness Management ECON 925 Location of Economics Activites (may be replaced with ECON 947 or 948)

Community and Regional Economics

ECON 832 Public Sector Analysis ECON 925 Location of Economic Activities ECON 955 Theory and Methods of Regional Economic Analysis SOCIO 832 Sociology of Community AGEC 955 Advanced Topics in Community and Regional Economics

International Development

ECON 860 Growth and Development Theories AGEC 815 International Agricultural Development AGEC 816 Farming Systems Approach to Sustainable Development SOCIO 824 Qualitative Methodology

Natural Resources

AGEC 825 Natural Resource Policy AGEC 925 Advanced Resource and Environmental Economics ECON 947 Industrial Organization (may be replaced with IMSE 983)

Price Analysis/Marketing

AGEC 905 Agricultural Demand and Price Analysis AGEC 936 Quantitative Topics in Agricultural Economics STAT 730 Multivariate Statistical Methods (may be replaced with STAT 880) AGEC 810 Price and Income Policies for Agriculture (may be replaced with MKTIB 810)

Trade

AGEC 840 International Markets and Agricultural Trade ECON 981 International Trade Theory and Policy Econ 947 Industrial Organization (may be replaced with AGEC 810)

Production/Farm Management/Finance

AGEC 923 Economics of Agricultural Production AGEC 812 Advanced Farm Economics (may be replaced with FINAN 815) Select 2 from the following list: AGEC 936, IMSE 864, IMSE 982, IMSE 983, IMSE 830, IMSE 991 or EECE 870

9

TO: Ph.D. Agricultural Economics

Program (proposed)

Topic Area Credit Hours

Economic Theory 18

ECON 735 Mathematical Economics 3 ECON 940 Advanced Microeconomic Theory I 3 ECON 945 Advanced Microeconomic Theory II 3 ECON 805 Income and Employment Theory I 3 ECON 905 Income and Employment Theory II 3 and select one of the following: ECON 801, ECON 823 ECON 832, ECON 860, ECON 890, ECON 915, ECON 920, ECON 925, ECON 927, ECON 947, ECON 948, ECON 955, or ECON 981 3

Research Methodology 12

ECON 930 Econometrics II 3 AGEC 901 Research Methods in Economics 3 AGEC 936 Quantitative Topics in Agricultural Economics 3 and select one of the following: STAT 770 Theory of Statistics I 3 STAT 771 Theory of Statistics II 3 ECON 890 Time Series Econometrics 3 ECON 890 Microeconomics Panel Data Econometrics 3

Additional Required Agricultural Economics Courses 6

AGEC 905 Agricultural Demand and Price Analysis 3 AGEC 923 Economics of Agricultural Production 3

Specialty Area 6

General Electives* (700 level and higher) 18

* Must include the following M.S. level courses or their equivalent ECON 830 Econometrics I 3 AGEC 712 Optimization Techniques for Agricultural Economics 3 AGEC 823 Production Economics II 3 AGEC 805 Agricultural Marketing 3 STAT 706 Basic Elements of Statistical Theory 3

60 Total Course Hours 30 Dissertation Hours

90 Total Credit Hours

The following courses developed for the Masters of Agribusiness are not allowed on a student’s program of study: AGEC 700, AGEC 701, AGEC 713, AGEC 720, AGEC 730, AGEC 760, AGEC 761, and AGEC 770.

10

Ph.D. Agricultural Economics

Specialty Areas (proposed)

Agribusiness (two of the following with at least one from AGEC 880 or AGEC 890) AGEC 890 Advanced Food and Agribusiness Management AGEC 880 Agribusiness Industry Structures FINAN 815 Managerial Finance I MANGT 820 Behavioral Management Theory MKTG 810 Marketing Concepts and Research ECON 947 Industrial Organization*

Community and Regional Economics (two of the following) ECON 832 Public Sector Analysis* ECON 925 Location of Economic Activities* ECON 955 Theory and Methods of Regional Economic Analysis* SOCIO 832 Sociology of Community AGEC 955 Advanced Topics in Community and Regional Economics

International Development/Trade/Policy (two of the following) AGEC 815 International Agricultural Development AGEC 840 International Markets and Agricultural Trade AGEC 810 Price and Income Policies for Agriculture ECON 860 Growth and Development Theories* ECON 981 International Trade Theory and Policy*

Natural Resources

AGEC 825 Natural Resource Policy AGEC 925 Advanced Resource and Environmental Economics

Price Analysis/Marketing

AGEC 810 Price and Income Policies for Agriculture, or AGEC 880 Agribusiness Industry Structures and one of the following

STAT 730 Multivariate Statistical Methods STAT 880 Time Series Analysis ECON 890 Time Series Econometrics or Panel Data Econometrics*

Production/Farm Management/Finance

AGEC 812 Advanced Farm Economics (may be replaced with FINAN 815) and one of the following

IMSE 864, IMSE 982, IMSE 983, IMSE 830, IMSE 991 or EECE 870 Students are encouraged to consult with their advisor(s) about additional courses to enhance their training in a field. Alternative specialties, or variances to those described above, may be designed by a student’s supervisory committee with the approval of the graduate committee. *No course can be used to meet both a specialty and a core program requirement

11

Non-Expedited Proposal

Changes to the Master of Accountancy Program

Rationale: The Master of Accountancy program is being changed to require all students to complete a 3-hour professional seminar that will serve to introduce current topics in the profession and allow students to practice critical thinking skills and communication skills (interpersonal, formal written and formal verbal) and integrate topics from a variety of courses. To accommodate this course which will address important skills and knowledge and meet the graduate school requirement for a culminating experience, 3 hours of electives will be eliminated from the program.

Impact (i.e. if this impacts another unit):

This change should have minimal impact on other programs. By eliminating three hours of electives, some courses taken by Master of Accountancy students as electives may see minimal reductions in enrollment. This will amount to 3 hours per year x approximately 50 students, or 150 hours of reduced SCH spread over electives throughout the College of Business and other Colleges. However, students are still required to take 6 hours of electives within the College of Business and 6 hours of electives outside of the College of Business.

Effective: Fall 2009

Revised Master of Accountancy Assessment Plan The revision in the Master of Accounting program will provide a culminating experience in the Master of Accountancy program, as required by the Graduate School, and it will also allow us to streamline our procedures for assessment. The following are the learning objectives of the Master of Accountancy program, and their proposed means of assessment, under the new program:

Objective Assessment

1. An in-depth understanding or expertise in at least

one of the following areas of study: 1) financial

accounting/auditing, 2) taxation, 3) enterprise

information systems or 4) managerial

accounting/controllership.

Final project questions will be designed to allow

students to demonstrate knowledge in a variety of

these areas. As a result, every student graduating

from the Master of Accountancy program will be

assessed, using a rubric, on their ability to

demonstrate expertise in relevant areas both based

on their portfolio and their written report.

2. An ability to analyze ambiguous accounting

problems.

Every student’s final report will be assessed using a

rubric.

3. An ability to contribute during team-based, problem-

solving activities.

This objective will continue to be assessed in courses

in the program using a rubric applied to a sample of

students on a yearly basis.

4. An ability to make persuasive presentations that

reveal strong written and oral communication skills.

Every student’s final presentation will be assessed by

at least two faculty members using a rubric.

While assessment is typically not based on course grades, this course has been specifically designed to assess these skills, asking students to integrate information not only from the seminar, but also from their other courses. Therefore, we believe that using course grades in the seminar is an appropriate means for program assessment. Summaries of student performance each semester on each grading rubric point for each objective will be prepared and distributed to faculty to provide feedback for use in the entire program.

12

FROM: (Current list of courses for the curriculum, curriculum description, and admission criteria.)

TO: To: (Proposed list of courses for the curriculum, curriculum description, and admission criteria.)

Required Course

ACCTG 731 - Advanced Financial Reporting Credits: (3) Accounting Electives (12 credit hours)

You may select your accounting electives based on one of the following four accounting specialty areas: (1) Financial Accounting and Auditing, (2) Management Accounting/Controllership (3) Taxation or (4) Enterprise Information Systems, but a specialty area is not required. ACCTG 832 - Advanced Auditing Credits: (3) ACCTG 833 - Corporate Taxation Credits: (3) ACCTG 834 - Partnership Taxation Credits: (3) ACCTG 835 - Advanced Management Accounting Credits: (3) ACCTG 844 - Design of Accounting and Business Information Processes Credits: (3) ACCTG 845 - International Accounting Credits: (3) ACCTG 884 - Enterprise Information Systems Assurance Credits: (3) Business Electives (6 to 9 credit hours)

These courses may be selected from non-accounting courses numbered 800 or above within the College of Business Administration. There are 12 current available electives from which to choose. Non-Business Electives (6 to 9 credit hours)

These courses may be selected from courses numbered 500 or above outside the College of Business Administration. A maximum of six credit hours at the 500-level may be used. The balance must be 600-level or above.

Required Courses

ACCTG 731 - Advanced Financial Reporting Credits: (3) ACCTG 890 – Seminars in Professional Accounting Credits: (3) Accounting Electives (12 credit hours)

You may select your accounting electives based on one of the following four accounting specialty areas: (1) Financial Accounting and Auditing, (2) Management Accounting/Controllership (3) Taxation or (4) Enterprise Information Systems, but a specialty area is not required. ACCTG 832 - Advanced Auditing Credits: (3) ACCTG 833 - Corporate Taxation Credits: (3) ACCTG 834 - Partnership Taxation Credits: (3) ACCTG 835 - Advanced Management Accounting Credits: (3) ACCTG 844 - Design of Accounting and Business Information Processes Credits: (3) ACCTG 845 - International Accounting Credits: (3) ACCTG 884 - Enterprise Information Systems Assurance Credits: (3) Business Electives (6 credit hours)

These courses may be selected from non-accounting courses numbered 800 or above within the College of Business Administration. There are 12 current available electives from which to choose. Non-Business Electives (6 credit hours)

These courses may be selected from courses numbered 500 or above outside the College of Business Administration.

13

C) Graduate School Committee on Planning

Second Reading. Changes to the Graduate Handbook, Chapter 6, Graduate Council

Constitution, By-Laws, and Procedures – Section B – By-Laws of the Graduate Council - B.1

Graduate Council Membership from Academic Areas:

The Graduate Faculty is organized into Academic Areas for the purposes of electing representatives to

the Graduate Council. These Academic Areas, which form constituencies for representation to

Graduate Council, will ensure that educational and scholarly diversity between disciplines is

represented in all Graduate Council deliberations. These areas, and the graduate programs and

academic units assigned to each, are:

Applied Natural Sciences: Agronomy; Animal Sciences and Industry; Clinical Sciences;

Entomology; Grain Science and Industry; Horticulture, Forestry and Recreation Resources;

Human Nutrition; and Plant Pathology.

Arts and Humanities: Architecture; Art; Communication Studies, Theatre and Dance;

English; History; Interior Architecture and Product Design; Landscape Architecture/Regional

and Community Planning; Library; Modern Languages; Music; and Philosophy.; and Speech

Communication, Theatre and Dance.

Basic Natural Sciences: Anatomy and Physiology; Biochemistry; Biology; Chemistry;

Diagnostic Medicine/Pathobiology; Geology; Kinesiology; and Physics.

Business and Education: Accounting; Counseling and Educational Psychology; Arts,

Sciences, and Business*; Educational Leadership; Elementary Education; Finance;

Management; Marketing; Secondary Education; and Special Education, Counseling, and

Student Affairs.

Mathematical and Engineering Sciences: Architectural Engineering and Construction

Science; Aviation Technology*; Biological and Agricultural Engineering; Chemical

Engineering; Civil Engineering; Computing and Information Sciences; Electrical and

Computer Engineering; Engineering Technology*; Industrial and Manufacturing Systems

Engineering; Mathematics; Mechanical and Nuclear Engineering; and Statistics.

Social Sciences: Agricultural Communications; Agricultural Economics; Apparel, Textiles,

and Interior Design; Communications; Economics; Family Studies and Human Services;

Geography; Hotel, Restaurant, Institution Hospitality Management and Dietetics; Journalism

and Mass Communications; Political Science; Psychology; and Sociology, Anthropology and

Social Work; and Women’s Studies.

*College of Technology and Aviation (Salina Campus)

14

Second Reading. Changes to the Graduate Handbook, Chapter 6, Graduate Council

Constitution, By-Laws, and Procedures – Section B – By-Laws of the Graduate Council - B.2.

Graduate Council Membership from Colleges

The Graduate Faculty members also have membership in colleges. The following colleges shall have

representation on Graduate Council:

College of Agriculture

College of Architecture, Planning & Design

College of Arts & Sciences

College of Business Administration

College of Education

College of Engineering

College of Human Ecology

College of Technology and Aviation

College of Veterinary Medicine

Since graduate education is often interdisciplinary, faculty members may participate in more than one

graduate program. For purposes of election and service to Graduate Council, Graduate Faculty

members will have a primary program or departmental affiliation, and a primary membership in a

college.

Second Reading. Changes to the Graduate Handbook, Chapter 2, The Master’s Degree – Section

C – The Program of Study:

Every master's student must file with the Graduate School a Program of Study, a formal list of the

courses the student intends to take to fulfill the requirements of the degree. The program of study

should consist solely of courses directly related to the master's degree. Full-time students must file their

programs before the end of their second semester of graduate study, and part-time students must do so

upon the completion of 9 credit hours. The student should prepare the program of study in consultation

with the supervisory committee, all members of which must indicate their approval by signing the

Program of Study form provided by the Graduate School. The head of the academic unit must then

endorse the Program of Study and forward it to the Dean of the Graduate School, whose approval must

be received within the first two semesters of graduate work. Subsequent changes in the program of

study require approval of all members of the supervisory committee, and if changes are made, a

Program/Committee Change form should be submitted to the Graduate School before graduation.

General guidelines for preparing a program of study posted on the Graduate School website should be

followed when preparing a program of study.

15

Second Reading. Changes to the Graduate Handbook, Chapter 3, The Doctoral Degree – Section

C – The Program of Study:

Every doctoral student must file with the Graduate School a Program of Study, a formal list of the

courses the student intends to take to fulfill the requirements of the degree. The program of study

should consist solely of courses directly related to the doctorate. Full-time students must file their

programs before the end of their second semester of graduate study, and part-time students must do so

upon the completion of 9 credit hours. The student should prepare the program of study in consultation

with the supervisory committee, all members of which must indicate their approval by signing the

Program of Study form provided by the Graduate School. The head of the academic unit must then

endorse the Program of Study and forward it to the Dean of the Graduate School, whose approval must

be received within the first two semesters of graduate work. Subsequent changes in the program of

study require approval of all members of the supervisory committee, and if changes are made, a

Program/Committee Change form should be submitted to the Graduate School before graduation.

General guidelines for preparing a program of study posted on the Graduate School website should be

followed when preparing a program of study.

