October 25, 2019

Upchurch Conference Room, Bell Engineering

MEMBERS PRESENT:
Voting: Karen Boston, Stephen Caldwell, Paul Cronan, Norman D. Dennis, Jr., Ethel Goodstein-Murphree, Jeannie Hulen, Douglas Karcher, Patricia Koski, Cathy Lirgg, Ketevan Mamiseishvili, Jared Pack, Jennie Popp, Lona Robertson, Manuel Rossetti, and Joel B. Thornton

Non-Voting: Amanda Corbell, Alice Griffin, and Suzanne Kenner

MEMBERS ABSENT:
Voting: Kris Allee, Kevin Brady, Will Foster, and Jim Gigantino

Non-Voting: Lisa Kulczak

GUESTS: Alan Ellstrand, Jason Endacott, Brian Fugate, JoAnn Kvamme, Angela LaPorte, Gary Peters, Craig Rennie, Christopher Schulte, Jalynn Thomas, and Peter Unger

Chair Ketevan Mamiseishvili called the meeting to order at 2:30 p.m.

  1. The minutes for the September 27 meeting were approved.
    2.  
  2. Course Change Proposals:
    All course change proposals were approved without opposition. The approved courses are listed on the CIM Course Report created by CourseLeaf and will be forwarded for consideration as appropriate to the:
    • Faculty Senate, meeting scheduled for November 13, 2019
    • Graduate Council meeting scheduled for November 21, 2019
     
  3. Old Business:
    4.  
  4. New Business:
    The following program change proposals were approved on the CIM Course Report without opposition. The program changes will be forwarded for consideration as appropriate to the:
    • Faculty Senate, meeting scheduled for November 13, 2019
    • Graduate Council meeting scheduled for November 21, 2019

    1. Proposed undergraduate program change for the Fulbright College of Arts and Sciences, School of Journalism and Strategic Media – JOPLBA – Journalism/Political Science, Bachelor of Arts presented by Jan Wicks.

      Added the GSP requirement.

      Addresses accreditation/assessment recommendations and better fit how JOUR classes are taught. 
      (4a_joplba_report_10252019).
      2.  
    2. Proposed undergraduate program change for the Walton College of Business, Department of Accounting – BSBA/M.Acc – BSBA/M.Acc Integrated Program presented by Karen Boston.

      Add ACCT 2013 from the courses required within the 90 hours of study even though ACCT 2013 is a prerequisites to ACCT 3723 and ACCT 3843.

      Delete “the grades in ACCT 2013, ACCT 3723 and ACCT 3843” and change to “the accounting grade point average” for clarification of expected grades for admission to the IMacc program.

      Add ACCT 310VH or ACCT 535V to Undergraduate Coursework internship recommendation.

      Modify the enrollment in a consecutive fall/spring semester and add, “during their graduate year”.

      Delete course list and refer to the MACC and ACCTMP programs of study outlined in the corresponding sections of the catalog.

      Modify contact information.

      Update catalog language to include ACCTMP program.

      To clarify program requirements for admission to the Integrated MAcc program
      (4b_bsba-macc_report_10252019).
      3.  
    3. Proposed undergraduate program change for the College of Engineering, Department of Computer Science and Computer Engineering – CENGBS – Computer Engineering, Bachelor of Science in Computer Engineering presented by Manuel Rossetti.

      Replace INEG 2313 with INEG 3313.

      INEG developed a new course, INEG 3313, for non-majors and the CE program has voted to replace INEG 2313 with INEG 3313. However, the INEG 3313 is in the approval chain and I cannot add it yet.
      Updated computer engineering Student Learning Outcomes

      CSCE voted to use new EAC of ABET outcomes for computer engineering
      (4c_cengbs_report_10252019).
      4.  
    4. Proposed undergraduate program change for the College of Engineering, Department of Computer Science and Computer Engineering – CSCEBS – Computer Science, Bachelor of Science in Computer Science presented by Manuel Rossetti.

      Replace CSCE Elective with CSCE 4753 Computer Networks.

