07:50 Wednesday, January 09, 2008
Florida Board of Governors
Request to Offer a New Degree Program
Florida Atlantic University Fall 2008 ______
University Submitting Proposal Proposed Implementation Date
College of Education ______Department of Teaching and Learning
Name of College or School Name of Department(s)
Environmental Education M. Ed. in Environmental Education/13.1399
Academic Specialty or Field Complete Name of Degree/CIP Code
The submission of this proposal constitutes a commitment by the university that, if the proposal is approved, the necessary financial resources and the criteria for establishing new programs have been met prior to the initiation of the program.
Date Approved by the University Board of Trustees / President / DateSignature of Chair, Board of Trustees / Date / Vice President for Academic Affairs / Date
Provide the headcount (HC) and full-time equivalent (FTE) student estimates for Years 1 through 5. HC and FTE estimates should be identical to those in Table 1. Indicate the program costs for the first and the fifth years of implementation as shown in the appropriate columns in Table 2. Calculate an Educational and General (E&G) cost per FTE for Years 1 and 5 (Total E&G divided by FTE).
Implementation Timeframe / Projected Student Enrollment (Fr Table 1) / Projected Program Costs(From Table 2)
HC / FTE / Total E&G Funding / Contract & Grants Funding / E&G Cost per FTE
Year 1 / 12 / 4.78 / $209,950 / $32,000 / $43,923
Year 2 / 20 / 7.88
Year 3 / 44 / 16.88
Year 4 / 65 / 24.76
Year 5 / 86 / 32.63 / $209,950 / $416,866 / $6,434
Note: This outline and the questions pertaining to each section must be reproduced within the body of the proposal to ensure that all sections have been satisfactorily addressed.
Introduction
I. Program Description and Relationship to System-Level Goals
A. Briefly describe within a few paragraphs the degree program under consideration, including (a) level; (b) emphases, including concentrations, tracks, or specializations; (c) total number of credit hours; and (d) overall purpose, including examples of employment or education opportunities that may be available to program graduates.
(a) The degree program under consideration is at the master’s level.
(b) The emphases include four tracks in the following areas if specialization:
· Environmental Education Plus Middle Grades General Science for Teachers
· Environmental Education For Teachers and Non-School Based Educators
· Environmental Education for Sustainable Community Planning
· Environmental Education For Center Administrators
(c) The total number of credit hours required is 36 semester hours.
(d) Program graduates will have education opportunities to enter specialist and doctoral programs in a variety of fields associated with colleges of: education; science; humanities; business; and architecture, urban, and public affairs.
Program graduates are prepared for employment opportunities as:
· Middle Grades General Science classroom teachers
· Classroom teachers (K-12) in other environmentally related content areas and non-school based environmental educators (K-Adult)
· Professionals interested in sustainable community planning
· Professionals interested in non-profit management and administration of nature centers and environmental education centers
B. Describe how the proposed program is consistent with the current State University System (SUS) Strategic Planning Goals. Identify which goals the program will directly support and which goals the program will indirectly support. (See the SUS Strategic Plan at http://www.flbog.org/StrategicResources/ )
The proposed program in Environmental Education is consistent with, and directly supports all four the current State University System (SUS) Strategic Planning Goals by:
Ø Promoting the production of degrees university-wide by encouraging inter-departmental collaboration that provides better access for students to a variety of courses offered throughout the University
Ø Meeting statewide professional and workforce needs in fields related to K-20 and graduate education, specifically focusing on the preparation of critically needed science and science education teachers
Ø Building world-class academic programs through fostering international collaboration on significant environmental issues like water and soil conservation, air quality, climate control, and global warming
Ø Meeting community needs and fulfilling unique institutional responsibilities by strengthening and emphasizing existing programs in teacher training and development, sustainable community planning and non-profit management, as well as initiating collaboration among environmental entities throughout the University Community
Institutional and State Level Accountability
II. Need and Demand
A. Need: Describe national, state, and/or local data that support the need for more people to be prepared in this program at this level. Reference national, state, and/or local plans or reports that support the need for this program and requests for the proposed program emanated from a perceived need by agencies or industries in your service area. Cite specific needs for research and service that the program would fulfill.