16

Second Reading. Changes to the Graduate Handbook, Chapter 3, The Doctoral Degree – Section

D – Courses - D.6 Transfer of Credit:

a. General conditions: Kansas State University accepts toward a doctoral degree graduate credit

from another institution only under the following general conditions:

1. The other institution is accredited by the cognizant regional accrediting association to

offer graduate degree programs appropriate to the level of the credit to be transferred;

2. The credit is fully acceptable to the other institution in satisfaction of its own advanced

degree requirements; and

3. The credit is applicable to the student's program of study for an advanced degree at

Kansas State University.

b. Master's degrees: Students who hold a master's degree may request transfer of up to 30 hours of

that degree toward a doctoral degree. The number of hours accepted depends on the relevance

of the course work to a doctoral degree. Students with a master's degree in an area different

from that in which they intend to seek a doctoral degree may expect to transfer far fewer than

the maximum 30 hours allowed.

c. Other credit: Students may also request to apply graduate credit earned at other accredited

institutions toward a doctorate at Kansas State University under the following limitations:

1. Students who have not earned a master's degree may ask to transfer up to 10 hours of

master's or doctoral-level work taken elsewhere. A graduate program may request

additional credit be transferred for students in their doctoral program. Graduate

programs granted such an exemption to the normal transfer limit, will present evidence

of quality of the students' programs of study during periodic program reviews.

2. Students who have transferred credit from a master's degree (up to the maximum of 30

hours allowed) may normally ask to apply up to 10 more hours of transfer credit for

doctoral-level work. These hours must represent credit earned beyond a master's

degree, even when the master's program included more than 30 hours. A graduate

program may request additional credit be transferred for students in their doctoral

program. Graduate programs granted such an exemption to the normal transfer limit

will present evidence of quality of the students' programs of study during periodic

program reviews.

3. Courses with the grade of C or lower are not acceptable for transfer unless they already

form part of the candidate's master's degree received at another college or university.

4. Credits that were earned more than seven six years prior to the semester in which the program of study is approved cannot be transferred.

17

D) Graduate School Committee on Assessment and Review

The following Graduate Certificate Assessment Plans were approved at the 3/24/09 meeting:

- Graduate Certificate in the Management of Animal Health Related Organizations

- Graduate Certificate Program in Biobased Products and Bioenergy

- Graduate Certificate in Horticultural Therapy

E) Graduate Student Council Information

- Travel Grant Deadline: April 15, 2009 (July 1st – October 31st travel period)

F) Graduate School Calendar of Events

- New Graduate Faculty Orientation: April 8th – 2:00-3:30 pm – KSU Union 206

- New Graduate Program Directors/Contact Staff Orientation: April 8th – 3:30-5:00 pm – KSU

Union 206

18

4) Consideration of Discussion Agenda

On behalf of the Academic Affairs Committee, Todd Easton, chair, proposed to approve the

following curriculum additions. The motion passed.

Non-Expedited New Curriculum:

Graduate Certificate in the Management of Animal Health Related Organizations

Educational Objectives: The Graduate Certificate in the Management of Animal Health Related Organizations (GCMAHRO) program provides an opportunity for individuals to gain business skills and advanced business knowledge about management without having to participate in a full time, two-year MBA program. Students will learn how to use applied skills and attain an understanding of the basic functional areas of business and how each contributes to an effective business organization in the context of the animal health industry. The purpose of the certificate is to improve the effectiveness of companies in the animal health industry by educating employees and preparing them to take on more responsibilities and expand their career opportunities. The lead course will focus on the managerial challenges and dynamics of the animal health industry. This will be followed by business functional area courses that draw on examples from a range of industries. The certificate program will end with a detailed project that is based on a practical need in the employing organization. Students will propose strategic business strategies that will result in improved effectiveness for their company and make a formal presentation to their sponsoring organization.

Proposed Course Sequence: The GCMAHRO program will consist of 16-credit hours and is designed to be flexible to the demands of working professionals. A foundation course and a capstone course are required of all students. Students also select a total of three additional courses from a menu of five course electives. The students should take the foundation course (MANGT 870: Managing Animal Health Organizations), beginning the program. MANGT 870 will be will be presented in a mixed format with both online and several face-to-face class sessions. This will focus on the unique demands and managerial challenges of the animal health industry. Students can take the three elective business tool online courses before, concurrently or following the foundation course. Two of the three electives courses should be completed prior to enrolling in the capstone course (GENBA 890), and the third elective course can be taken concurrently with GENBA 890. The final capstone course (GENBA 890: Business Practicum), is also presented in a format that includes both online and several face-to-face class sessions. All elective tool courses must be started before enrolling in this course. The capstone practicum course will use advanced marketing research techniques and advanced managerial strategies to address real business problems and create budgeted strategic solutions for a company in the animal health industry.

The five courses that will comprise the certificate are as follows: Required Foundation Course: • MANGT 870 – Managing Animal Health Organizations (Face-to-face & online format) (3 credits) Business Tools Elective Courses (Select three courses from these five online courses): • ACCTG 810. Accounting Concepts and Analysis (3 credits) (Fall) • FINAN 815. Managerial Finance I (3 credits) (Spring) • MKTG 810. Marketing Concepts and Research (3 credits) (Spring) • MANGT 810. Operations Management and Analysis (3 credits) (Spring) • MANGT 820. Behavioral Management Theory (3 credits) (Fall) Required Capstone Course: • GENBA 890. Business Practicum (Both face-to-face and online format) (4 credits) Beginning the Program:

• MANGT 870. Managing Animal Health Organizations (3) (Spring) Relevant theoretical concepts will be drawn from strategic management, management of change, human resource management, and the management of innovation to provide an intellectual grounding for understanding industry dynamics and the analysis of contemporary managerial challenges and issues for organizations in the animal health industry. Special emphasis will be given to proposing strategic solutions to solve major problems that companies face in the animal health corridor.

19

Select three of the following elective courses: • ACCTG 810. Accounting Concepts and Analysis. (3) I. A study of the nature of business transactions; identifying relevant economic events for reporting; determining the most appropriate financial measures for those events; and analyzing the effects of those events on firm performance and financial condition. Pr.: MATH 205 or instructor permission.

• FINAN 815. Managerial Finance I. (3) II. Introduction to the process of value creation. Development of an understanding of the environment in which firms operate, including a discussion of financial markets and institutions and valuation of financial assets. Provides a working knowledge of the financial system and analytical tools for decision making. Pr.: ACCTG 810 or instructor permission.

• MKTG 810. Marketing Concepts and Research. (3) II. Presents marketing concepts and marketing research concepts at the graduate level. Emphasis is directed toward managerial strategy development using marketing theories and applied marketing research techniques. Pr.: MATH 205 or 220 or instructor permission. • MANGT 810. Operations Management and Analysis. (3) II. The study of the role of operations systems in the provision of value for the customer. Operations systems design, capacity determination, resource requirements planning and control, theory of constraints, supply chain management, quality management and control and project management are discussed and analyzed. Pr.: STAT 351 or STAT 702. • MANGT 820. Behavioral Management Theory. (3) I, S. An in-depth analysis of the development of the behavioral bases of individual and group behavior in business, governmental, educational, and other organizations with emphasis on current research literature and applications. Pr.: Open only to students in graduate business degree or certificate programs or with permission of the instructor.

At End of Certificate Program: GENBA 890. Business Practicum (4) The practicum is a means of demonstrating the interconnections between „theory” and “practice”. By conducting a practicum project, executive students demonstrate the ability to apply concepts and ideas from their study of business to a practical matter of concern to their employing organization and business within that organization.

How the Proposed Course Sequence Meets Program Objectives: With basic courses available in the four functional business areas, accounting, finance, marketing, and management, breadth of coverage in the basic areas of business will be offered with the understanding and practice of business skills. The emphasis in the two required courses on solving business problems and taking advantage of business opportunities that companies face in the animal health industry will customize the certificate program for executives employed in companies in the animal health corridor.

Resource Implications: There are no negative resource implications for the College of Business Administration since the courses will be taught in an overload format.

Entrance Criteria: (1) Applicant must submit an online application as non-degree student.

(2) Applicant must have minimum of 3.0 advanced undergraduate GPA (advanced GPA is calculated

using the last 60 credit hours) with undergraduate degree OR minimum of 3.0 graduate GPA.

NOTES: * Courses taken under this Certificate program may be applied to the Graduate Certificate of Business Administration or to the MBA program upon application and acceptance into the MBA program. * The certificate program student must file his/her intent for the “Certificate” with the CBA Graduate Studies Office prior to the enrollment in the Business Practicum.

20

Maintenance Criteria: Certificate program students must maintain a 3.0 cumulative GPA. If the student‟s GPA falls below a 3.0, he/she will be dismissed from the certificate program. The student may reapply to the program after retaking the recommended courses needed to improve the cumulative GPA. Course retakes must be approved by the CBA Director of Graduate Studies and the Graduate school. The student must also meet other graduate school requirements for a retake of a course included in the certificate program.

Statement of Need: The certificate program will offer the KSU CBA an opportunity to be involved at the K-State's Beef Cattle Institute and to serve companies in the animal health corridor. The Beef Cattle Institute was created by a Targeted Excellence Initiative. The mission of the Beef Cattle Institute is to conduct research, teach courses (on campus and online) and internationally deliver outreach on these core issues to serve the beef cattle industry. It organizes faculty with related expertise to move forward with a range of animal health related research and educational initiatives. There are many business, research, and education opportunities to partner and grow this region by combining the expertise of the faculty in the CBA and with the support of the faculty associated with the Beef Cattle Institute. The certificate program brings K-State's expertise to the animal health corridor to focus on commercially viable applied research and technology discovery in animal health, food safety and security, and other relevant areas.

The Beef Cattle Institute and the CBA in partnership will provide a gateway to K-State's broad capabilities and resources on the Manhattan campus. Underlying all these areas of technology discovery and commercialization is education and workforce development in the animal health and nutrition industry. Animal health corridor companies account for nearly 34 percent of total sales in the $16.8 billion global animal health market. More than 120 companies are located in a region stretching from Manhattan, Kan., to Columbia, Mo., provide product development, manufacturing, distribution or support services to the industry, employing more than 5,000 people, including 500 researchers. They range from industry giants like Bayer HealthCare's Animal Health Division, maker of such things as industry-leading flea medication Advantage and Advantix, to specialty firms like Crest Flavor Co., which produces pet food additives. Four of the world's top 10 animal health companies are either based in the area or use Kansas City as their U.S. headquarters, including Bayer, Boehringer Ingelheim Vetmedica, Fort Dodge Animal Health and Intervet Inc. This certificate program will serve the educational needs for business administration and the Beef Cattle Institute that is strongly desired by organizations in the Animal Health Corridor. Two recent studies of several thousand veterinarians and a study of sales representatives in the animal health corridor industry indicate there is strong demand for the type of educational experience encompassed in the certificate program. Faculty associated with the Beef Cattle Institute will serve as guest instructors in Mangt870 and Genba890 as well as provide consultation to faculty teaching other courses of the certificate. The director of the Beef Cattle Institute will also provide assistance with the marketing of the certificate to organizations having employee training needs consistent with the student learning objectives of the certificate.

Target Markets:

(1) An outreach to individuals currently employed in the veterinary profession, Animal Health Corridor organizations, or supply chain organizations related to the animal health industry. Graduate business courses give those employed in these organizations a graduate level exposure to basic business functions and skills as well as a program that is customized to their industry. (2) Graduate students on-campus in other programs who are unable to enroll in on-campus classes because of a lack of space.

Certificate Administration:

Dr. Jeff Katz, Associate Dean and Director of Graduate Studies 107 Calvin Hall KSU CAMPUS

He will be responsible for admissions processing and student advising.

21

Graduate Faculty Members Contributing to the Program: Kevin Gwinner, Professor of Marketing Bruce Prince, Professor of Management David Andrus, Professor of Marketing Eric Higgins, Associate Professor of Finance John Morris, Assistant Professor of Accounting Brian Niehoff, Professor of Management Chwen Sheu, Professor of Management

Requested Effective Date: Fall 2009

Delivery Method: The program will be delivered using a combination of online learning experiences and limited face-to face classroom experiences. The classroom experience for MANGT 870 and GENBA 890 will be on-line and/or on campus on two Saturdays. The two Saturday class periods will each last five hours. The remaining 40 hours of equivalent contact time for GENBA 890 and 27.5 contact hours for MANGT 870 will be conducted online from the KSU campus. The courses will be taught on an overload basis by the aforementioned faculty.

Role of DCE in the Certificate Program: DCE will help market the program to companies in the animal health corridor and to veterinarians. DCE will also fund course modification costs for existing courses and the development costs for the new courses, and manage student enrollment and interface with KSOL.

22

Template

Certificate Program

Assessment of Student Learning Plan

Kansas State University

X Check the box if your program’s student learning outcomes have been modified since

November 2003. If so, please email (apr@ksu.edu) or attach a hard copy to this

document. (SLOs are attached at end of this Assessment Plan)

A. College, Department, and Date

College: College of Business Administration

Department: Graduate Studies

Date: January 1, 2009

B. Contact Person(s) for the Assessment Plans

Jeff Katz, Director of Graduate Studies

C. Certificate Program

Graduate Certificate in the Management of Animal Health Related Organizations

D. Assessment of Student Learning Three-Year Plan

1. Student Learning Outcome(s)

Demonstrate an understanding of the functional areas of business and how each contributes to

an effective business organization in the context of companies in the animal health corridor.

Apply knowledge of business to the identification and analysis of a company problem to improve

the effectiveness of the organization.

Relationships to K-State Student Learning Outcomes (inserts the program SLOs and check all that apply): University-wide SLOs (Graduate Programs) Program SLO is

conceptually

different from

university SLOs

Program

SLOs

Knowledge Skills Attitudes and Professional

Conduct

Understanding

of functional

areas of

business

XX

Applying

knowledge of

business to

improve

company

performance

XX

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2. How will the learning outcomes be assessed? What groups will be included in the assessment?

Learning Outcomes

Direct Indirect Who will be Assessed?

General knowledge of functional areas of business and managerial challenges of the animal health industry

Written analyses of course cases

Survey of students completing the certificate

All certificate students in MANGT 870, Managing Animal Health Organizations and functional area courses

Applying knowledge of business to improve the effectiveness of a company

Selected assignments in courses and capstone practicum project

Satisfaction survey All certificate students in GENBA 890, Business Practicum:

3. When will these outcomes be assessed? When and in what format will the results of the assessment be

discussed? Learning

Outcomes 2009 and 2010 2010 and

2011 Baseline

General knowledge of functional areas of business and managerial challenges of the animal health industry

1. Develop business cases 2.Identify direct measures in rubric form

Administer

cases, measure

student

performance and

compare with

rubric

A baseline rubric for learning outcomes will be developed and discussed with faculty teaching the certificate courses.

Applying knowledge of business to improve the effectiveness of a company in the context of the animal health industry

1,Develop course assignments 2.Identify direct measures for student performance in rubric form 3.Identify practicum assignments

Administer selected course assignments and assessment of final project in certificate program

A baseline will be developed and discussed with faculty teaching the certificate courses.

.