      This formalizes CAC of ABET requirement for CS programs to have topics on “principles and practices for secure computing” and “networking and communications”.

      Remove 4 hours of Basic Science Elective with lab.

      CAC of ABET only requires six credit hours in natural science course work and must include laboratory work. BS in CS program still requires CHEM 1103 University Chemistry I, PHYS 2054 University Physics I, and a choice of either PHYS 2074 University Physics II or CHEM 1133/1131L.

      COMM 1313 moved to Spring semester.

      Only freshman are permitted to enroll in COMM 1313 in fall semesters.

      Replace INEG 2313 with INEG 3313.

      INEG developed a new course, INEG 3313, for non-majors and the CS program has voted to replace INEG 2313 with INEG 3313. However, the INEG 3313 is in the approval chain and I cannot add it yet
      (4d_cscebs_report_10252019).
      5.  
    5. Proposed graduate program change for the Department of Accounting – ACCTMP – Professional Accounting, Master of Professional Accounting presented by Gary Peters.

      A new, 30 hour Masters of Professional Accounting with concentrations in Analytics and Assurance, Taxation, and Corporate Accounting utilizing existing courses within the Master of Accountancy and other Walton programs. One new tax course, ACCT 5853, State and Local Taxation, is being developed.

      The ACCTMP is responsive to the shifting skillset and additional demands within the Accounting Profession. More Universities are adapting specialized content into their graduate accounting degrees. Whereas past accounting Master degrees tended to be general in nature, more specialized degree paths and skills are being sought by career entrants. Emerging technology is changing the core ways that the accounting profession is providing services. As a result, new skills that involve data & analytics are needed. Complementing these technical skills, the workplace has increased its emphasis on the development of soft skills, such as leadership and professionalism. The complexity of business environments that accounting professionals face has also increased the demand for richer content, including complex tax issues, technology environments, regulatory reporting requirements among others. The importance of Internships has also increased. We are also seeing a greater number of our students take initial accounting employment outside of traditional public accounting roles
      (4e_acctmp_report_10252019, 4e_acctmp_newdegree_ltrofintent_10252019, 4e_acctmp_newdegree_proposal_10252019, 4e_acctmp_newdegree_supportingdocumentation_10252019).
      6.  
    6. Proposed graduate program change for the Department of Accounting – ACCTMP-BUAN – Professional Accounting: Assurance and Analytics Concentration presented by Gary Peters.

      A new, 30 hour Masters of Professional Accounting with concentrations in Analytics and Assurance, Taxation, and Corporate Accounting utilizing existing courses within the Master of Accountancy and other Walton programs. One new tax course, ACCT 5853, State and Local Taxation, is being developed. This is the Assurance and Analytics concentration proposal.

      The ACCTMP is responsive to the shifting skillset and additional demands within the Accounting Profession. More Universities are adapting specialized content into their graduate accounting degrees. Whereas past accounting Master degrees tended to be general in nature, more specialized degree paths and skills are being sought by career entrants. Emerging technology is changing the core ways that the accounting profession is providing services. As a result, new skills that involve data & analytics are needed. Complementing these technical skills, the workplace has increased its emphasis on the development of soft skills, such as leadership and professionalism. The complexity of business environments that accounting professionals face has also increased the demand for richer content, including complex tax issues, technology environments, regulatory reporting requirements among others. The importance of Internships has also increased. We are also seeing a greater number of our students take initial accounting employment outside of traditional public accounting roles
      (4f_acctmp-buan_report_10252019).
      7.  
    7. Proposed graduate program change for the Department of Accounting – ACCTMP-CACC – Professional Accounting: Corporate Accounting Concentration presented by Gary Peters.