Over the past 20 years, the Florida Department of Education has indicated critical teacher shortage areas as a part of its routine reports and as a means of targeting financial support. Science education has always been a teacher shortage area, with a projection of need varying from 350 to 2750 over the years. The need for well qualified science teachers has become increasingly critical recently, as the class size reduction amendment, retirements and the recent initiation of the state science FCAT, have collectively resulted in many science classes in Florida schools being taught by unqualified, uncertified teachers in a subject area deemed critical to the economic growth and well being of the United States, Florida and southeastern Florida.
The need for well qualified science educators has become increasingly apparent during this past year as Scripps Florida, Torrey Pines and other major biomedical corporations are moving to this region. Additionally, the University’s focus on biomedical research, the cooperative medical program, and the research hospital strongly emphasizes the need for well taught science, and the development of both formal and informal public interest in the sciences. The increasing emergence of energy, environmental and engineering opportunities around issues of global warming technologies, politics and ethics demand well formed and knowledgeable professionals, particularly in those regions most affected, including coastal areas. This proposed program provides a source to increase the supply of environmentally knowledgeable elementary and secondary teachers, informal educators/administrators and sustainability professionals through an interdisciplinary approach.
B. Demand: Describe data that support the assumption that students will enroll in the proposed program. Include descriptions of surveys or other communications with prospective students.
The proposed program is a conversion from a track in the approved Masters Degree in Curriculum and Instruction, to a stand-alone degree in Environmental Education. According to a recent internet search, no other institutions in the state of Florida, and few if any other states, or countries outside of the United States, offer a degree program in environmental education. Students interested in both formal and non-formal environmental education opportunities inquire on a regular basis, and are often disappointed to learn that our current program, although well focused on the inter-disciplinary content of environmental education, will be noted on their official transcripts as a Masters Degree in Curriculum and Instruction, rather than Environmental Education.
C. If similar programs (either private or public) exist in the state, identify the institution(s) and geographic location(s). Summarize the outcome(s) of any communication with such programs with regard to the potential impact on their enrollment and opportunities for possible collaboration (instruction and research). Provide data that support the need for an additional program. NOT APPLICABLE
According to a recent internet search of private and public higher education programs in the state, no other university-wide programs in environmental education exist. The content of all other existing programs in the state focuses on environmental science or environmental studies or science education, rather than the interdisciplinary content of environmental education.
D. Use Table 1B for graduate to categorize projected student headcount (HC) and Full Time Equivalents (FTE) according to primary sources. Generally undergraduate FTE will be calculated as 40 credit hours per year and graduate FTE will be calculated as 32 credit hours per year. Describe the rationale underlying enrollment projections. If, initially, students within the institution are expected to change majors to enroll in the proposed program, describe the shifts from disciplines that will likely occur.
During the semester following approval of the proposed program, new environmental education students will be accepted into the stand-alone degree program, offered through the same department, rather than into the track in the currently approved Masters Degree in Curriculum and Instruction. Existing students will be given the option, but will not be required to transfer into the new degree program.
Rationale Underlying Enrollment Projections:
· 1st Year
§ 2 2nd year Pine Jog Graduate Residential Program Students @ 18 credits
§ 3 1st year Pine Jog Graduate Residential Program Students @ 18 credits
§ 3 2nd year General Access (DT&L) Graduate students @ 9 credits
§ 4 1st year General Access (DT&L) Graduate Students @ 9 credits
· 2nd Year
§ 3 2nd year Pine Jog Graduate Residential Program Students @ 18 credits
§ 5 1st year Pine Jog Graduate Residential Program Students @ 18 credits