4. What is the unit’s process for using assessment results to improve student learning?

Learning Outcomes

Improvement Plan

General knowledge of Functional areas of business and managerial challenges of the animal health industry Applying knowledge of business to improve the effectiveness of a company in the context of the animal health industry

The college maintains an active Graduate Studies Committee of faculty

teaching courses in the certificate program. Data from the assessment

processes (direct and indirect) will be summarized and discussed at the

summer committee meeting. Changes to the certificate curriculum,

course content, and assessment processes will be discussed with plans

for implementation during the following year.

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Student Learning Outcomes

Graduate Programs

College of Business Administration

Graduate Certificate in Organizational Leadership

It is expected that students with a Graduate Certificate in Organizational Leadership will have

the following:

Demonstrate an understanding of the functional areas of business and how each contributes to an

effective business organization in the context of companies in the animal health corridor.

Apply knowledge of business to the identification and analysis of a company problem to improve

the effectiveness of the organization.

25

New Graduate Curriculum(s)

Horticulture, Forestry and Recreation Resources

New Program Proposal

Basic Program Information

1. Proposing Institution: Kansas State University 2. Title of proposed program: Graduate Certificate in Horticultural Therapy

3. Degree to be offered: Graduate Certificate

4. Anticipated date of implementation: Fall 2009

5. Responsible department(s): Horticulture, Forestry, and Recreation Resources

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Program Proposal Narrative

This proposal responds to the need for graduate-level horticultural therapy practitioner training to keep pace in the allied-therapy health field; the increasing number of requests for a horticultural therapy curriculum offered via distance education; an international and national demand to K-State for educational opportunities in horticultural therapy; and the strategic prioritization efforts of the Department of Horticulture, Forestry, and Recreation Resources and the College of Agriculture. Horticultural therapy is a method in which a trained Horticultural Therapist uses live plants and the growing environment to heal and rehabilitate people. There are four essential elements in the practice of horticultural therapy: 1) a defined treatment procedure that focuses on horticultural or gardening activities; 2) a client with a diagnosed problem who is in treatment for that problem; 3) a treatment goal that can be measured and evaluated, and; 4) a trained professional to deliver the treatment. Treatment goals in horticultural therapy programs typically target social, psychological, physical, and cognitive health outcomes. Horticultural therapy practitioners often time work as private consultants that work with a variety of client groups and settings while others are directly hired by one institution. From a recent survey of registered horticultural therapists, the most common settings for horticultural therapy programs were vocational training centers, rehabilitation hospitals, nursing homes, botanic gardens, veteran’s facilities, hospice, alcohol treatment centers and cancer treatment centers. Horticultural therapy is considered a complimentary therapy along with physicians, psychiatrists, psychologists, occupational therapists, physical therapists, behavioral specialists, vocational skills instructors, and others. Thus horticultural therapy practitioners must be experts on the medical and psychological benefits of gardening and facilitating improvement of the patients’ physical, social, and mental well-being.

A. Educational Objectives Upon completing the graduate certificate program in horticultural therapy students will

• Be able to explain the delivery models and systems used in settings where horticultural therapy is currently practiced and where it is emerging as a service

• Have achieved entry-level competence through a combination of academic and fieldwork education

• Be prepared to articulate and apply horticultural therapy theory and evidence-based evaluations and interventions to achieve expected outcomes

• Be prepared to be a lifelong learner and keep current with evidence-based professional practice

• Uphold the ethical standards, values, and attitudes of the horticultural therapy profession

• Understand the distinct roles and responsibilities of the horticultural therapist

• Be prepared to advocate as a professional for the horticultural therapy services offered and for the recipients of those services

• Be prepared to be an effective consumer of the latest research and knowledge bases that support practice and contribute to the growth and dissemination of research and knowledge

B. Certificate Program Courses The Graduate Certificate in Horticultural Therapy consists of 16 credit hours in required

courses.

Required courses:

HORT 750 Orientation to Horticultural Therapy 1 cr HORT 751 Human Issues in Horticultural Therapy 3 cr HORT 752 Horticulture in Horticultural Therapy 3 cr HORT 753 Clinical Skills in HT 6 cr HORT 755 Practicum in Horticultural Therapy 3 cr

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COURSE DESCRIPTIONS

HORT 750 Orientation to Horticultural Therapy 1cr (Fall, Spring) This course will introduce students to online delivery methods, graduate level research, writing and technology skills, create a community of practice, and introduce students to the profession of horticultural therapy. HORT 751 Human Issues in Horticultural Therapy 3cr (Fall, Spring) This course will explore human issues in horticulture generally, and human issues in horticultural therapy specifically. Consideration of selected topics and issues such as people-plant relationship theories, horticultural therapy as a specialized allied health field, health-care gardens and their use, societal impacts on horticultural therapy, and research issues. Provides students with a knowledge and understanding of the literature in horticultural therapy and develops an appreciation of the interrelationships involved in this multidisciplinary area. HORT 752 Horticulture in Horticultural Therapy 3cr (Spring) Application of horticulture principles and practices in therapeutic settings; considerations for greenhouse systems operations and management in therapeutic settings; landscape maintenance, fruit and vegetable gardening, and production horticulture as part of a therapeutic program; and plant propagation for production and therapy.

HORT 753 Clinical Skills in Horticultural Therapy 6cr (Summer through Fall) This course begins summer semester, concludes fall semester, and requires two 5-day on-site experiences. Development of horticultural therapy skills and methodology is presented through real-life case studies. New developments and applications of gardening or horticultural activities for special populations will be emphasized. Procedures for management of horticultural therapy programs, designing therapeutic or rehabilitation activities, and evaluation methods will be discussed. Instruction, practice, and evaluation of clinical skills with population groups typically served through horticultural therapy. Pr.: HORT 751.

HORT 755 Practicum in Horticultural Therapy 3cr (Fall, Spring) The practicum is a means of demonstrating the interconnections between ‘theory’ and ‘practice’. By conducting a practicum project, students demonstrate the ability to apply concepts and ideas from their study of horticultural therapy to a specific population or setting. Pr.: HORT 752, HORT 753

C. Meeting the Educational Objectives

The educational objectives will be achieved through program content that will include:

• Foundational content: prerequisite coursework in the behavioral and horticultural sciences

• Basic tenets of horticultural therapy: the history and philosophical base of the profession; the application of horticulture as therapy in various settings and with various population groups; the role of horticulture in the promotion of health and the prevention of disease and disability; client and facility assessment to formulate an intervention plan (HORT 751, HORT 753)

• Horticultural therapy theoretical perspectives: describe theories that underlie the practice of horticultural therapy; compare and contrast models of practice; how to use theories and models in horticultural therapy evaluation and intervention (HORT 751)

• Screening, evaluation, and referral: the use of standardized and non-standardized screening and assessment tools to determine the need of horticultural therapy intervention; the selection of appropriate assessment tools based on client needs and contextual factors; procedures and protocols when administering assessments; factors that might bias assessment results, such as culture, disability status, and situational variables; documentation procedures to adhere to facility, local, state, federal, and reimbursement agencies (HORT 753, HORT 755)

• Formulation and implementation of an intervention plan: the use of evaluation findings based on appropriate theoretical approaches, models of practice, and frames of reference to develop

28

horticulture-based intervention plans and strategies based on the stated needs of the client as well as data gathered during the evaluation process in collaboration with the client and others (HORT 752, HORT 753, HORT 755)

• Context of service delivery: the differentiation among the contexts of health care, education, community, and social systems as they relate to the practice of horticultural therapy; the current policy issues and social, economic, political, geographic, and demographic factors that influence the contexts for practice of horticultural therapy; the role and responsibility of the practitioner to address changes in service delivery policies to effect changes in the system, and to identify opportunities in emerging practice areas; the trends in models of service delivery and their potential effect on the practice of horticultural therapy (HORT 750, HORT 751, HORT 753)

• Management of horticultural therapy services: how the various practice settings (e.g. medical institutions, school systems, community systems) affect the delivery of horticultural therapy services; the impact of contextual factors on the management and delivery of horticultural therapy services; how to plan, develop, organize, and market the delivery of services (HORT 753, HORT 755)

• Research: the importance of research, scholarly activities, and the continued development of a body of knowledge relevant to the profession of horticultural therapy; how to locate, understand, and evaluate information, including the quality of research evidence; the use of research literature to make evidence-based decisions; how to understand and critique the validity of research studies, including designs (both quantitative and qualitative) and methodologies (HORT 750, HORT 751)

D. Program Need a. Student Demand

There are several indicators in support of student interest in this program. Beginning in 1991, the first distance education course in horticultural therapy was offered at K-State. HORT 780, a one-credit course, was taught as a series of 15 videotape lectures. Since this first distance education course, there have been continued requests for more horticultural therapy distance education offerings. Currently there are four courses offered via distance education: HORT 256, Human Dimensions of Horticulture; HORT 525, Horticulture for Special Populations; HORT 640, Problems in Horticulture/Horticulture Therapy; and HORT 880, Topics in Horticulture/Horticulture Therapy. With little to no marketing, enrollment in the distance education courses since the 2003-2004 academic year has averaged 33 students per year; HORT 256 has averaged 20 students; HORT 525 6 students; HORT 640 5 students; and HORT 880 3 students (see table below). HORT 525 and HORT 640 are available for undergraduate or graduate credit with 33-35% of students enrolling for graduate credit (see table below). These enrollment numbers show that Distance Education is an important component of the HT program. A large percentage of students are non-traditional, involved with family or employment situations and unable to relocate to Manhattan, Kansas. Enrollment in Horticultural Therapy Distance Education Courses

Course 2003-2004 2004-2005 2005-2006 2006-2007 Total 4 year

average

HORT 256 28 17 15 21 81 20

HORT 525 12 6 3 4 25 6

HORT 640 6 2 7 5 20 5

HORT 880 4 3 1 (not offered) 8 3

Graduate Enrollment in Horticultural Therapy Distance Education Courses

Course 2003-2004 2004-2005 2005-2006 2006-2007 Total

HORT 525 3 2 3 2 10

HORT 640 0 2 3 2 7

HORT 880 4 3 1 (not offered) 8

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Saved email communication from perspective students to Shoemaker demonstrates the interest in graduate education and distance learning opportunities. All inquiries were for graduate education, the majority of the inquiries were for information on a Masters program, and almost half also asked if there were distance learning opportunities. Email inquiries about graduate education received by Shoemaker

Year Inquiries about a

M.S.

Inquiries about a Ph.D. Inquiries about distance learning

2007 - 2008 25 4 10

Since 2001, 14 students have worked in the area of horticultural therapy for their M.S. in the HFRR campus-based program. Of those students, 8 of them wanted to learn how to be a horticultural therapy practitioner and none of them have continued in a Ph.D. program. If a graduate-level practitioner training program had been available, 8 of the 14 would have chosen that option over our current research-based M.S. program. It is not known how many of them would have preferred a distance education graduate program. The American Horticultural Therapy Associations new professional registration criterion requires college accredited horticultural therapy instruction. Currently, most individuals receive their horticultural therapy instruction through certificate programs at public gardens or not-for-profit institutes. This creates a new demand for college credit horticultural therapy instruction. The campus-based BS in horticultural therapy was discontinued due to consistent low enrollment. The department currently offers campus-based horticultural therapy specializations at the undergraduate and graduate level. Enrollment for the undergraduate horticultural therapy specialization continues to be low. The typical HT student is a non-traditional student, may be a career-changer, is typically place-bound,

and usually has at least one higher-education degree (AHTA Board research, Chicago Botanic Garden

market research). These characteristics of our primary student body explain why they are not likely to or

are not able to move to Manhattan to participate in our campus-based undergraduate program but are

highly likely to participate in a distance-education graduate program.

b. Demand for Graduates

The dramatic changes in the health care field over the past ten years, primarily the shift to managed care, have influenced the profession of horticultural therapy and other allied therapy professions such as art therapy, music therapy, and occupational therapy. A study of these allied therapy professions by the AHTA Professional Standard Task Force in 2004 determined that the current registration process offered by AHTA would not be considered adequate by insurance companies and the educational standards were very sub-standard in today’s marketplace. As a result, AHTA has focused on raising the educational and competency requirements for registered clinicians. Starting in fall 2008, a bachelor’s degree and a minimum number of college credits in three subject areas [horticultural therapy (9 credits), horticulture (12 credits), and human services (12 credits)], will be required. The biggest challenge with these new standards for registration will be obtaining the college credit requirement in horticultural therapy. There are very few universities currently offering coursework in horticultural therapy and only K-State offers

courses via distance education.

c. Locational and comparative advantages

Currently there are no other comparable programs in the State of Kansas or the nation. The AHTA web site lists two other universities offering an option in horticultural therapy at the undergraduate level (Rutgers University and University of Maine – Orono) and two university certificate programs at the undergraduate level. All of these are campus-based programs.

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E. Administrative Structure Administrative oversight of the certificate program will exist within the HFRR department with a close partnership with the Division of Continuing Education. Within HFRR, a program coordinator (Shoemaker) will have primary responsibility for administering the program, with support of the Graduate Committee for admissions decisions. To gain admission, students will be approved for admission by the HFRR department Graduate Committee and by the Graduate School. Students will apply directly to the graduate certificate coordinator, the coordinator will forward to the HFRR department Graduate Committee for approval of recommendations for admission, and then forward to the Graduate School recommendations for admission. Admission requires evidence of completion of a bachelor’s degree from an accredited university with a grade point average above 3.0 on a 4.0 scale in the junior and senior years; two years of professional work experience; and college course work in horticulture (minimum of three courses), health and human services (minimum of two courses in subjects such as psychology and human development), and statistics. Applicants should have proficiency in the computer operations necessary to complete web-based distance courses. For international students a score of at least 600 (paper-based test) or 100 (IBT-internet-based test) on the TOEFL will be required.

31

F. Budget

Part I. Anticipated

Enrollment

Implementation Year Year 2 Year 3

Full-time Part-time Full-time Part-time Full-time Part-time

A. Headcount 20 35 40

B. Total SCH taken by all students in program

245 300 350

Part II. Program Cost Projection A. In implementation year one, list all identifiable General Use costs to the academic unit(s) and

how they will be funded. In subsequent years, please include only the additional amount budgeted.

