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Pre-Proposal Form Institution: Northern Kentucky University Date of pre-proposal: 9/16/11 Program name: Gender and Race Studies Degree level: BA Program Type: major CIP code: Proposed implementation date: Fall 2012 Institutional contact: Dr. Debra Meyers/ Dr. Paul Tenkotte

1. Provide a brief description of the program. What are the objectives of the proposed program? Explain how they support the institutional mission and strategic priorities, the statewide postsecondary education strategic agenda, and the statewide strategic implementation plan. If applicable, attach the approval letter from the Education Professional Standards Board. In an effort to more effectively utilize the department’s resources and serve a growing need in the private sector for qualified diversity experts, we are proposing a new Gender and Race Studies online major. The new major aligns with NKU’s mission to “educate students to succeed in their chosen life roles; be informed, contributing members of their communities.” (From NKU’s mission statement.) 2. What are the intended student learning outcomes of the proposed program? Identify both the direct and indirect methods by which these intended outcomes will be assessed. PROGRAM student learning outcomes: Students successfully completing this program will demonstrate the following: I. Knowledge Gained through: Addressing important questions, both contemporary and enduring in written work. • Acquiring, synthesizing, and analyzing a sufficient volume of content to master the • program of study. II. Acquisition of Intellectual and Practical Skills by: Demonstrating intellectual curiosity, resources of the imagination, and critical • engagement. Displaying a significant capacity for critical thinking, inquiry, and analysis. • Exhibiting precision and clarity in reading, writing, and oral communication. • Showing accomplished levels of research and information literacy skills used • effectively and ethically. Reconciling disparate points of view in scholarly or creative work through written • expression. III. Increased Awareness of Personal and Social Responsibility by: Seeking ways to open paths to personal and social development and working in • personal and public relationships to create sustainable and harmonious relationships. Refining an awareness of the world through study of heritage, institutions, work, • identity, and applied skills. Creating an appreciation for lifelong learning and recognizing the skills that facilitate •


continuous learning processes fostering discovery, creativity, and innovation. IV. Increased Capacity for Integrated Learning by: Creating written work that unites concepts and practices across multiple levels, • disciplines, and settings. Applying discipline-based knowledge, skills, and abilities to new settings and • increasingly complex problems. (Modified version of AAC&U LEAP document) The program’s student learning outcomes will be measured and assessed in each course using a variety of tools including, critical writing assignments, oral presentations, exams, and reflection pieces in order to collect formative data. The capstone course will provide a summative direct measure of outcomes with the completion of a project or program portfolio. Senior surveys and course evaluations will provide indirect measures of student satisfaction levels. Requirements The Gender and Race Studies major will require 30 credit hours, 10 courses, delivered in an 8-week online format with f-2-f options. Required core: 1. GRS 101 Introduction to Diversity Studies (new) a. An introduction to diversity studies that explores the intersections of gender, race, and other categories of difference in the construction and representation of identities, behaviors, and social relations within culturally specific institutions and within a global context while stressing the understanding of self and others and the importance of social justice, activism, and community engagement. GRS 102 Introduction to Black Studies (old BLS 100) 2. a. An introduction to Black studies that uses race as a lens to analyze social, political, economic, cultural and personal conditions of identities, behaviors, and social relations. 3. GRS 150 Contemporary Gender Issues (old WGS 150) a. An introduction to gender studies that uses gender as a lens to analyze social, political, economic, cultural and personal conditions of identities, behaviors, and social relations. GRS 310 Women, Wages and Work (old WGS 310) 4. a. Interdisciplinary and multicultural examination of the impact of gender, race, sexual orientation and social class on working women in the US. 5. GRS 320 History of Diversity (new topics course – Cincinnati Civil Rights Movement, interracial marriage, women’s history, African American women’s history, and histories of Latin America, China, Japan, Middle East, etc.) a. The history of intersections of gender, race, and other categories of difference in the construction and representation of identities, behaviors, and social relations within culturally specific institutions and within a global context while stressing the understanding of self and others. 6. GRS 350 Cultural Diversity (new topics course—Hip Hop Feminism, sports, arts and literature, etc.) a. Explores the intersections of gender, race, and other categories of difference in the construction and representation of identities, behaviors, and social relations within culturally specific institutions and within a global context while stressing the understanding of self and others and the importance of social justice, activism, and community engagement. 7. GRS 435 History of Race Relations (cross list with HIS 435) a. The history of social, political, and economic conditions that impact the formation of race relations in the Americas.


8. GRS 450 Diversity and Leadership (new topics course) a. Interdisciplinary and multicultural examination of interpersonal and leadership skills regarding behavior, attitudes, value, communication, motivation, networking, team dynamics, organizational culture and diversity through the lens of gender, race, sexual orientation and social class. 9. Diversity Elective (program coordinator approval required) a. May include, but not limited to, the following: GEO 107 Diversity Mapped, ANT 301 World Patterns of Race and Ethnicity, ANT 320 Religion and Culture, ANT 330 Women Gender and Culture, ENG 306 Multicultural American Literature, ENG 322 Literature and Sexuality, ENG 338 Writing for Social Change, JUS 231 Race Gender and the Law, SOC 110 Intro to Race and Gender, etc. 10. GRS 500 Capstone Experience (new) a. Applied theory and research practices in a capstone project or portfolio.