      A new, 30 hour Masters of Professional Accounting with concentrations in Analytics and Assurance, Taxation, and Corporate Accounting utilizing existing courses within the Master of Accountancy and other Walton programs. One new tax course, ACCT 5853, State and Local Taxation, is being developed. This is the Corporate Accounting proposal.
      The ACCTMP is responsive to the shifting skillset and additional demands within the Accounting Profession. More Universities are adapting specialized content into their graduate accounting degrees. Whereas past accounting Master degrees tended to be general in nature, more specialized degree paths and skills are being sought by career entrants. Emerging technology is changing the core ways that the accounting profession is providing services. As a result, new skills that involve data & analytics are needed. Complementing these technical skills, the workplace has increased its emphasis on the development of soft skills, such as leadership and professionalism. The complexity of business environments that accounting professionals face has also increased the demand for richer content, including complex tax issues, technology environments, regulatory reporting requirements among others. The importance of Internships has also increased. We are also seeing a greater number of our students take initial accounting employment outside of traditional public accounting roles
      (4g_acctmp-cacc_report_10252019).
      8.  
    8. Proposed graduate program change for the Department of Accounting – ACCTMP-TAXA – Professional Accounting: Taxation Concentration presented by Gary Peters.

      A new, 30 hour Masters of Professional Accounting with concentrations in Analytics and Assurance, Taxation, and Corporate Accounting utilizing existing courses within the Master of Accountancy and other Walton programs. One new tax course, ACCT 5853, State and Local Taxation, is being developed. This is the Taxation concentration proposal.

      The ACCTMP is responsive to the shifting skillset and additional demands within the Accounting Profession. More Universities are adapting specialized content into their graduate accounting degrees. Whereas past accounting Master degrees tended to be general in nature, more specialized degree paths and skills are being sought by career entrants. Emerging technology is changing the core ways that the accounting profession is providing services. As a result, new skills that involve data & analytics are needed. Complementing these technical skills, the workplace has increased its emphasis on the development of soft skills, such as leadership and professionalism. The complexity of business environments that accounting professionals face has also increased the demand for richer content, including complex tax issues, technology environments, regulatory reporting requirements among others. The importance of Internships has also increased. We are also seeing a greater number of our students take initial accounting employment outside of traditional public accounting roles
      (4h_acctmp-taxa_report_10252019).
      9.  
    9. Proposed graduate program change for the Department of Curriculum and Instruction – APBAGC – Applied Behavior Analysis Graduate Certificate presented by Cathy Lirgg.

      1. Changed from 6 to 7 courses
      2. Added SPED 6463 (new courses currently in approval sequence). Replaced SPED 6893 with SPED 6453.
      3. Updated language about program requirements.
      4. Added program goals and objectives
      5. Added learning outcomes
       
      1. These changes are in response to the Association for Behavior Analysis International (ABAI) changing certification requirements. These new requirements, specify that students must complete 315 content hours (or seven, three credit courses).
      2. A seventh course to this sequence is being added in response to those new requirements. This new course (SPED 6463 Concepts and Principles in Behavior Analysis) will include the increased hours requirement for "Philosophical Underpinnings; Concepts & Principles" now required by ABAI. SPED 6453 replaced SPED 6893 to align with requirements.
      3. ABAI will accept a master's degree in any field as a qualifying graduate degree, therefore, the text specifying a degree changed
      (4i_apbagc_report_10252019).
      10.  
    10. Proposed graduate program change for the Department of Curriculum and Instruction – CIEDES – Curriculum and Instruction, Educational Specialist presented by Jason Endacott.

      This is a wholesale change of our Ed.S. program. The old curriculum scrapped in favor of the curriculum listed here.

      Arkansas has recently created certifications in program administration and SPED administration and an increasing number of school districts are requiring these endorsements for their instructional leaders..

      In response, we have created a new Ed.S. program that combines courses in Educational Leadership, Curriculum & Instruction and SPED. The courses are combined in blocks based on what each student’s professional goals.

      There are two potential benefits for completing coursework for Program Administration or K-12 Online Teaching in conjunction with an Ed.S. Program:

      1. Students seeking an Ed.S. are considered “degree seeking” students per financial aid guidelines and are therefore eligible for financial aid to assist in funding their studies. Students who only enroll in CIED Graduate Certificate Programs are designated “non-degree seeking” and are not eligible for financial aid.
        2.  
      2. Students earning an Ed.S. distinguish themselves academically as practitioners with extensive educational expertise.