Implementation Year Year 2 Year 3

Base Budget: Salaries

--$14,636-- --$-- --$30,000--

OOE --$600-- --$29,000-- --$25,000--

Total --$15,236-- --$29,000-- --$55,000--

Implementation Year: The needs in the first year will be met with

• budgeted salary and operating expense lines of existing faculty (internal reallocation is not indicated above)

• Revenue of $83,801 from: o $15, 236 in grant funds to be used for course development has been awarded from the

Division of Continuing Education o Tuition and fees to HFRR @ $177/credit hour = $43,365 o HORT 753 Materials fee @ $210/credit hour = $25,200

Year 2: The needs in the second year will be met with

• budgeted salary and operating expense lines of existing faculty (internal reallocation is not indicated above)

• Revenue of $82,200 from: o Tuition and fees to HFRR @ $186/credit hour = $55,800 o HORT 753 Materials fee @ $220/credit hour = $26,400

Year 3: The needs in the third year will be met with

• budgeted salary and operating expense lines of existing faculty (internal reallocation is not indicated above)

• Revenue of $95,970 from: o Tuition and fees to HFRR @ $195/credit hour = $68,250 o HORT 753 Materials fee @ $231/credit hour = $27,720

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Projected Revenue

Begin Fall 2009 Projected

Year 1 Credits Enrollment SCH Dept. Revenuez

Summer DCE Grant $15,236

Fall HORT 750 1 10 10 1,770

(10

Students)

HORT 751 3 10 30 5,310

Spring HORT 750 1 10 10 1,770

(10 new HORT 751 3 10 30 5,310 Students) HORT 752 3 15 45 7,965

Summer HORT 753 6 20 120 21,240

Materials feey 20 25,200

Total 245 $83,801

Year 2

Fall HORT 750 1 10 10 1,860

(10 new

Students)

HORT 751 3 10 30 5,580

Spring HORT 750 1 5 5 930 (5 new HORT 751 3 5 15 2,790

Students) HORT 752 3 20 60 11,160 HORT 755 3 20 60 11,160

Summer HORT 753 6 20 120 22,320 Materials fee 20 26,400

10 students graduate

Total 300 $82,200

Year 3

Fall HORT 750 1 10 10 1,195 (10 new HORT 751 3 10 30 5,850

students) HORT 898 2 15 30 5,850 5 students graduate

Spring HORT 750 1 10 10 1,195 (5 new HORT 751 3 10 30 5,850

Students) HORT 752 3 20 60 11,700 HORT 755 3 20 60 11,700

Summer HORT 753 6 20 120 23,400 Materials fee 20 27,720

10 students graduate

Total 350 $ 95,970

3-Year Total $261,971 z2009-2010 tuition @ $431/credit hour, $107/credit hour tuition + $70/credit hour department fee = $177/credit hour to department 2010-2011 tuition @ 452/credit hour (5% increase) = $186/credit hour to department 2011-2012 tuition @ 475/credit hour (5% increase) = $195/credit hour to department ymmaatteerriiaallss ffeeee ffoorr aaddddiittiioonnaall ccoossttss aassssoocciiaatteedd wwiitthh tthhee oonn--ssiittee cclliinniiccaall ttrraaiinniinngg ccoommppoonneenntt ooff HHOORRTT 775533

ssuucchh aass ttrraannssppoorrttaattiioonn,, ffoooodd,, pprrooggrraamm ssuupppplliieess,, tthhiiss iiss bbaasseedd oonn aa bbuuddggeett pprroovviiddeedd bbyy tthhee CChhiiccaaggoo BBoottaanniicc

GGaarrddeenn,, aa lliikkeellyy ttrraaiinniinngg ssiittee ffoorr HHOORRTT 775533;; YYeeaarr 11 @@ ooff $$221100//ccrreeddiitt hhoouurr;; YYeeaarr 22 @@ $$222200 ((55%%

iinnccrreeaassee));; YYeeaarr 33 @@ $$223311 ((55%% iinnccrreeaassee))

33

PPrroojjeecctteedd EExxppeennsseess

2009

Year 1 Expenses

Davis .10 FTE

Shoemaker .70 FTE

Williams .15 FTE Faculty salary and benefits are budgeted lines of existing faculty Graduate Assistant for course development

x $14,636

Travel for HORT 753 planningz 600

Total $15,236

Year 2

Davis .10 FTE

Shoemaker .70 FTE Williams .15 FTE Faculty salary and benefits are budgeted lines of existing faculty Travel for HORT 753 2 trips, 5 days each 4,000

HORT 753 site fees $1,250/studenty 25,000

Total $29,000

Year 3

Davis .10 FTE

Shoemaker .70 FTE Williams .15 FTE

GTA .50 FTE 30,000 HORT 753 site fees $1,250/student 25,000

Total $55,000

Expenses – 3 year total 99,236

Revenue – 3 year total 261,971

Net 162,735 xxDDiivviissiioonn ooff CCoonnttiinnuuiinngg EEdduuccaattiioonn ggrraanntt ffuunnddeedd yy BBaasseedd oonn bbuuddggeett pprreeppaarreedd bbyy CChhiiccaaggoo BBoottaanniicc GGaarrddeenn,, aa lliikkeellyy ttrraaiinniinngg ssiittee ffoorr HHOORRTT 775533

34

G. Faculty

Core Faculty

Three HFRR faculty will serve as the core faculty in the program. All are tenured, two are full professors, and all are graduate faculty.

Greg Davis, Ph.D., Associate Professor of Landscape Horticulture will serve as co-instructor for HORT 752 and a student advisor Candice Shoemaker, Ph.D., Professor of Horticulture and Human Health will serve as faculty coordinator for the program, and instructor for HORT 750, 751, 753, and 755 Kim Williams, Ph.D., Professor of Floriculture will serve as co-instructor for HORT 752 and a student advisor

H. Faculty Coordinator for the Certificate Program Candice Shoemaker, Ph.D., Professor of Horticulture and Human Health Department of Horticulture, Forestry, and Recreation Resources 2021 Throckmorton Manhattan, KS 66506

I. Student Learning Outcomes and Assessment Plan a. List all of the student learning outcomes for the program.

Upon completing the Graduate Certificate in Horticultural Therapy students will 1. Be able to explain the delivery models and systems used in settings where horticultural

therapy is currently practiced and where it is emerging as a service 2. Have achieved entry-level competence through a combination of academic and fieldwork

education 3. Be prepared to articulate and apply horticultural therapy theory and evidence-based

evaluations and interventions to achieve expected outcomes 4. Be prepared to be a lifelong learner and keep current with evidence-based professional

practice 5. Uphold the ethical standards, values, and attitudes of the horticultural therapy profession 6. Understand the distinct roles and responsibilities of the horticultural therapist 7. Be prepared to advocate as a professional for the horticultural therapy services offered

and for the recipients of those services 8. Be prepared to be an effective consumer of the latest research and knowledge bases that

support practice and contribute to the growth and dissemination of research and knowledge

35

b. Identify outcomes that will be assessed in the first three years of the plan.

SLOs #1, 2, 3 and 6 will be assessed in the first three years of the program.

Relationship to K-State Student Learning Outcomes (insert the program SLOs and check all that apply):

University-wide SLOs (Graduate Programs)

Program

SLOs

Knowledge Skills Attitudes and Professional Conduct

Program SLO is conceptually different from university SLOs

1. HT Delivery Models & Services

2. Entry level competence

3. Evidence-based HT programming

4. Roles and Responsibilities

c. How will the learning outcomes be assessed? What groups will be included in the

assessment? SLO Direct Assessment

Method

Indirect Assessment

Measure

Who will be Assessed?

1. Be able to explain the delivery models and systems used in settings where horticultural therapy is currently practiced and where it is emerging as a service

Final exam questions will be included in each of the required courses to assess this SLO

Exit interview with the program director and completion of a self assessment survey asking students their confidence in performing each of the SLOs (in development).

All students enrolled in course All students upon completion of the certificate program

2. Have achieved entry-level competence through a combination of academic and fieldwork education

Midterm and final evaluation of practitioner performance during practicum (HORT 755). Scoring rubrics will be used for this assessment (in development).

Fieldwork supervisor evaluation. Self-assessment of implementation of horticultural therapy program. Exit interview with the program director and completion of a self assessment survey asking students their confidence in performing each of the SLOs (in development).

All students enrolled in HORT 755 All students upon completion of the certificate program

3. Be prepared to articulate and apply horticultural therapy theory and evidence-based evaluations and interventions to achieve expected outcomes

Final exam questions will be included in HORT 751 and HORT 753 Midterm and final evaluation of practitioner performance during practicum (HORT 755). Scoring rubrics will be

Fieldwork supervisor evaluation. Self-assessment of implementation of horticultural therapy program. Exit interview with the

All students enrolled in HORT 751, HORT 753, and HORT 755 All students upon completion of the certificate program

36

used for this assessment (in development).

program director and completion of a self assessment survey asking students their confidence in performing each of the SLOs (in development).

6. Understand the distinct roles and responsibilities of the horticultural therapist

Final exam questions will be included in HORT 751 and HORT 753 Midterm and final evaluation of practitioner performance during practicum (HORT 755). Scoring rubrics will be used for this assessment (in development).

Fieldwork supervisor evaluation. Self-assessment of implementation of horticultural therapy program. Exit interview with the program director and completion of a self assessment survey asking students their confidence in performing each of the SLOs (in development).

All students enrolled in HORT 751, HORT 753, and HORT 755 All students upon completion of the certificate program

d. When will these outcomes be assessed? When and in what format will the results of

the assessment be discussed?

SLO Timetable for Assessment Baseline Created

1. Be able to explain the delivery models and systems used in settings where horticultural therapy is currently practiced and where it is emerging as a service

Fall 2009 Spring/Fall 2010 Spring/Fall 2011 Exit interview and self-assessment developed Fall/Spring 2009-2010

3-year baseline created for all exams Pilot test 2010 and create a baseline 2011

2. Have achieved entry-level competence through a combination of academic and fieldwork education

Rubrics, practicum self-assessment, and fieldwork supervisor evaluation form developed Fall/Spring 2009-2010 Exit interview and self-assessment developed Fall/Spring 2009-2010

Pilot test 2010 and create a baseline 2011 Pilot test 2010 and create a baseline 2011

3. Be prepared to articulate and apply horticultural therapy theory and evidence-based evaluations and interventions to achieve expected outcomes

Fall 2009 Spring/Fall 2010 Spring/Fall 2011 Rubrics, practicum self-assessment, and fieldwork supervisor evaluation form developed Fall/Spring 2009-2010 Exit interview and self-assessment developed Fall/Spring 2009-2010

3-year baseline created for all exams Pilot test 2010 and create a baseline 2011 Pilot test 2010 and create a baseline 2011

6. Understand the distinct roles and responsibilities of the horticultural therapist

Fall 2009 Spring/Fall 2010 Spring/Fall 2011 Rubrics, practicum self-assessment, and fieldwork supervisor evaluation form developed Fall/Spring 2009-2010 Exit interview and self-assessment developed Fall/Spring 2009-2010

3-year baseline created for all exams Pilot test 2010 and create a baseline 2011 Pilot test 2010 and create a baseline 2011

37

Faculty will meet once each semester to assess the tools designed to assess the SLOs. Student scores will

be examined and a baseline set. Survey results of students completing the program will be reviewed.

Appropriate adjustments to the courses will be made as warranted.

e. What is the unit’s process for using assessment results to improve student learning?

The program faculty will work together to prepare the assessment rubrics, student exit survey, and field

supervisor evaluation form. Since this is a new program, assessment will be viewed as “standard

operating protocol” rather than an additional administrative requirement. Thus, assessment results will

be the guide for understanding and improving student learning as we implement and build this program.

At each semester meeting that will focus on assessment results, the program faculty will consider the

results in the context of the full curriculum as well as within the courses intended to target specific SLOs.

J. Endorsements

Letters of endorsement from HFRR, the College of Agriculture, and the Division of Continuing Education are attached.

38

Appendix D: Curriculum Form Kansas State University

(This includes additions, deletions, and changes)

Proposed Graduate Certificate Program in Biobased Products and Bioenergy

Department: Chemical Engineering Dept Head Signature: Date: Contact person(s) for this proposal: John R. Schlup, Department of Chemical Engineering Department: Agronomy Dept Head Signature: Date: Department: Biological and Agricultural Engineering Dept Head Signature: Date: Department: Grain Science and Industry Dept Head Signature: Date: Effective term for requested action: Term Fall Year 2009 Please note the following deadlines:

Curriculum Changes effective for: Must be submitted to Faculty Senate Must be approved by Academic Affairs prior to: Faculty Senate by: Fall 2nd April meeting May meeting Spring 2nd September meeting October meeting Summer 2nd January meeting February meeting Please see guidelines in the complete manual regarding format of new degree program proposals that require BOR approval (including new majors, secondary majors, and minors not within an existing degree program, etc.) Rationale: Chemical feedstocks, materials, and fuels derived from biomass have received increasing emphasis nationally and are seen as being very desirable from a number of standpoints. Private industry now actively recruits individuals with specific training in bioprocessing and biobased materials. With the interest in green chemistry and in sustainability increasing along with the escalation of crude oil prices during 2008, emphasis on the utilization of biomass for energy and materials can only continue to increase. This rapidly expanding industry has a growing need for a trained workforce. This Graduate Certificate Program is designed to identify students’ focus in their graduate training as well as provide post-baccalaureate educational opportunities for industry practitioners for whom a full graduate degree program is not appropriate at that point in their career.

The term “ biobased products and bioenergy” has been selected for several reasons. The subject area is quite diverse, ranging from genetics to process engineering; there are numerous and significant common themes throughout the topic. It would, therefore, be beneficial to select a name for the certificate program that clearly identifies the general subject area but which does not paint too small of a picture when someone has their initial contact with the program. There are research groups now on-campus that encompass biopower, biobased transportation fuels, and biobased products. “Biobased products and bioenergy” provides an accurate description of this diversity and provides a framework for current and future research and educational activities in this field. Potential students can develop a truly interdisciplinary background in a specific area, and yet the certificate will permit any given individual to tailor their program of study to their specific interests. Lastly, biobased products and bioenergy will allow companies to better identify the scope of the program proposed more easily than with more specific titles such as bioprocessing, biobased materials, biofuels, etc.

39

Impact (i.e. if this impacts another unit): This subject is, by its very nature, interdisciplinary; in fact, it was for this very reason that the graduate certificate route was chosen. Courses have been selected from several departments. The administration of the program will be through the Graduate School with an advisory committee comprised of graduate faculty from participating departments. For approval processes at this time, the four departments above comprising the initial advisory committee have been included with subsequent approval by the faculty of the Colleges of Agriculture and Engineering. Entire curriculum, curriculum description or admission criteria must be shown below. Strike through the deleted courses or wording within the curriculum description or admission criteria. Underline new courses, edited version of the curriculum description or admission criteria. FROM: TO: This is a new graduate certificate program that is being proposed. Thus, no prior curriculum or other programmatic information exists.

Educational Objectives of the Proposed Certificate Program The graduate certificate being proposed will establish an interdisciplinary program of study that will:

1. ensure participating students receive a broad education in several disciplines which comprise biobased products and bioenergy,

2. increase student awareness of the potential of biobased resources as fuels and industrial raw materials,

3. provide a paradigm shift in student awareness away from petroleum-based materials to the utilization of renewable resources for fuels and chemical feedstocks,

4. identify a formal set of courses in biobased products and bioenergy for graduate students and industrial practitioners, and

5. provide a documented course of study for students preferring a freestanding certificate program.

Structure of the Proposed Graduate Certificate Program in Biobased Products and Bioenergy The graduate certificate program proposed will consist of a minimum of fifteen (15) credit hours of coursework selected from a series of courses approved by the Biobased Products and Bioenergy Certificate Committee (BPBCC). Each student will be required to complete at least one of the courses below, each of which includes content from more than one of the designated subject areas. In the case of students pursuing a graduate degree, the course cannot be selected from a student’s primary academic department.