3. Provide justification and evidence to support the need and demand for this proposed program. Include any data on student demand; career opportunities at the local, state, and national levels; and any changes or trends in the discipline(s) that necessitate a new program. Specify if the program is distinctive in nature (e.g., the program will be one of 10 or fewer similar programs offered by one of the public institutions within the Southern Regional Education Board region, http://www.sreb.org/). Needs assessment survey (conducted the week of September 1, 2011) results: Current NKU Students= 146 responses 52% believe the major will appeal to students as their only major. 83.6% believe the major will appeal to students as a second major. Potential Employers (profit/non-profit) = 8 responses 37.5% of respondents said that they would hire a Gender/Race major. 75% would hire a Gender/Race major when coupled with an Organizational Leadership major. This unique undergraduate major will provide a solid foundation for careers in education, social services, religious vocations, and leadership within transnational institutions, corporations and politics.

4. How will the program support or be supported by other programs within the institution? Will this program replace any existing program(s) or tracks, concentrations, or specializations within an existing program? The Gender and Race Studies major will replace the current Women’s and Gender Studies and Black Studies minors. Delivered primarily via 8-week online courses, it will provide a meaningful/marketable second major for many online students including nearly 2500 Integrative Studies and Organizational Leadership students. 5. If similar programs exist within the state1, is there sufficient evidence that the proposed program is different from existing programs or access to existing programs is limited? If similar programs exist, do they serve the same student population (i.e., students in the same geographic area)? If so, is there collaboration between the proposed program and existing programs? Is there evidence that there is 1

Similar programs are defined as those at the same degree level with the same CIP code.


Student Space and Equipment (If doctoral program) Revenue: 1st Year 2nd Year 3rd year 4th year New Sources Federal excess demand for existing similar programs? Existing New This is a unique program at the undergraduate level. ExistingExplanation/Justification Narrative State Sourcesutilize alternative learning formats (e.g. distance learning, technology-enhanced 6. Will this program New instruction, evening/weekend classes, accelerated courses)? If yes, please explain. Existing Faculty Equipment (If doctoralface-to-face program) format, the department’s first priority will While itSpace will beand available in a traditional New Non-State be to staff Sources 8-week online courses to fulfill the major in an effort to attract new non-traditional Existing New students to NKU. Toward this end, we will need 10 online course creation stipends and access Existing Narrative Explanation/Justification to one instructional designer to provide visual and navigational uniformity for students. Tuition 7. Provide New the number of faculty available for the program and their earned degrees and credentials. Existing Expenses: If new orTotal additional faculty is needed, provide a plan to ensure that appropriate faculty resources are New Internal Allocation available, either within the institution or externally, to support the program. If new faculty members are Existing Reallocation required,Internal note whether they will be part-time or full-time. Total Revenue: Based upon current demand for Black and Women’s and Gender Studies course offerings, the New department expects to offer at least 60 GRS sections with more than 30 students per section Existing during the 2012-2013 school year. Additionally, student mentoring and advising contribute to recruitment, retention and increased graduation rates, therefore we are requesting that one current NTT position be converted to a tenure-track position and one adjunct position be Expenses: converted a tenure-track position. Personnel:toFaculty Current faculty: New Existing 1. Dr. Mary Bucklin, NTT, Ethnic, Cultural Minority, and Gender Studies/ Urban Educational Leadership EdD Personnel: Administrative/Other Professional 2. Shana Cronican, adjunct, Women’s Studies MA New Existing 3. Dr. Eric Jackson, associate professor, Educational Foundations EdD 4. Fran Johnson, Personnel: Graduate Assistantsadjunct, Occupational Education MS 5. Meredith Smith, adjunct, African-American Educational Studies ABD New Existing 6. Dr. Michael Washington, professor, EdD 7. Erica Yingling adjunct, Women’s Studies MA Facilities and Remodeling New 8. If the proposed program is an applied doctorate, please address the following. Existing • If the curriculum includes a clinical or experiential component, list and discuss the nature and Equipment and Instructional Materials appropriateness of available clinical sites. Supply letters of commitment from each clinical New site that specifies the number of students to be accommodated and identifies other academic Existing programs that also use the facilities. Library how the doctorate builds upon the reputation and resources of the existing master’s • Describe New program in the field. degree Existing the new practice or licensure requirements in the profession and/or requirements by • Explain Academic and Student agencies Support Services specialized accrediting that necessitate a new doctoral program. New the impact on the proposed applied doctorate on undergraduate education at the • Explain Existing Within the explanation, note specifically if new undergraduate courses in the field institution. Assessment will be needed. New 9. EstimateExisting the level of new and existing resources that will be required to implement and sustain the program using the spreadsheet below.

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original pre-proposal