      We already have a number of students who are requesting such a program. This is perhaps the most important justification since there were exactly 4 students enrolled in the current iteration of the Ed.S.. program before I became Program Coordinator..

      Furthermore, while the former program contained courses that were rarely/never taught, the courses listed here are taught regularly and have capacity to add students. Therefore, no additional funding/staffing issues should result from this change
      (4j_ciedes_report_10252019, 4j_ciedes_revision_ltrofnotif_10252019, 4j_ciedes_revision_curriculum_10252019).
      11.  
    11. Proposed graduate program change for the Department of Curriculum and Instruction – TESLME – Teaching English to Speakers of Other Languages, Master of Education presented by Cathy Lirgg.

      1. The requirement for standardized test scores for admission has been deleted unless the minimum of a 3.0 gpa in the last 60 hours of undergraduate coursework is not met.
      2. Special topics course that an Intro to TESL has been changed to Parent/Family Engagement Course for CLD. This is the only change in the curriculum. We have also clarified that the program is only 33 credit hours.
      3. Online is added as a method of delivery.
       
      1. Scores on standardized tests do not predict success in the TESOL M. Ed. program. GPA in last 60 hours of undergraduate work is a much more reliable predictor.
      2. Parent/Family engagement is an emphasis in the state and for national TESL. Students completing a thesis will only take 3 hours of thesis.
      3. The English Learner population in AR is growing rapidly and currently comprises 8.1% of the AR schools PK-12 population. Some of the areas with heavy EL populations are in rural areas without easy access to a college campus. Online delivery will serve these teachers who have ELs in their classrooms
      (4k_teslme_report_10252019, 4k_teslme_distanceoffering_ltrofnotif_10252019, 4k_teslme_distanceoffering_curriculum_10252019).
      12.  
    12. Proposed graduate program change for the Department of Finance – FINNMS – Finance, Master of Science presented by Craig Rennie.

      A new, 30 hour Masters of Science in Finance with concentrations in Energy Finance and Risk Management, Finance and Business Analytics, Finance and Digital Technology and Finance and Supply Chain Management utilizing existing courses within Finance, Information Systems and Supply Chain Management and other Walton programs is proposed. One new course, FINN 5313, Advanced Commercial Banking, is being developed.

      The proposed program will address the currently unfilled demand for new hires in the financial services industry, corporate finance, real estate, banking, energy, and wealth management/advising. We are aware of the need for large numbers of new hires with graduate degrees in Finance as a result of existing relationships, company visits, and recruiting efforts with companies by Finance Department faculty and staff
      (4l_finnms_report_10252019, 4l_finnms_newdegree_ltrofintent_10252019, 4l_finnms_newdegree_proposal_10252019, 4l_finnms_newdegree_supportingdocuments_10252019).
      13.  
    13. Proposed graduate program change for the Department of Finance – FINNMS-BUAN – Finance: Finance and Business Analytics Concentration presented by Craig Rennie.

      A new, 30 hour Masters of Science in Finance with concentrations in Energy Finance and Risk Management, Finance and Business Analytics, Finance and Digital Technology and Finance and Supply Chain Management utilizing existing courses within Finance, Information Systems and Supply Chain Management and other Walton programs is proposed. One new course, FINN 5313, Advanced Commercial Banking, is being developed.

      The proposed program will address the currently unfilled demand for new hires in the financial services industry, corporate finance, real estate, banking, energy, and wealth management/advising. We are aware of the need for large numbers of new hires with graduate degrees in Finance as a result of existing relationships, company visits, and recruiting efforts with companies by Finance Department faculty and staff
      (4m_finnms-buan_report_10252019).
      14.  
    14. Proposed graduate program change for the Department of Finance – FINNMS-DGTC – Finance: Finance and Digital Technology presented by Craig Rennie.

      A new, 30 hour Masters of Science in Finance with concentrations in Energy Finance and Risk Management, Finance and Business Analytics, Finance and Digital Technology and Finance and Supply Chain Management utilizing existing courses within Finance, Information Systems and Supply Chain Management and other Walton programs is proposed. One new course, FINN 5313, Advanced Commercial Banking, is being developed.