⇒ Crop Improvement and Biotechnology (AGRON 630)

⇒ Cropping Systems (AGRON 640)

⇒ Novel Uses of Renewable Biopolymers (GRSC 825)

⇒ Biochemical Engineering (CHE 715) or Biological Process

40

Engineering (BAE 545) or Fundamentals of Bioprocessing (GRSC 745)

Each student will also be required to complete a variable (2 - 3) credit hour seminar/special topics course in which the students will be placed into multidisciplinary teams. This exercise is intended to provide a “capstone” experience. The nature of the problem will vary, including (but not limited to) design of an interdisciplinary, multi-investigator research proposition, an industrial problem taken from the “real world,” development of an extensive case study, or a product/process design experience. Each team will select from a list of interdisciplinary topics provided by either participating faculty or an industrial collaborator through the BPBCC. The faculty providing the problem will serve as the team’s advisor. The BPBCC will assist in finding a faculty advisor in the situation where an industrial collaborator may be involved. The faculty advisor will be responsible for determining the number of credit hours and awarding the grade. The teams will prepare a formal written report documenting their work at the end of the semester. While it is envisioned that a specific course co-listed amongst participating departments will be developed, several courses currently exist which can be utilized at this time to meet this requirement, including AGRON 600 (Crop Problems), AGRON 910 (Topics in Plant Breeding), AGRON 930 (Topics in Plant Genetics), BAE 620 (Problems in Agricultural Engineering), BAE 820 (Topics in Agricultural Engineering), CHE 802 (Selected Topics in Materials Science), CHE 805 (Selected Topics in Biochemical Engineering), GSI 790 (Grain Science Problem), and GSI 910 (Topics in Grain Science).

The remaining coursework is to be selected from at least three of the following four subject areas: plant science, plant/crop production, processing, and utilization. Sufficient courses currently exist at KSU to deliver several courses in each of these subject areas; a list of courses from which students will select their coursework for this certificate program follows. The subject areas associated with the courses listed is given in the table at the end of this document. New courses will be added to support this program as appropriate. Courses must be taken from a minimum of three different academic departments to complete this graduate certificate program. The four courses above (AGRON 630, GRSC 825, CHE 715, and BAE 545) count towards the subject area and academic department requirements while also serving as the primary required course.

Students will submit a proposed list of courses to be used in meeting the requirements for the certificate of graduate studies to the coordinator of the biobased products and bioenergy certificate program with the program of study being formally approved by the BPBCC.

In addition, each student will participate in an exit interview with a member of the BPBCC at the completion of his or her certificate program.

List of the Courses Associated with the Certificate Existing courses proposed for inclusion in the biobased products and bioenergy graduate certificate program are listed below. This approved course list will be actively reviewed by the BPBCC and will be modified as needed. The course list is expected to be dynamic due to the changing availability and content of courses, new emphases within the topic area, and new developments within the subject area.

A table relating each of the courses with the four designated subject

41

areas is provided in Appendix I. The course descriptions are provided in Appendix II.

Course Title Course Number

1. Crop Improvement and Biotechnology AGRON 630 2. Cropping Systems AGRON 640 3. Crop Physiology AGRON 840 4. Forage Management and Utilization AGRON 550 5. Applications of Nutrient Management AGRON 625 6. Site Specific Agriculture AGRON 655 7. Physical Properties of Soils AGRON 746 8. Plant Physiology BIOL 500 9. Advanced Plant Physiology I BIOL 800 10. Advanced Plant Physiology II BIOL 801 11. Biotechnology AGRON 610 PLPTH 610 12. Plant Genetics AGRON 770 13. Recombinant DNA Laboratory I BIOCH 767 14. Recombinant DNA Laboratory II BIOCH 767 15. Molecular Genetics Laboratory BIOL 676 16. Plant Molecular Biology PLPTH 880 17. Introduction to Genomic Bioinformatics PLPTH 890 18. Physical Studies of Biomacromolecules BIOCH 590 19. Biochemistry I BIOCH 755 20. Biochemistry II BIOCH 765 21. Materials Chemistry CHM 820 22. Biological Process Engineering BAE 545 23. Fundamentals of Bioprocessing GRSC 745

24. Cereal Science GRSC 602 25. Starch Chemistry and Technology GRSC 901 26. Polymer Science and Engineering CHE 656 27. Novel Uses of Renewable Biopolymers GRSC 825 28. Processing of Composite Materials CHE 648 29. Physical Properties of Cereal Polymers GRSC 830 30. Surface Phenomena CHE 682 31. Energy & Biofuel Engineering BAE 650 32. Biomaterials Processing BAE 740/GRSC 74033. Bioseparations CHE 626 34. Biochemical Engineering CHE 715 35. Extrusion Processing in the Food &

Feed GRSC 720

42

Certificate Program Administration As with other graduate certificate programs, the proposed graduate certificate in Biobased Products and Bioenergy will be administered by the Graduate School of Kansas State University, and, as such, will be monitored on a regular basis in the same manner as other graduate and graduate certificate programs. The Graduate School, according to established procedures, must approve all changes proposed in the future for the certificate of graduate studies being proposed.

The Biobased Products and Bioenergy Certificate Committee (BPBCC) will be comprised of representatives from each participating department. Initial participants are the Departments of Agronomy, Biological and Agricultural Engineering, Chemical Engineering, and Grain Science and Industry. Representation will broaden as other departments express an interest in assisting with program coordination.

The BPBCC will review the biobased products and bioenergy certificate program annually. They will have the authority to approve modifications to the list of acceptable courses and to forward changes in the graduate certificate program to the Graduate School. This group will also approve each student’s program of study for the graduate certificate program and their selection of a capstone design experience.

Estimated Budget to Support the Certificate Program The proposed certificate program has been designed to build upon existing research and teaching efforts related to biobased resources. The program as currently designed does not require new courses or faculty for implementation. Course enrollments are not expected to increase to the point that new sections will be required since many of the graduate students active in this area are already enrolling in these classes; thus, new sections of courses are not anticipated.

Therefore, there is no budget request for implementation of this graduate certificate.

Faculty Associated With or Contributing to the Certificate Program The faculty involved in teaching the necessary courses will vary from semester to semester. In addition, the students will have the option of selected their coursework from the list of courses above. Given these two facts, providing supporting documentation on the faculty potentially involved would become unmanageable very quickly. Thus, the focus here is on the BPBCC, which will provide direct oversight of the proposed certificate program. Abbreviated current curriculum vitae are submitted in Appendix III for the graduate faculty who will initially serve on this Committee as they will be the individuals providing program governance. The current members of the BPBCC are listed below.

⇒ Susan Sun (Grain Science and Industry) ⇒ John R. Schlup (Chemical Engineering) ⇒ Scott Staggenborg (Agronomy) ⇒ Donghai Wang (Biological and Agricultural Engineering)

Program Coordinator The program coordinator will be selected each year from among

43

current members of the BPBCC. During the initial year following approval of the graduate certificate, Dr. John R. Schlup will serve in this capacity.

Student Learning Outcomes and Assessment Plan While the student learning outcomes and assessment plan are described below, these subjects are detailed in the requested format in Appendix IV.

The participants in the Biobased Products and Bioenergy graduate certificate program will have diverse academic backgrounds and most likely widely varying academic and career goals. Therefore, the program itself centers on designing an individualized program of study from a menu of courses. The student learning outcomes, thus, do not focus on specific topics, but rather on integration of existing course content in a manner to meet student needs in this very interdisciplinary field.

Student Learning Outcomes:

1. Broad education in several disciplines integral to biobased products and bioenergy.

2. Demonstrated ability to utilize biobased and other renewable resources as energy sources and industrial raw materials as opposed to petroleum-based feedstocks.

3. Demonstrated ability to integrate the subject areas identified above in their understanding and implementation of biobased products and bioenergy.

No new courses are being proposed, and, as existing courses, each is a part of the assessment process within their respective departments. Thus, learning outcomes will not be identified with each course. The selection of the courses ensures that the required subject areas are available to and accessed by the students; the structure of the program ensures exposure of the students to the necessary disciplines. Each of the choices for a student’s required (foundational) course provides a basis for understanding renewable resources as feedstocks instead of petrochemicals.

The Assessment Alignment Matrix for the University-wide SLOs for KSU graduate programs can be found in Appendix IV, theStudent Learning Outcomes and Assessment.

Assessment Methods for Each Outcome

Assessment will focus on the ability of the student to integrate course material and to implement that material in addressing issues related to biobased products and bioenergy.

Broad education in several disciplines integral to biobased products and bioenergy

• Completion of an approved (by BPBCC) program of study meeting subject matter criteria (direct measure).

• The BPBCC will administer an exit survey to each student at the completion of their program (indirect measure).

Demonstrated ability to utilize biobased and other renewable

44

resources as energy sources and industrial raw materials as opposed to petroleum-based feedstocks

• Review of the student’s multidisciplinary team project resulting from participation in the seminar course (direct measure).

• The BPBCC will administer an exit survey to each student at the completion of their program (indirect measure).

Demonstrated ability to integrate the subject areas identified above in their understanding and implementation of biobased products and bioenergy

• Review of the student’s multidisciplinary team project resulting from participation in the seminar course (direct measure).

• The BPBCC will administer an exit survey to each student at the completion of their program (indirect measure).

It should be noted that the essence of the assessment process centers on the student’s multidisciplinary team project resulting from participation in the seminar course. This provides a very direct measure, similar to that of a portfolio. These assessments will be implemented from the outset of the program. A rubric will be developed for review of the products of the multidisciplinary team projects. The rubric will be designed to provide a specific, quantitative measure of the project portfolio, thus enhancing the team project’s effectiveness as a direct measure of the student learner outcomes.

The assessed outcomes will be reviewed annually by the BPBCC. The recommendations based upon this review will be utilized for modifications of the graduate certificate including, but not limited to, inclusion of courses within the program, program requirements, desired outcomes, and appropriateness of assessment tools.

Endorsements Endorsement letters from departments with courses included in the lists above but which are not currently represented on the BPBCC can be found in Appendix V. Communications from the Dean’s Offices of the Colleges involved acknowledging participation by departments within their colleges are found in Appendix VI.

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Appendix I Table Indicating Relationships between Courses and Designated Subject Areas

Course Title Course Number Credit Hours

Plant Science

Plant/Crop Production

Processing Utilization

1. Crop Improvement and Biotechnology AGRON 630 3 XXX XXX

2. Cropping Systems AGRON 640 3 XXX

3. Crop Physiology AGRON 840 3 XXX XXX

4. Forage Management and Utilization AGRON 550 3 XXX

5. Applications of Nutrient Management AGRON 625 3 XXX

6. Site Specific Agriculture AGRON 655 3 XXX

7. Physical Properties of Soils AGRON 746 3 XXX

8. Plant Physiology BIOL 500 4 XXX

9. Advanced Plant Physiology I BIOL 800 3 XXX

10. Advanced Plant Physiology II BIOL 801 3 XXX

11. Biotechnology AGRON 610 3 XXX

PLPTH 610 3 XXX

12. Plant Genetics AGRON 770 3 XXX

13. Recombinant DNA Laboratory I BIOCH 766 2 XXX

14. Recombinant DNA Laboratory II BIOCH 767 2

15. Molecular Genetics Laboratory BIOL 676 3 XXX

16. Plant Molecular Biology PLPTH 880 3 XXX

17. Introduction to Genomic Bioinformatics PLPTH 890 4 XXX

18. Physical Studies of Biomacromolecules BIOCH 590 3 XXX XXX

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19. Biochemistry I BIOCH 755 3 & 3 XXX XXX

20. Biochemistry II BIOCH 765 XXX

21. Materials Chemistry CHEM 820 3 XXX XXX

22. Biological Process Engineering BAE 545 3 XXX XXX

23. Fundamentals of Bioprocessing GRSC 745 3 XXX

24. Cereal Science GRSC 602 3 XXX XXX

25. Starch Chemistry and Technology GRSC 901 2 XXX XXX

26. Polymer Science and Engineering CHE 656 3 XXX XXX

27. Novel Uses of Renewable Biopolymers GRSC 825 2 XXX XXX

28. Processing of Composite Materials CHE 648 3 XXX XXX

29. Physical Properties of Cereal Polymers GRSC 830 3 XXX

30. Surface Phenomena CHE 682 2 XXX XXX 31. Energy and Biofuel Engineering BAE 650 3 XXX XXX

32. Biomaterials Processing BAE 740/GRSC 740

XXX XXX

33. Bioseparations CHE 626 2 XXX

34. Biochemical Engineering CHE 715 3 XXX XXX

35. Extrusion Processing in the Food & Feed GRSC 720 4 XXX

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Appendix II Titles and Course Descriptions of the Proposed Coursework

AGRON 630. Crop Improvement and Biotechnology. (3) II. Techniques in basic plant breeding and biotechnology used to genetically improve crops and procedures to increase, distribute, and maintain breeding stocks and varieties. Two lec. and one two-hour lab a week. Rec. Pr.: AGRON 220 and ASI 500.

AGRON 640. Cropping Systems. (3) I. Principles for developing and managing cropping systems in the Great Plains for the efficient use of natural resources, primarily water. Emphasis on dryland cropping systems, management of crop rotations, and the plant/soil/environment interaction. Includes the efficient use of natural resources via an understanding of yield limiting factors, impact of crop rotations and cultural practices, climate, plant growth, and development. Three hours rec. a week. Rec. Pr.: AGRON 375.

AGRON 840 - Crop Physiology (3) II, in odd years. Principles of nitrogen metabolism, mineral nutrition, photosynthesis, growth substances, and hardiness applied to crop production. Three hours rec. a week. Rec. Pr.: BIOL 500.

AGRON 550 - Forage Management and Utilization. (3) II. Production and utilization of forage crops. Development of forage programs for livestock production, including pasture and stored forages. Note Three hours rec. a week. Pr.: AGRON 220 and junior standing.

AGRON 625 - Applications of Nutrient Management. (3) I..Principles for developing plant nutrient management programs in the Great Plains. Topics include assessing crop nutrient needs, making fertilizer recommendations, applying application technology and products to enhance nutrient use efficiency, using sensing technology to assess in-season nutrient needs, quality control functions, and the use of waste products as nutrient sources. Note Three hours lec. a week. Rec. Pr.: AGRON 375

AGRON 655 - Site Specific Agriculture. (3) II. Introduction to spatial analysis and management of agricultural and environmental resources using Geographic Information Systems (GIS) technology. Emphasis on collecting, displaying, and analyzing spatial or georeferenced soil, crop, or other land surface data. Two hours lecture, two hours lab, and one hour by appointment per week. Rec. Pr.: AGRON 220 and 305 and GEOG 508.

AGRON 746 - Physical Properties of Soils. (3) II. The properties of soils as affected by their physical environment, including water content, water potential, temperature, aeration, flocculation-dispersion, and soil compaction. Three hours of recitation a week. Rec. Pr.: AGRON 305.