§ 3 3rd year General Access (DT&L) Graduate Students @ 9 credits
§ 4 2nd year General Access (DT&L) Graduate Students @ 9 credits
§ 5 1st year General Access (DT&L) Graduate Students @ 9 credits
· 3rd Year
§ 5 2nd year Pine Jog Graduate Residential Program Students @ 18 credits
§ 6 1st year Pine Jog Graduate Residential Program Students @ 18 credits
§ 15 1st year Palm Beach County Cohort Teachers @ 12 credits
§ 3 4th year General Access (DT&L) Graduate Students @ 9 credits
§ 4 3rd year General Access (DT&L) Graduate Students @ 9 credits
§ 5 2nd year General Access (DT&L) Graduate Students @ 9 credits
§ 6 1st year General Access (DT&L) Graduate Students @ 9 credits
· 4th Year
§ 6 2nd year Pine Jog Graduate Residential Program Students @ 18 credits
§ 7 1st year Pine Jog Graduate Residential Program Students @ 18 credits
§ 15 2nd year Palm Beach County Cohort Teachers @ 12 credits
§ 15 1st year Palm Beach County Cohort Teachers @ 12 credits
§ 4 4th year General Access (DT&L) Graduate Students @ 9 credits
§ 5 3rd year General Access (DT&L) Graduate Students @ 9 credits
§ 6 2nd year General Access (DT&L) Graduate Students @ 9 credits
§ 7 1st year General Access (DT&L) Graduate Students @ 9 credits
· 5th Year
§ 7 2nd year Pine Jog Graduate Residential Program Students @ 18 credits
§ 8 1st year Pine Jog Graduate Residential Program Students @ 18 credits
§ 15 3rd year Palm Beach County Cohort Teachers @ 12 credits
§ 15 2nd year Palm Beach County Cohort Teachers @ 12 credits
§ 15 1st year Palm Beach County Cohort Teachers @ 12 credits
§ 5 4th year General Access (DT&L) Graduate Students @ 9 credits
§ 6 3rd year General Access (DT&L) Graduate Students @ 9 credits
§ 7 2nd year General Access (DT&L) Graduate Students @ 9 credits
§ 8 1st year General Access (DT&L) Graduate Students @ 9 credits
E. Indicate what steps will be taken to achieve a diverse student body in this program, and identify any minority groups that will be favorably or unfavorably impacted. The university’s Equal Opportunity Officer should read this section and then sign and date in the area below.
The College of Education (COE) is fortunate to already have a diverse student body. According to Institutional Effectiveness & Analysis (IEA) data, as of Fall 2007, among the 3,486 students enrolled in courses in the COE, 1169 students (~33.53%) self identified as Non-White, including:
Ø 86 students (~2.47%) self identified as Asian or Pacific Islander
Ø 535 students (~15.35%) self identified as Black/Not of Hispanic Origin
Ø 548 students (~15.72%)self identified as Hispanic
Although no minority groups will be unfavorably impacted, in order to assure that current diversity practices in the College of Education transfer seamlessly to the proposed degree program, the Director of the program will provide appropriate recruiting, promotional, and informational materials, including information pertaining to a scholarship for masters degree students in environmental education, to:
Ø The Florida Atlantic University Office for Multicultural Affairs (local)
Ø Departments throughout the FAU University Community (local)
Ø Service-area coordinators in Palm Beach and surrounding counties (regional)
Ø Officers of the North American Association for Environmental Education (national)
Additionally, all illustrative recruiting, promotional, and informational materials will clearly indicate the highly diverse nature of the student body.
______
Equal Opportunity Officer Date
III. Budget
A. Use Table 2 to display projected costs and associated funding sources for Year 1 and Year 5 of program operation. Use Table 3 to show how existing Education & General funds will be shifted to support the new program in Year 1. In narrative form, summarize the contents of both tables, identifying the source of both current and new resources to be devoted to the proposed program. (Data for Year 1 and Year 5 reflect snapshots in time rather than cumulative costs.)
The following costs and funding sources are associated with the proposed program:
(DT&L=Dept of Teaching & Learning, PB=Palm Beach School Board, PJ=Pine Jog)
Ø Year 1 (Table 2 and Table 3)
· One non-tenure faculty program administrator and research liaison on a 12-month contract, salary + benefits @ $76,200 (DT&L)
· OPS Salaries @ $124,750 total, PJ costs defrayed by $32,000 PB School Board Contract
o One visiting non-tenure faculty on a 9-month contract @ $58,500 salary + benefits (PJ)
o Five graduate assistants on 12-month contracts @ $11,250 each ($56,250 PJ)
o Four adjunct instructors on one-semester contracts @ $2,500 each ($10,000 DT&L)
· Scholarship @ $2,000 defrayed by Taylor, Meltzer, Freed Scholarship Fund (EDU)
· Mini-Library of Required Readings @$1,000 defrayed by Meltzer donation (PJ)
· Expenses for two out-of-state adjuncts, fast track courses @ $2,500 each ($5,000 PJ)