      The proposed program will address the currently unfilled demand for new hires in the financial services industry, corporate finance, real estate, banking, energy, and wealth management/advising. We are aware of the need for large numbers of new hires with graduate degrees in Finance as a result of existing relationships, company visits, and recruiting efforts with companies by Finance Department faculty and staff
      (4n_finnms-dgtc_report_10252019).
      15.  
    15. Proposed graduate program change for the Department of Finance – FINNMS-FERM – Finance: Energy Finance and Risk Management Concentration presented by Craig Rennie.

      A new, 30 hour Masters of Science in Finance with concentrations in Energy Finance and Risk Management, Finance and Business Analytics, Finance and Digital Technology and Finance and Supply Chain Management utilizing existing courses within Finance, Information Systems and Supply Chain Management and other Walton programs is proposed. One new course, FINN 5313, Advanced Commercial Banking, is being developed.

      The proposed program will address the currently unfilled demand for new hires in the financial services industry, corporate finance, real estate, banking, energy, and wealth management/advising. We are aware of the need for large numbers of new hires with graduate degrees in Finance as a result of existing relationships, company visits, and recruiting efforts with companies by Finance Department faculty and staff
      (4o_finnms-ferm_report_10252019).
      16.  
    16. Proposed graduate program change for the Department of Finance – FINNMS-SCMT – Finance: Finance and Supply Chain Management presented by Craig Rennie.

      A new, 30 hour Masters of Science in Finance with concentrations in Energy Finance and Risk Management, Finance and Business Analytics, Finance and Digital Technology and Finance and Supply Chain Management utilizing existing courses within Finance, Information Systems and Supply Chain Management and other Walton programs is proposed. One new course, FINN 5313, Advanced Commercial Banking, is being developed.

      The proposed program will address the currently unfilled demand for new hires in the financial services industry, corporate finance, real estate, banking, energy, and wealth management/advising. We are aware of the need for large numbers of new hires with graduate degrees in Finance as a result of existing relationships, company visits, and recruiting efforts with companies by Finance Department faculty and staff
      (4p_finnms-scmt_report_10252019).
      17.  
    17. Proposed graduate program change for the Department of Information Systems – APBAMA – Applied Business Analytics, Master of Applied Business Analytics presented by Paul Cronan.

      A new, 30 hour Master of Applied Business Analytics courses utilizing existing courses in Information Systems and elective courses in Accounting, Economics, Finance, Management and Marketing.

      The digital revolution ignited an explosion of data. The availability of data is no longer a constraint to answering important questions. The critical constraint is now the ability to analyze, digest, visualize, and ultimately harness the data to drive decision making in business, science, and society. The Master of Applied Business Analytics program will guide students through application modeling to practice using cutting-edge tools and providing a thorough training in descriptive, predictive, and prescriptive analytics
      (4q_apbama_report_10252019, 4q_apbama_newdegree_ltrofintent_10252019, 4q_apbama_newdegree_proposal_10252019, 4q_apbama_newdegree_supportingdocumentation_10252019).
      18.  
    18. Proposed graduate program change for the Department of Supply Chain Management – SCMTMS – Supply Chain Management, Master of Science presented by Brian Fugate.

      A new, 30 hour Master of Science in Supply Chain Management with concentrations in Business Analytics, Enterprise Resource Planning, Blockchain Enterprise Systems, Finance, Retail, and Strategy and Human Resources utilizing existing courses within other Walton programs.

      Industry wide needs are changing and becoming more complex, especially in Arkansas. Employers have voiced a concern in the scarcity of eligible managers with a supply chain education, especially beyond a bachelor’s degree. Due to increased demands from customers, supplier, and shippers, employers need professionals with an advanced specialized understanding of supply chain. They need supply chain experts in innovation, sustainability, and market understanding, who have a broad business perspective. Employees who can adequately assess the most difficult challenges, then integrate solutions and manage long term change. The growing economy in Arkansas is in need of managers and leaders trained in the full skill set of supply chain; functional, technical, and social. Supply chain education must grow and adapt to meet the new and increasing needs of the industry
      (4r_scmtms_report_10252019, 4r_scmtms_newdegree_ltrofintent_10252019, 4r_scmtms_newdegree_proposal-1_10252019, 4r_scmtms_newdegree_supportingdocumentation_10252019).
      19.  
    19. Proposed graduate program change for the Department of Supply Chain Management – SCMTMS-BUAN – Supply Chain Management: Business Analytics Concentration presented by Brian Fugate.