BIOL 500. Plant Physiology. (4) I. Detailed consideration of physiological processes of higher plants. Three hours lec. and three hours lab a week. Pr.: BIOL 201 or 210; and a course in organic chemistry.

BIOL 800. Advanced Plant Physiology I. (3) II, in even years. Modern concepts and research in plant physiology. Respiration, photosynthesis, and water relations of plants. Pr.: An introductory plant physiology course or general biochemistry.

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BIOL 801. Advanced Plant Physiology II. (3) II, in odd years. Modern concepts and research in plant physiology. Mineral nutrition, translocation, growth, and development of plants. Pr.: An introductory plant physiology course or general biochemistry. Previous enrollment in BIOL 800 is not required.

AGRON 610. Biotechnology. (3). II, in odd years. The use of biotechnology and molecular genetic approaches in plant and animal sciences. Emphasis is on the use of molecular techniques for plant and animal improvement. Three hours lec. a week. Pr.: ASI 500. Cross-referenced as PLPTH 610.

PLPTH 610. Biotechnology. (3) II, in odd years. The use of biotechnology and molecular genetic approaches in plant and animal sciences. Emphasis is on the use of molecular techniques for plant and animal improvement. Two hr. lecture per week. Pr.: ASI 500. Cross referenced as AGRON 610.

AGRON 770. Plant Genetics. (3) I. Concepts and application of basic genetic principles in higher plants. Probability, linkage, chromosome aberrations, aneuploidy analysis, gene transfer in wide crosses, tissue culture and crop improvement, and genetics of disease resistance. Three hours rec. a week. Pr.: ASI 500.

BIOCH 766. Recombinant DNA Laboratory I. (1) II. Biochemical manipulation of nucleic acids. Isolation and restriction enzyme characterization of plasmid DNA, ligation of DNA fragments to vector DNA, polymerase chain reaction, Southern blot analysis, DNA sequencing and analysis. Two three-hour labs per week. Meets first half of semester. Pr.: BIOCH 522.

BIOCH 767. Recombinant DNA Laboratory II. (1) II. Approaches to study RNA and proteins using recombinant DNA techniques. RNA extraction and affinity isolation of mRNA, Northern blot analysis, cDNA library construction and screening, bacterial or eukaryotic expression systems, purification and characterization of recombinant proteins, site-directed mutagenesis. Two three-hour labs per week. Meets second half of semester. Pr.: BIOCH 522.

BIOL 676. Molecular Genetics Laboratory. (3) I. An advanced course in the techniques of molecular genetics and recombinant DNA technology. Emphasis will be placed on successful completion of a project that will involve several methods in modern molecular genetics. Some typical methods used in the course include mutagenesis, characterization of mutants, polymerase chain reaction, molecular cloning, and DNA sequencing. One-hour lec. And two three-hour labs. Pr.: BIOL 675 or concurrent enrollment.

PLPTH 880. Plant Molecular Biology. (3) II, in even-numbered years. A study of plant genes and genome organization, plant gene expression and regulation, and functional analysis of plant genes. Three hrs lecture a week. Pr.: BIOCH 521, PLPTH 505, or BIOL 541.

PLPTH 890. Introduction to Genomic Bioinformatics. (4) I, in odd years. Tools and methods for computational analysis of genomic and related data. Three hours lec. and two hours lab per week. Pr.: BIOCH 521 or equivalent, STAT 703 or equivalent, BIOL 450 or equivalent.

BIOCH 590. Physical Studies of Biomacromolecules. (3) II. A lecture course providing an overview of the concepts and techniques of physical science as they are applied to study the structure and function of biomacromolecules, such as proteins and DNA.

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The applications discussed will range from those utilizing classical equilibrium thermodynamics to spectroscopic methods such as mass spectrometry, circular dichroism (CD), and nuclear magnetic resonance (NMR). Pr.: CHM 500 or equiv., and MATH 220 and 221, or equiv., and PHYS 113 and 114, or equiv.

BIOCH 755. Biochemistry I. (3) I. An introduction to physical methods, kinetics, and thermodynamics of biochemical reactions and bioenergetics, chemistry of proteins and amino acids, carbohydrate chemistry, and metabolism. BIOCH 755 and 765 are for students interested in a two-semester comprehensive coverage of biochemistry. For a one-semester course, enroll in BIOCH 521. Pr.: *Chemical analysis, one year of organic chemistry, differential and integral calculus.

BIOCH 765. Biochemistry II. (3) II. Continuation of BIOCH 755; lipid chemistry and metabolism, amino acid metabolism, nutrition, nucleic acid chemistry and metabolism, integration of biochemical pathways and metabolic control mechanisms. Pr.: *BIOCH 755.

CHM 820. Materials Chemistry. (3) II. Concepts of materials chemistry developed from an understanding of the chemical composition and structure of materials, and their relationship to the properties of matter. Students will be introduced to the structures and composition of materials and the diverse range of materials, including metals, metal clusters, semiconductors, nanomaterials, supramolecular materials, sol-gel materials, liquid crystals, glasses, polymers and composites. Pr.: Consent of instructor.

BAE 545. Biological Process Engineering. (3) I. Analysis and design of biological and agricultural processes. Three hours rec. a week. Pr. or conc.: CHE 320 or ME 571.

GRSC 745. Fundamentals of Bioprocessing. (3) II. This course is designed for students who desire a clear understanding of bioprocessing principles as applied to the emerging bio-based industry. This course covers the fundamentals of mass and energy balances, fluid dynamics, heat and mass transfer, as applied to bioprocessing. The microbial growth, kinetics and fermenter operation will be covered in detail. Fundamentals of downstream operation as applicable to bioprocessing will be covered in this course. Industrial bioprocessing case studies that involve the integration of the course contents will be discussed. Three hours lec. per week. Rec. Pr. MATH 205 or 220, PHYS 113 or 115, and BIOCH 265 or CHM 210.

GRSC 602. Cereal Science. (3) I, II. The characteristics of cereals, legumes, their components, and their processing to foods. Three hours lec. a week. Pr.: BIOCH 265.

GRSC 901. Starch Chemistry and Technology. (2) II, in even years. Chemical and physical properties of cereal and legume starches. Isolation, structure, assay methods, and properties in solution. Methods of modifying starches for industrial use, including chemical, physical, and enzymatic modification. Pr.: BIOCH 521, GRSC 602.

CHE 656. Polymer Science and Engineering. (3) I, in even numbered years. An introduction to polymeric materials, including chemistry, structure and formation; physical states and transitions; and, basic physical and mechanical properties. Three hours rec. a week. Pr.: CHM 531.

GRSC 825. Novel Uses of Renewable Biopolymers. (2) I. Teach existing value-added technology of cereal polymers, and explore new processes and utilization in non-

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traditional food/feed and in non-food/feed. Two hours lec. a week. Pr.: BIOCH 521 and PHYS 115.

CHE 648. Processing of Composite Materials. (3) I, II. Principles of composite materials, including ceramic, metal, and polymer matrix composites; properties and processing of fibers; role of interfaces in composites; basic concepts in mechanics, failure, and testing of composite materials. Three hours lec. a week. Pr.: CHE 350 or 352.

GRSC 830. Physical Properties of Cereal Polymers. (3) II, in even years. Physical properties of cereal polymers include physical attributes, rheological, mechanical, thermal, electrical, and optical properties. Thermal analysis methods will be taught. Thermal analysis include glass transition, gelatinization, denaturation, and thermal softening and settings of cereal polymers. Rheological properties associated with these thermal transitions will be discussed. Applications of thermal analysis in cereal chemistry, processing, and product quality control will be discussed. Two hours lecture and discussion, and two hour lab. PR.: GRSC 602.

CHE 682. Surface Phenomena. (2) I, II, S. Principles and applications of interfacial phenomena, including capillarity, colloids, porosity, adsorption, and catalysis. Two hours rec. a week. Pr.: CHE 520.

BAE 545. Biological Process Engineering. (3) I, Application of basic science and engineering fundamentals for the analysis and design of biological and agricultural processes. Three hours rec. a week. Pr. or conc.: CHE 530 or ME 571.

BAE 650. Energy & Biofuel Engineering. (3) II. Energy use and production in agriculture and related industries. Energetics of primary production, including crop energy conversion. Energy and material balances of biomass energy production and processing systems, including energy embodied in fertilizers and pesticides. Review of the role of fossil fuels in agricultural and forestry operations, including opportunities for energy conservation. Impact of alternative fuels on internal combustion engine emissions. Three hours lecture a week. Pr. or conc.: ME 513.

BAE 740. Biomaterials Processing. (3) I, in even years. Technologies of bio-based material processing including starch extraction (wet milling), plant oil extraction and refining, plant protein extraction and processing, cellulose processing, biofuel production, chemicals bioconversion, and drying technologies or biomaterials. Course is cross-listed with GRSC 740. Three hours rec. a week. Pr.: BAE 500 or BAE 575 or GRSC 602.

GRSC 740 - Biomaterials Processing. (3) I, in even years. This course is designed for students who are interested in plant biomaterials processing. This course will teach technologies of biobased materials processing including starch extraction (wet milling), plant oil extraction and refining, plant protein extraction and processing, cellulose processing, biofuel production, chemicals bioconversion, and drying technologies of biomaterials. Three hrs. lec. a week. Pr.: BAE 575 or GRSC 602. Cross-listed with BAE 740

CHE 626. Bioseparations. (2) II, in even years. Study of separations important in food and biochemical engineering such as leaching, extraction, expression, absorption, ion exchange, filtration, centrifugation, membrane separation, and chromatographic separations. Two hours rec. a week. Pr.: CHE 531 or AGE 575.

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CHE 715. Biochemical Engineering. (3) I. The analysis and design of biochemical processing systems with emphasis on fermentation kinetics, continuous fermentations, aeration, agitation, scale up, sterilization, and control. Three hours rec. a week. Pr. or conc.: CHE 550.

GRSC 720. Extrusion Processing in the Food and Feed Industries. (4) I. The course is designed to provide the student with an understanding of extrusion technology and the ability to apply it to product development and production through a "hands-on" approach. Major emphasis is on laboratory exercises in which students will operate pilot scale extrusion equipment to produce readily-recognizable commercial products such as cheese curls, breakfast cereals, pasta, pet food, etc. Emphasis will also be placed on process and product development, analysis, and problem- solving techniques. Three hours lec. and three hours lab a week. Pr.: STAT 320 and GRSC 602.

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Appendix III Abbreviated Resumes for Faculty Associated with or Contributing to

the Graduate Certificate Program JOHN R. SCHLUP, PHD

Professor, Department of Chemical Engineering Kansas State University

1037 Durland Hall, Manhattan, Kansas, 66506-5102 Telephone 785 532-4319

Email: jrsch@ksu.edu Education Kansas State University BS Chemistry 1974

Kansas State University BS Chemical Engineering 1975

California Institute of Technology PhD Chemical Engineering 1981

Appointments

1995 – Present Professor, Chemical Engineering, Kansas State University

2006 – Present Director, Undergraduate Programs, Chemical Engineering, Kansas State

1989 - 1995 Associate Professor of Chemical Engineering, Kansas State University

1983 – 1989 Assistant Professor of Chemical Engineering, Kansas State University

1981 – 1983 Senior Chemical Engineer, Corning Glass Works, R&D Division, Corning, NY

Selected Recent Publications

“The Influence of Surface Hydroxyls on Catalyzed Tetrakis(dimethylamino) ethylene Chemiluminescence,” Chien-Chang Huang, Keith L. Hohn and John R. Schlup. Submitted to the Journal of Physical Chemistry.

“Catalytic Deoxygenation of Fatty Acids: Conversion of Oleic Acid in the Presence of ZnO and ZSM-5,” Amol More, John R. Schlup, and Keith L. Hohn. Submitted for publication in Biomass and Bioenergy.

“In-situ IR Investigation of Activation and Catalytic Ignition of Methane over Rh/Al2O3 Catalysts,” C. Cao, A. Bourane, J. R. Schlup, and K. L. Hohn. Appl. Catal A – General 344(1) (2008) pp. 78 – 87.

“Assessment of Sustainability-Potential: Hierarchical Approach,” L. T. Fan, T. Zhang, J. Liu, J. R. Schlup, P. A. Seib, F. Friedler, and B. Bertok. Industrial & Engineering Chemistry Research.46 (2007) pp. 4506 – 4516.

“Energy Consumption vs. Energy Requirement,” L. T. Fan, T. Zhang, and J. R. Schlup. Accepted for publication in Chemical Engineering Education. 40 (2006) pp. 132 - 138.

Synergistic Activities Research Leadership: Member of the internal advisory board for the Biobased and

Industrial Value Added Program (BIVAP) (Manhattan, KS). Participant with planning process for the Sun Grant Initiative,

South Central Region Educational Leadership: Lead faculty member for developing a secondary major in

biological engineering and currently chair of the governing board for the secondary major in Biological Engineering. Lead faculty member in developing a graduate certificate in biomass technologies currently in the process of approval at Kansas State University. Currently part of the leadership team exploring multi-

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institutional collaboration related to interdisciplinary programs in Biobased Materials Science and Engineering.

Presentations: Delivered ten (10) invited, sixty-three oral (64), and twenty (21) poster presentations in various settings

Sessions Organized: Conference Chair, Conference on Creating Value for Biobased Resources: Moving Beyond Petroleum, November, 2002.

Individual and Panel Reviews for: American Association for the Advancement of Science (AAAS), Agricultural Experiment Station (KSU), Office of Biorenewables Programs (Iowa State Univ.), NSF and USDA

Papers Reviewed for: Chemistry of Materials, Chemical Engineering Education, Composites: Part A, and Journal of the American Institute of Chemical Engineers

Collaborators & Other Affiliations

Collaborators and Co-Editor (within Previous 5 Years) Dr. L. T. Fan Kansas State University Dr. Keith Hohn Kansas State University Dr. Ron Madl Biobased and Industrial Value Added Program, Kansas State

University

Graduate Students Advised Total = 18 PhD: Fang Meng, Zongwei Shen, LiSheng Xu, Jing Zeng

MS: Amol A. More, D. A. Spieker, Mark H. Wilson, Robert A. Johnson, Shing Sung, H.K. Liaw, J.S. Waters, B.S. Sywe, Y.Y. Chiu, M.A. Reichwein, N.C. Rigas, C.N. Christodoulou, M.C. Collins, B.L. Angell

Graduate and Postgraduate Advisors Dr. Robert Dr. Robert W. Vaughan (deceased) and Dr. W. Henry Weinberg

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Scott Staggenborg Professor

Cropping Systems 30% T, 70% R

Professional Experience: 2008 – present, Professor, Department of Agronomy, Kansas State University

2004-2008, Associate Professor, Department of Agronomy, Kansas State University 2004-2001. Associate Professor, Northeast Area Extension, Kansas State University

2001-1995. Assistant Professor, Northeast Area Extension, Kansas State University 1993-1995. Assistant Professor-Extension (temporary), Dep. of Agricultural & Biological

Engineering – Clemson University, Clemson, SC.

Education: Ph.D., 1993. Texas Tech University (agronomy). M.S., 1990. Kansas State University (agronomy). B.S., 1988. Kansas State University (agronomy).