      A new, 30 hour Master of Science in Supply Chain Management with concentrations in Business Analytics, Enterprise Resource Planning, Blockchain Enterprise Systems, Finance, Retail, and Strategy and Human Resources utilizing existing courses within other Walton programs. This is the Business Analytics concentration.

      Industry wide needs are changing and becoming more complex, especially in Arkansas. Employers have voiced a concern in the scarcity of eligible managers with a supply chain education, especially beyond a bachelor’s degree. Due to increased demands from customers, supplier, and shippers, employers need professionals with an advanced specialized understanding of supply chain. They need supply chain experts in innovation, sustainability, and market understanding, who have a broad business perspective. Employees who can adequately assess the most difficult challenges, then integrate solutions and manage long term change. The growing economy in Arkansas is in need of managers and leaders trained in the full skill set of supply chain; functional, technical, and social. Supply chain education must grow and adapt to meet the new and increasing needs of the industry
      (4s_scmtms-buan_report_10252019).
      20.  
    20. Proposed graduate program change for the Department of Supply Chain Management – SCMTMS-ENRP – Supply Chain Management: Enterprise Resource Planning Concentration presented by Brian Fugate.

      A new, 30 hour Master of Science in Supply Chain Management with concentrations in Business Analytics, Enterprise Resource Planning, Blockchain Enterprise Systems, Finance, Retail, and Strategy and Human Resources utilizing existing courses within other Walton programs. This is the Enterprise Resource Planning Concentration.

      Industry wide needs are changing and becoming more complex, especially in Arkansas. Employers have voiced a concern in the scarcity of eligible managers with a supply chain education, especially beyond a bachelor’s degree. Due to increased demands from customers, supplier, and shippers, employers need professionals with an advanced specialized understanding of supply chain. They need supply chain experts in innovation, sustainability, and market understanding, who have a broad business perspective. Employees who can adequately assess the most difficult challenges, then integrate solutions and manage long term change. The growing economy in Arkansas is in need of managers and leaders trained in the full skill set of supply chain; functional, technical, and social. Supply chain education must grow and adapt to meet the new and increasing needs of the industry
      (4t_scmtms-enrp_report_10252019).
      21.  
    21. Proposed graduate program change for the Department of Supply Chain Management – SCMTMS-ENSY – Supply Chain Management: Blockchain Enterprise Systems Concentration presented by Brian Fugate.

      A new, 30 hour Master of Science in Supply Chain Management with concentrations in Business Analytics, Enterprise Resource Planning, Blockchain Enterprise Systems, Finance, Retail, and Strategy and Human Resources utilizing existing courses within other Walton programs. This is the Blockchain Enterprise Systems Concentration.

      Industry wide needs are changing and becoming more complex, especially in Arkansas. Employers have voiced a concern in the scarcity of eligible managers with a supply chain education, especially beyond a bachelor’s degree. Due to increased demands from customers, supplier, and shippers, employers need professionals with an advanced specialized understanding of supply chain. They need supply chain experts in innovation, sustainability, and market understanding, who have a broad business perspective. Employees who can adequately assess the most difficult challenges, then integrate solutions and manage long term change. The growing economy in Arkansas is in need of managers and leaders trained in the full skill set of supply chain; functional, technical, and social. Supply chain education must grow and adapt to meet the new and increasing needs of the industry
      (4u_scmtms-ensy_report_10252019).
      22.  
    22. Proposed graduate program change for the Department of Supply Chain Management – SCMTMS-FINN – Supply Chain Management: Finance Concentration presented by Brian Fugate.

      A new, 30 hour Master of Science in Supply Chain Management with concentrations in Business Analytics, Enterprise Resource Planning, Blockchain Enterprise Systems, Finance, Retail, and Strategy and Human Resources utilizing existing courses within other Walton programs. This is the Finance Concentration.

      Industry wide needs are changing and becoming more complex, especially in Arkansas. Employers have voiced a concern in the scarcity of eligible managers with a supply chain education, especially beyond a bachelor’s degree. Due to increased demands from customers, supplier, and shippers, employers need professionals with an advanced specialized understanding of supply chain. They need supply chain experts in innovation, sustainability, and market understanding, who have a broad business perspective. Employees who can adequately assess the most difficult challenges, then integrate solutions and manage long term change. The growing economy in Arkansas is in need of managers and leaders trained in the full skill set of supply chain; functional, technical, and social. Supply chain education must grow and adapt to meet the new and increasing needs of the industry
      (4v_scmtms-finn_report_10252019).
      23.  
    23. Proposed graduate program change for the Department of Supply Chain Management – SCMTMS-HRMG – Supply Chain Management: Strategy and Human Resources Concentration presented by Brian Fugate.

      A new, 30 hour Master of Science in Supply Chain Management with concentrations in Business Analytics, Enterprise Resource Planning, Blockchain Enterprise Systems, Finance, Retail, and Strategy and Human Resources utilizing existing courses within other Walton programs. This is the Strategy and Human Resources Concentration.

      Industry wide needs are changing and becoming more complex, especially in Arkansas. Employers have voiced a concern in the scarcity of eligible managers with a supply chain education, especially beyond a bachelor’s degree. Due to increased demands from customers, supplier, and shippers, employers need professionals with an advanced specialized understanding of supply chain. They need supply chain experts in innovation, sustainability, and market understanding, who have a broad business perspective. Employees who can adequately assess the most difficult challenges, then integrate solutions and manage long term change. The growing economy in Arkansas is in need of managers and leaders trained in the full skill set of supply chain; functional, technical, and social. Supply chain education must grow and adapt to meet the new and increasing needs of the industry
      (4w_scmtms-hrmg_report_10252019).
      24.  
    24. Proposed graduate program change for the Department of Supply Chain Management – SCMTMS-RETL – Supply Chain Management: Retail Concentration presented by Brian Fugate.

      A new, 30 hour Master of Science in Supply Chain Management with concentrations in Business Analytics, Enterprise Resource Planning, Blockchain Enterprise Systems, Finance, Retail, and Strategy and Human Resources utilizing existing courses within other Walton programs. This is the Retail Concentration.

      Industry wide needs are changing and becoming more complex, especially in Arkansas. Employers have voiced a concern in the scarcity of eligible managers with a supply chain education, especially beyond a bachelor’s degree. Due to increased demands from customers, supplier, and shippers, employers need professionals with an advanced specialized understanding of supply chain. They need supply chain experts in innovation, sustainability, and market understanding, who have a broad business perspective. Employees who can adequately assess the most difficult challenges, then integrate solutions and manage long term change. The growing economy in Arkansas is in need of managers and leaders trained in the full skill set of supply chain; functional, technical, and social. Supply chain education must grow and adapt to meet the new and increasing needs of the industry
      (4x_scmtms-retl_report_10252019).
      25.  
    25. Proposed graduate program change for Environmental Dynamics – ENDYMS – Environmental Dynamics, Master of Science presented by Peter Unger.

      We are adding a M.S. to the Environment Dynamics Ph.D. program to add flexibility for students and add a strong foundation for interdisciplinary research for those who wish to terminate at the masters level.

      As environmental concerns increase we need more and more individuals who are capable of addressing and solving the complex problems arising in the environment and within built environments. Adding the M.S. will give us more flexibility and allow us to train more individuals who will be capable of addressing these challenges at local, regional and state levels
      (4y_endyms_report_10252019, 4y_endyms_newdegree_ltrofintent_10252019, 4y_endyms_newdegree_supportingdocuments_10252019, 4y_endyms_newdegree_proposal_10252019).
      26.  
    26. Proposed graduate program change for Environmental Dynamics – ENDYPH – Environmental Dynamics, Doctor of Philosophy presented by Peter Unger.