Professional Societies: American Society of Agronomy. Gamma Sigma Delta Crop Science Society of America.

Professional Interests and Responsibilities:

Cropping Systems teaching and research, Technology and Site Specific Management research and teaching. Management of the KSU Weather Data Library.

Teaching/Graduate Student Advising (2004 – present): Courses Taught: AGRON 640, Cropping Systems, 3 credits, annually AGRON 655, Site Specific Management, 3 credits, annually Undergraduate and Graduate Students Advised: Average 10 undergraduate students each semester; 4 M.S. students completed, currently advising 4 M.S. students and 2 Ph. D. students. Awards (2000 - present): 2000 Syngenta Crop Protection Award – American Society of Agronomy Significant Committee/Professional Service (2000 – present): Associate Editor, AgronomyJournal of Environmental Quality, 2008 to present Board Member, Sorghum Improvement Conference of North America. 2003 to present Technical Editor, Crop Management Journal, 2004-2007 Extramural Funding Received (2000 – present): Total Funding Received: $1.7million

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Selected Funded Research Projects: Staggenborg, S.A., L. McKinney, D.Wang, and P. Vadlani. U. S. Dept of Agriculture/Energy.

Pelletizing forages to increase cellulosic ethanol production: Proof of concept justification. 2007. $659,000.

Roozeboom, K.L., W.F. Heer, J.D. Holman, V.L. Martin, S.A. Staggenborg, M.J. Stamm. Establishing winter canola on the southern Great Plains. U.S. Dept. of Agriculture. 2007. $24,816.

Staggenborg, S.A. and D. Mengel. Development of rice production recommendations in Kansas. Venturia BioScience. May 1, 2007 to April 30, 2009. $46,720.

Staggenborg, S.A., and S.R. Duncan. Yield and risk assessment and support for the inclusion of cotton as a limited water use alternative over the Ogallala Aquifer. National Cotton Foundation. July 1, 2007 to June 30, 2008. $5,000.

Wang, D., R. Madl, S.A. Staggenborg, M. Woolverton. Developing a comprehensive understanding and utilization of sorghum stover and brown midrib forage sorghum for ethanol production. Sun Grant Biofuel Initiative (U.S. DOT). July 1, 2007 to June 30 2009. $70,000.

Rooney, W., Y. Blumenthal, G.A. Peterson, B. Bean, J. Marsalis, R. Kochenower, D. Bellmer, R. Huhnke, S. A. Staggenborg, and D. Wang. Evaluation of Sweet Sorghum Hybrids as a Bioenergy Feedstock--Germplasm Development, Agronomic Practices, and Conversion Efficiency. Sun Grant Biofuel Initiative (U.S. DOT). July 1, 2007 to June 30, 2010. $125,000.

Roozeboom, K., W. Heer, S.A. Staggenborg, M. Stamm, J. Holman. Establishing winter canola on the southern Great Plains. U.S. Canola Association. July 1, 2007 to June 30, 2008. $24,816.

Staggenborg, S.A., C.W. Rice, A. Schlegel, J. Holman. Biofuel production from annual and perennial crops in Kansas. ICM. July 1, 2007 to June 30, 2009. $81,760.

Wang, D., M. Tunistra, S.A. Staggenborg, C.W. Rice. Development and utilization of sorghum as feedstock for biofuel production. Kansas Grain Sorghum Commission. July 1, 2007 to June 30 2008. $30,000.

Staggenborg, S.A. Improving our understanding of the mechanism of grain sorghum drought tolerance. Kansas Grain Sorghum Commission. July 1, 2007 to June 30 2008. $8,000.

Prasad. P.V., S.A. Staggenborg, D. Mengel, T Kastens. Integrated soil, water, nutrient and crop management strategies productivity in sorghum and millet based cropping systems. International Sorghum and Millet Improvement (INTSORMIL). July 1, 2007 to September 29, 2011. $348,500.

Staggenborg, S.A. Evaluating biofuel feedstock cropping and forage systems to maintain soil quality, reduce erosion and maximize water use efficiency. U.S. Dept. of Agriculture-Ogallala Initiative. October 1, 2007 to September 31, 2008.$8,000.

Publications (2000 – present): Refereed: 10 Extension bulletins: 20 Abstracts/proceedings: 39 Invited presentations: 12 Selected Publications (2000 – present): Evert, S.J. S.A. Staggenborg, and B.L.S. Olsen. 2008. Soil temperature and planting depth

effects on tef emergence. J. of Agron. and Crop Sci. In Press. Epler, M.G., and S.A. Staggenborg. Soybean yield and yield component response to plant

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density in narrow row systems. Crop Mgmt CM-2008-0925-01-RS. Staggenborg, S.A., W.B. Gordon, K.C. Dhuyvetter. 2008. Grain sorghum and corn comparisons:

Yield, economic and environmental responses. Agron. J. 100:1600-1604. Carignano, M., S.A. Staggenborg, and J.P. Shroyer. 2008. Management practices to minimize tan

spot in continuous wheat. Agron. J. 100:145-153. Staggenborg, S.A., M. Carignano, and L. Haag. 2007. Predicting soil pH and buffer pH with a

real-time sensor. Agron. J. 99:854-861. Staggenborg, S.A. and R.L. Vanderlip. 2005. Crop simulation models can be used as dryland

cropping systems research tools. Agron. J. 97:378-384. Staggenborg, S.A., R.K. Taylor, and L.D. Maddux. 2004. Effect of planter speed and seed

firmers on corn stand establishment. Applied Engineering in Agriculture 20:573-580. Deines, S.R., J.A. Dille, E.L. Blinka, D.L. Regehr, and S.A. Staggenborg. 2004. Common

sunflower (Helianthus annuu) and shattercane (Sorghum bicolor) interference in corn. Weed Sci. 52:976-983.

Staggenborg, S.A., D.A. Whitney, D.L. Fjell, and J.P. Shroyer. 2002. Seed and Nitrogen Rates needed to Optimize Winter Wheat Yields following Two Summer Crops. Agron. J. 95:253-259.

Issacs, N.E., R.K. Taylor, S.A. Staggenborg, M.D. Schrock, and D.F. Leikam. 2002. Using cone index data to explain yield variation within a field. Agric. Engin. Int.: the CIGR Journal of Scientific Research and Development. Manuscript PM 02 004. Vol

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Susan X. Sun Professor, Department of Grain Science and Industry, Bio-Materials & Technology Lab, Kansas State University, Manhattan, KS 66506, Tel: (785)532-4077; E-mail: xss@ksu.edu

Relevant Work History 01/07 to present Director, Center for Biobased Polymers By Design, Kansas State Univ.,

Manhattan, KS 07/04 to present Professor, Grain Science & Industry, Kansas State Univ., Manhattan, KS 07/01 to 06/04 Associate Prof., Grain Science &Industry, Kansas State Univ., Manhattan, KS 01/96 to 06/01 Assistant Prof., Grain Science & Industry, Kansas State Univ., Manhattan, KS 12/82 to 08/89 Lecturer, Bio. & Agric. Engineering, Northeast Agricultural University, China

Technical Experience

• Technical Panel Manager, Biobased Products and Bioenergy USDA National Research Initiative, 2004, 2005

Commercialization Experience USDA Small business funds Phase I and II on Biodegradable and edible feed packaging containers. The green containers were commercialized by Ridley Block Operations. (http://www.crystalyx.com/biobarrel) Biobased Adhesives, industrial sponsored projects, the technology has been patent and field test will be conducted, and scale up process of the soy protein based binder will be conducted.

Work with various companies on biochemicals and polymers including Dow Chemicals (Rohm and Haas), Franklin International, Georgia Pacific Resin, Inc., H.B. Fuller, Foseco Metallurgicl Inc., and Wrigley.

Project Management Experience

• Project leader, Affordable adhesives derived from optimum soybean varieties. DOE, $5 M, 2002-2005.

• Program leader, Biomaterials By Design, KSU Targeted Excellence Project.20 4-2008

Educational Attainment Northeast Agricultural University, China; Bio. & Agric. Engineering, B.S., 1982 Northeast Agricultural University, China; Bio. & Agric. Engineering, M.S., 1986 University of Illinois at Champaign, IL; Bio. & Agric. Engineering Ph.D., 1993 Texas A&M University, College Station, TX; Bio. & Agric. Engineering Postdoc, 1993-95

Honors and Recognitions

• Outstanding Food Scientist Award, Institute of Food Technology Society, KSU Chapter 2008.

• Outstanding Senior Scientist Award, American Research Scientist Sigma Xi, KSU Chapter 2007.

• Longjiang Outstanding Scholar Award, Heilongjiang Province, China, 2006. • ADVANCE CAP Award, NSF, KSU, 2006.

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Other

• DOE Panel, Identification of Industrial Crops for Biofuel and Bioproducts, 2002 • Associate Editor, J. of Biobased Materials and Bioenergy and Cereal Chemistry; Scientific

Societies

Selected recent publications (out of 115) 1. X. S. Sun, D. Wang, L. Zhang, X. Mo, L. Zhu, D. Boyle. Morphology and Phase Separation

of Hydrophobic Clusters of Soy Globular Protein Polymers, Macromolecular Bioscience 2008, 8:295-303.

2. X. Mo, Y. Hiromasa, A. Al-Rawi, M. Warner, T. Iwamoto, T. Rahman, X. S. Sun and J. M. Tomich. Design of Bio-Based 11- Residue Adhesive Peptides with Different Properties: Induced Secondary Structure in the Absence of Water. Biophysical J 2008, 94: 1807-1817.

3. Acioli-Moura, R., and X. S. Sun. 2008. Thermal degradation and physical aging of

poly(lactic acid) and its blends with starch. Polymer Engineering and Science DOI 2008, 10.1002.pen.21019, 829-836.

4. Zhang, L., and X. S. Sun. Effects of sodium bisulfite on soybean glycinin protein. J. Agriculture and Food Chemistry 2008 (in press)

5. L. Zhu and X. S. Sun, Adhesion Performance of Amino Groups (ε-NH2) of Soybean

Glycinin Proteins. J. Biobased Materials and Bioenergy 2007, 1 (1): 64-70. 6. X. Shen, M. Robyn, X. Mo, S J. Frazier, T. Iwamoto, J. M. Tomich and X. S. Sun, Adhesion

and Structure Properties of Protein Nanomaterials Containing Hydrophobic-Charged Amino Acids. J. Nanoscience and Nanotechnology 2006, 6: 837-844.

7. P.R. Wool and X. S. Sun, 2005, Biobased Polymers and Composites, Elsevier Science publisher, MA USA.

8. J. Zhang, and X. S. Sun. Mechanical properties of poly(lactic acid)/starch composites compatibilized by maleic anhydride. Biomacromolecules 2004, 5: 1446-1451.

9. J. Zhang and X. S. Sun, Mechanical properties and crystallization behavior of poly(lactic acid) blended with dendritic hyperbranched polymer, Polymer International 2004, 53: 716-722.

10. J. Zhang and X. S. Sun, Physical characterization of coupled poly(lactic acitd) /starch/maleic anhydride blends

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BIOGRAPHICAL SKETCH

Donghai Wang

PROFESSIONAL PREPARATION Northeast Agricultural Univ. (China), Bio. & Agric. Engineering, B.S., 1982.

Univ. of Illinois (Urbana, IL), Bio. & Agric. Engineering, M. S., 1994.

Texas A&M Univ. (College Station, TX), Bio. & Agric. Engineering, Ph.D., 1997.

USDA-GMPRC (Manhattan, KS), Postdoc, 1997-1999.

APPOINTMENTS 07/07 to present, Associate Professor, Kansas State Univ., Manhattan, KS. 10/00 to 06/07, Assistant Professor, Kansas State Univ., Manhattan, KS. 08/99 to 09/00, Project Manager, Kansas Advanced Technologies, Inc., Manhattan, KS. 10/97 to 07/99, Postdoctoral Research Associate, USDA-GMPRC, Manhattan, KS. 12/82 to 01/90, Instructor and Lecturer, Northeast Agricultural Univ., China. SELECTED RECENT PUBLICATIONS (i) Most Closely Related [1] D.Y. Corredor, J.M. Salazar, K.L. Hohn, S. Bean, B. Bean, D. Wang, Evaluation and

characterization of forage sorghum as feedstock for fermentable sugar production, Applied Biochemistry and Biotechnology (Published online July 31, 2008).

[2] D.Y. Corredor, X.S. Sun, J.M. Salazar, K.L. Hohn, D. Wang, Enzymatic hydrolysis of soybean hull using dilute acid and steam explosion pretreatments. Biobasedd Materials and BioEnerngy 2 (1) (2008) 51-56.

[3] Y. Zheng, Z. Pan, R. Zhang, D. Wang, B. Jenkin, Non-ionic Surfactants and Non-Catalytic Protein Treatment on Enzymatic Hydrolysis of Pretreated Creeping Wild Ryegrass, Applied Biochemistry and Biotechnology 146 (1-3) (2008) 221-248.

[4] D. Wang, S. Bean, J. McLaren, P. Seib, R. Madl, M. Tuinstra, M. Lenz, X. Wu, R. Zhao, Grain Sorghum is a Viable Feedstock for Ethanol Production, J. of Industrial Microbiology & Biotechnology 35 (5) (2008) 313-320.

[5] D. Corredor, S.R. Bean, D. Wang, Pretreatment and enzymatic hydrolysis of sorghum fiber, Cereal Chemistry 84 (1) (2007) 61-66.

(ii) Other [1] R. Zhao, S.R. Bean, B.P. Loerger, D. Wang, D.L. Boyle, Impact of mashing on sorghum

proteins and its relationship to ethanol fermentation. J. Agriculture and Foods and Chemistry 56 (3) (2008) 946-953.

[2] Y. Zheng, Z. Pan, R. Zhang, J. Labavitch, D. Wang, S. Teter, B. Jenkins, Evaluation of Different Biomass Materials as Feedstock for Fermentable Sugar Production, Applied Biochemistry and Biotechnology 136-140 (1-12) (2007) 423-436.

[3] X. Wu, R. Zhao, S.R. Bean, P.A. Seib, J.S. McLaren, R.L. Modl, M. Tuinstra , M. C. Lenz, D. Wang, Factors impacting ethanol production from grain sorghum in dry-grind process. Cereal Chemistry 84 (2) (2007) 130-136.

[4] X. Wu, R. Zhao, D. Wang, S.R. Bean, P.A. Seib, M. Tuinstra, M. Campbell, A. O’Brien, Effects of amylose amylopectin ratio, corn protein and corn fiber contents on ethanol production, Cereal Chemistry 83 (5) (2006) 569-575.

[5] D.Y. Corredor, S.R. Bean, T. Schober, D. Wang, Effect of decorticating sorghum on ethanol production and composition of DDGS, Cereal Chemistry 83 (1) (2006) 17-21.

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SYNERGISTIC ACTIVITIES • Professional Society: Associate editor of Transactions of the ASABE and Applied

Engineering in Agriculture. • Research Leadership: Research leader of Sorghum Utilization Group, Center for Sorghum

Improvement, KSU; Research leader of Bioenergy Research and Development Group, Center for Sustainable Energy, KSU.

• Presentations: Delivered more than 40 presentations at national and international conferences.

• Papers reviewed for: J. Cereal Science, Cereal Chem., Oil Chem., Transaction of the ASABE, Bioresource Technology, J. Agric. & Food Chem., J. Biosystems Engineering, J. Applied Biochemistry and Biotechnology, Biotechnology and Bioengineering, etc.

• Conducted major projects: “Sorghum as viable renewable resource for biofuels and bio-based products (USDA-NRI), “Develop comprehensive understanding and utilization of sorghum stover and brown midrib forage sorghum for ethanol production” (DOT-Sun Grant), Processing genetically engineered biomass to obtain optimal enzymatic digestion of cell wall polysaccharides in cellulosic biofuel production (NSF STTR subaward), and Sorghum fermentation quality (USDA) as PI; Pelleting forage to increase cellulosic ethanol production: Proof of concept justification (USDA/DOE), Evaluation of sweet sorghum hybrids as a bioenergy feedstock-germplasm development, agronomic practices, and conversion efficiency (DOT-Sun Grant), and Affordable and durable biobased adhesives for wood veneer applications (USDA) as co-PI.

COLLABORATORS AND CO-EDITORS (i) Collaborators and Co-Editors

S.R. Bean, USDA-ARS-GMPRC, Manhattan, KS; D. Hays and B. Rooney, Texas A & M Univ., College Station, TX; J.S. McLaren, StathKirn Inc., Chesterfield, MO; J. Wilson, USDA-ARS-UGA, Tifton, GA; J. Pederson, USDA-ARS Lincoln, NE; K. Pappan, Edenspace, Manhattan, KS; P.A. Seib, S.X. Sun, K. Hohn, S. Staggenborg, ZJ.Pei, R. Madl, Y. Shi, J. Yu, Y. Wen, and R. Nelson, Kansas State Univ., Manhattan, KS

(ii) Graduate Advisors and Postdoctoral Sponsors M.S. Advisor: Dr. Steve R. Eckhoff, Univ. of Illinois, Urbana, IL Ph. D. Advisor: Dr. Ronald Lacey, Texas A&M Univ., College Station, TX Postdoctoral Advisor: Dr. Floyd E. Dowell, USDA-ARS-GMPRC, Manhattan, KS

(iii) Thesis Advisor and Postgraduate-Scholar Sponsor (total # of students advised =11) Ph.D. Students: X. Zhan (Professor, Jiannan Univ., China); Y. Wang (Postdoc, Kansas State Univ.); D. Corredor (Edenspace System, Inc.), R. Zhao (Professor, Henan Univ. of Technology, China), K. Theerarattanoon, S. Yan, N. Li, and F. Xu. M.S. Students: D. Corredor (Edenspace System, Inc), L. Pena, and L. Liu. Post-doctoral Researchers and visiting scholars: G. Yang (Shanghai Univ. of Technology, China); X. Wu, Y. Wang, and D. Hao (Kansas State Univ.);

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Appendix IV Student Learning Outcomes and Assessment Plan in Format

Requested by Office of Assessment Proposed Graduate Certificate

Biobased Products and Bioenergy Assessment of Student Learning Plan

Kansas State University

College, Department, and Date

College: Graduate School

Department: Interdisciplinary graduate certificate program. Initial participating departments include agronomy, biological & agricultural engineering, chemical engineering, and grain science & industry

Date: March 17, 2009

Contact Person(s) for the Assessment Plans

Dr. John R. Schlup, Professor, Department of Chemical Engineering Degree Program

Graduate Certificate in Biobased Products and Bioenergy Assessment of Student Learning Three-Year Plan

1. Student Learning Outcome(s)

a. List (or attach a list) all of the student learning outcomes for the program. The student learner outcomes for the graduate certificate being proposed are

1. Broad education in several disciplines integral to biobased products and bioenergy.

2. Demonstrated ability to utilize biobased and other renewable resources as energy sources and industrial raw materials as opposed to petroleum-based feedstocks.

3. Demonstrated ability to integrate the subject areas identified above in their understanding and implementation of biobased products and bioenergy.

b. Identify outcomes that will be assessed in the first three years of the plan. Over the next three years, all three of the learner outcomes above will be assessed.

Special rationale for selecting these learning outcomes (optional):

The participants in the Biobased Products and Bioenergy graduate certificate program will have diverse academic backgrounds and most likely widely varying academic and career goals. Therefore, the program itself centers on designing an individualized program of study from a menu of courses. The student learning outcomes, thus, do not focus on specific topics or courses, but rather on integration of course content in a manner that meets student needs in this very interdisciplinary field. Thus, the outcomes above focus on the student’s abilities to integrate content from various disciplines to address interdisciplinary problems.

No new courses are being proposed, and, as existing courses, each is a part of the assessment process within their respective departments. Thus, additional learning outcomes will not be identified with each course. The selection of the courses ensures that the required subject areas are available to and accessed by the students; the structure of the program ensures exposure of the students to the

62

necessary disciplines. Each of the choices for a student’s required (foundational) course provides a basis for understanding renewable resources as feedstocks instead of petrochemicals.

Relationship to K-State Student Learning Outcomes (insert the program SLOs and check all that apply):

Graduate Certificate Program in Biobased Products and Bioenergy

Program SLOs Selection from four designated

courses Electives Multidisciplinary

Team Experience Program of

Study Exit

Survey

1. Broad education in several disciplines

X X X, A A

2. Ability to utilize biobased and other renewable resources

X X, A A

3. Ability to integrate the subject areas X X, A A

University Graduate SLOs

Knowledge X X X X A Skills X X X X A Attitudes and Professional Conduct X A

X: will gain experience A: will be assessed

2. How will the learning outcomes be assessed? What groups will be included in the assessment? Assessment will focus on the ability of the student to integrate course material and to implement that

material in addressing issues related to biobased products and bioenergy.

Broad education in several disciplines integral to biobased products and bioenergy

• Completion of an approved (by BPBCC) program of study which meets subject matter criteria (direct measure).

• The BPBCC will administer an exit survey to each student at the completion of their program (indirect measure).

Demonstrated ability to utilize biobased and other renewable resources as energy sources and industrial raw materials as opposed to petroleum-based feedstocks

• Review of the student’s multidisciplinary team project resulting from participation in the seminar course (direct measure).

• The BPBCC will administer an exit survey to each student at the completion of their program (indirect measure).

Demonstrated ability to integrate the subject areas identified above in their understanding and implementation of biobased products and bioenergy

• Review of the student’s multidisciplinary team project resulting from participation in the seminar course (direct measure).

• The BPBCC will administer an exit survey to each student at the completion of their program (indirect measure).

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3. When will these outcomes be assessed? When and in what format will the results of the assessment be discussed?

It should be noted that the essence of the assessment process centers on the student’s multidisciplinary team project resulting from participation in the seminar course. This provides a very direct measure, similar to that of a portfolio. These assessments will be implemented from the outset of the program. The assessments themselves will be performed at the end of each semester following completion of the capstone experience seminar courses. The product of the design experience (written materials stored electronically along with the materials from a final presentation) will be stored on a CD. This material will be assessed as well by a rubric developed for these course materials so that a direct, quantifiable measure of the work is available in addition to the electronic portfolio itself.

In addition, upon completion of the graduate certificate, each student will undergo an exit interview. The BPBCC will design the instrument and will be responsible for performing the exit interviews.

4. What is the unit’s process for using assessment results to improve student learning? The assessed outcomes will be reviewed annually by the BPBCC before the start of the fall semester

of the academic year based upon the electronic portfolio and exit interview of each student graduating in the previous academic year. The recommendations based upon this review will be utilized for modifications of the graduate certificate including, but not limited to, inclusion of courses within the program, program requirements, desired outcomes, and appropriateness of assessment tools.

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Appendix V Endorsements from Other Academic Units

Email Response Received from Dr. Michael Kanost, Head Department of Biochemistry From: <kanost@ksu.edu> To: "John R. Schlup" <jrsch@ksu.edu> Subject: Re: I need your assistance please Date: Wednesday, January 07, 2009 11:03 AM John, This is to confirm that are aware of our inclusion of biochemistry courses in the graduate certificate program on Biobased Products and Bioenergy and that I approve of their inclusion. Mike Kanost

65

66

Email Response Received from Dr. Eric Maatta, Head Department of Chemistry From: "John R. Schlup" <jrsch@ksu.edu> To: "Eric Maatta" <eam@ksu.edu> Subject: Re: Biobased Products and Bioenergy certificate Date: Monday, January 05, 2009 12:47 PM Eric Maatta wrote: > John - > > The Chemistry Department supports the inclusion of CHM 820 Materials > Chemistry as an elective for this certificate program. > > I also strongly encourage you and your colleagues to consider adding > CHM 766 Green Chemistry to the list. This is a relatively new course > that has been developed by Prof. Chris Levy, and is open to anyone > with graduate standing in Chemical Engineering. > > I've attached a copy of the 2008 CHM 766 syllabus, along with its > Course and Curriculum form. > > Eric

67

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Appendix VI Endorsements from the Dean’s Offices of the Colleges Involved

Email Response Received from Dr. Don Boggs, Associate Dean College of Agriculture John, I have conferred with the department heads in Agronomy, Grain Science and Industry and Plant Pathology and all have indicated support for the Biobased Products and Bioenergy Graduate Certificate Program. Given the support of these departments, I am pleased to add the support of the College of Agriculture to this important interdisciplinary program. Best wishes in completing the approval process. Don Boggs Associate Dean

69

70

Email Response Received from Dr. Joseph A. Aistrup, Associate Dean College of Arts and Sciences

John, I have conferred with the Arts and Sciences department heads and all have indicated support for the Biobased Products and Bioenergy Graduate Certificate Program. Given the support of these departments, I am pleased to add the support of the College of Arts and Sciences to this new interdisciplinary program. Best wishes, Joe Joseph A. Aistrup Associate Dean College of Arts and Sciences 117 C Eisenhower Hall Kansas State University Manhattan, KS 66506 785-532-6900 (Office) 785-532-7004 (Fax) jaistrup@ksu.edu Www.k-state.edu/polsci/

71

Appendix IV Student Learning Outcomes and Assessment Plan in Format

Requested by Office of Assessment Proposed Graduate Certificate

Biobased Products and Bioenergy Assessment of Student Learning Plan

Kansas State University

College, Department, and Date

College: Graduate School

Department: Interdisciplinary graduate certificate program. Initial participating departments include agronomy, biological & agricultural engineering, chemical engineering, and grain science & industry

Date: March 17, 2009

Contact Person(s) for the Assessment Plans

Dr. John R. Schlup, Professor, Department of Chemical Engineering Degree Program

Graduate Certificate in Biobased Products and Bioenergy Assessment of Student Learning Three-Year Plan

1. Student Learning Outcome(s)

a. List (or attach a list) all of the student learning outcomes for the program. The student learner outcomes for the graduate certificate being proposed are

1. Broad education in several disciplines integral to biobased products and bioenergy.

2. Demonstrated ability to utilize biobased and other renewable resources as energy sources and industrial raw materials as opposed to petroleum-based feedstocks.

3. Demonstrated ability to integrate the subject areas identified above in their understanding and implementation of biobased products and bioenergy.

b. Identify outcomes that will be assessed in the first three years of the plan. Over the next three years, all three of the learner outcomes above will be assessed.

Special rationale for selecting these learning outcomes (optional):

The participants in the Biobased Products and Bioenergy graduate certificate program will have diverse academic backgrounds and most likely widely varying academic and career goals. Therefore, the program itself centers on designing an individualized program of study from a menu of courses. The student learning outcomes, thus, do not focus on specific topics or courses, but rather on integration of course content in a manner that meets student needs in this very interdisciplinary field. Thus, the outcomes above focus on the student’s abilities to integrate content from various disciplines to address interdisciplinary problems.

No new courses are being proposed, and, as existing courses, each is a part of the assessment process within their respective departments. Thus, additional learning outcomes will not be identified with each course. The selection of the courses ensures that the required subject areas are available to and accessed by the students; the structure of the program ensures exposure of the students to the

72

necessary disciplines. Each of the choices for a student’s required (foundational) course provides a basis for understanding renewable resources as feedstocks instead of petrochemicals.

Relationship to K-State Student Learning Outcomes (insert the program SLOs and check all that apply):

Graduate Certificate Program in Biobased Products and Bioenergy

Program SLOs Selection from four designated

courses Electives Multidisciplinary

Team Experience Program of

Study Exit

Survey

1. Broad education in several disciplines

X X X, A A

2. Ability to utilize biobased and other renewable resources

X X, A A

3. Ability to integrate the subject areas X X, A A

University Graduate SLOs

Knowledge X X X X A Skills X X X X A Attitudes and Professional Conduct X A

X: will gain experience A: will be assessed

2. How will the learning outcomes be assessed? What groups will be included in the assessment? Assessment will focus on the ability of the student to integrate course material and to implement that

material in addressing issues related to biobased products and bioenergy.

Broad education in several disciplines integral to biobased products and bioenergy

• Completion of an approved (by BPBCC) program of study which meets subject matter criteria (direct measure).

• The BPBCC will administer an exit survey to each student at the completion of their program (indirect measure).

Demonstrated ability to utilize biobased and other renewable resources as energy sources and industrial raw materials as opposed to petroleum-based feedstocks

• Review of the student’s multidisciplinary team project resulting from participation in the seminar course (direct measure).

• The BPBCC will administer an exit survey to each student at the completion of their program (indirect measure).

Demonstrated ability to integrate the subject areas identified above in their understanding and implementation of biobased products and bioenergy

• Review of the student’s multidisciplinary team project resulting from participation in the seminar course (direct measure).

• The BPBCC will administer an exit survey to each student at the completion of their program (indirect measure).

73

3. When will these outcomes be assessed? When and in what format will the results of the assessment be discussed?

It should be noted that the essence of the assessment process centers on the student’s multidisciplinary team project resulting from participation in the seminar course. This provides a very direct measure, similar to that of a portfolio. These assessments will be implemented from the outset of the program. The assessments themselves will be performed at the end of each semester following completion of the capstone experience seminar courses. The product of the design experience (written materials stored electronically along with the materials from a final presentation) will be stored on a CD. This material will be assessed as well by a rubric developed for these course materials so that a direct, quantifiable measure of the work is available in addition to the electronic portfolio itself.

In addition, upon completion of the graduate certificate, each student will undergo an exit interview. The BPBCC will design the instrument and will be responsible for performing the exit interviews.

4. What is the unit’s process for using assessment results to improve student learning? The assessed outcomes will be reviewed annually by the BPBCC before the start of the fall semester

of the academic year based upon the electronic portfolio and exit interview of each student graduating in the previous academic year. The recommendations based upon this review will be utilized for modifications of the graduate certificate including, but not limited to, inclusion of courses within the program, program requirements, desired outcomes, and appropriateness of assessment tools. The meeting adjourned at 3:45 pm.

74