      We are changing the CIP to more closely match the interdisciplinary nature of ENDY. We are also making the wording of the program guidelines compatible with the proposed MS in ENDY program being submitted.

      The CIP change is necessary since the old code only represented a portion of our interdisciplinary program. Over the years we have a strong presence Anthropology, Biological Sciences, Agriculture, Sustainability, and Architecture. These diverse research interests have the environment at their center so Environmental Science seems like a better match for the program
      (4z_endyph_report_10252019, 4z_endyph_cipcodechange_ltrofnotif_10252019).
      27.  
    27. Proposed graduate program change for Public Policy – PUBPPH – Public Policy, Doctor of Philosophy presented by Pat Koski.

      We are proposing to add a concentration in social justice.

      We feel that this concentration would be attractive to potential students and also is in alignment with the philosophy of the program
      (4aa_pubpph_report_10252019).
      28.  
    28. Proposed graduate program change for Public Policy – PUBPPH-SCJS – Public Policy: Social Justice Concentration presented by Pat Koski.

      We are proposing to add a concentration in social justice to the Public Policy Ph.D. program.

      We believe that this will attract additional students and is also consistent with the mission of the program. We will use existing PUBP courses as well as courses offered in this area by participating departments. Faculty who will be involved are already PUBP faculty. Library resources already exist for other programs on campus and for the PUBPPH program
      (4ab_pubpph-scjs_report_10252019).
      29.  
    29. Proposed graduate program change for the School of Art – AREDMA – Art Education, Master of Arts presented by Angela LaPorte.

      The Fulbright College of Arts and Sciences School of Art at the University of Arkansas, Fayetteville (UAF) proposes the development of a master’s degree program in Art Education with concentrations in Schools and Community and Museums. The goal is to establish a premier program to meet the current and future needs of art educators in schools and community/museum programs in the region, state, nation, and world. The program is designed to enhance student knowledge and practices within the field of art education with a focus on meeting the necessary demands of a diverse and inclusive professional practice. Both concentrations offer a broad range of courses on art theories, visual culture studies, pedagogical theories, and research methodologies. For the Schools concentration, students will take core research and pedagogy courses as well as electives to build their expertise in an area of interest. The Community and Museums concentration will include the same core courses as well as electives and internship opportunities at local, national, or international museum and community venues. Both concentrations will apply contemporary art education theory, practice, and research as applicable to the students’ goals, whether they be preparation for doctoral study or professional practice. The program content will comply with the National Art Education Association (NAEA) and the National Association of Schools of Art and Design (NASAD) standards.

      This degree will prepare students to advance their professional roles as artists, teachers, researchers, and leaders in various venues, such as schools, museums, community organizations, and institutions. There is a need to establish a Master of Arts (M.A.) degree in Art Education considering that there is no stand-alone M.A. degree in Art Education in the state of Arkansas. In addition to the expectation of the new $120 million endowment to build M.A. and Ph.D. programs, there is an expectation to establish an M.A. degree in Art Education with a strong emphasis on diversity, inclusion, community, and interdisciplinary scholarship. This degree will advance students’ knowledge and professional application in an increasingly diverse, inclusive, and interdisciplinary world serving as a vehicle for community and university cross-disciplinary collaborations including but not limited to—African American Studies; Curriculum and Instruction; Gender Studies; History; Human Development and Family Sciences; Political Science; Psychology; Social Work; Sociology; and World Languages, Literatures, & Cultures.

      The new program will be funded by $280,000 of annual support from the Walton Family Charitable Support Foundation. This funding will support faculty and student research, travel, visiting art educators, and materials/technology to run the program. In addition, beginning in the fall of 2019, four Art Education faculty will be in place with additional projected faculty hires supported by the endowment listed above. Each of four endowed chairs will have an annual amount of $60,000. A portion of a $36 million endowment will also support graduate students with a $2,000,000 endowment for library resources
      (4ac_aredma_report_10252019, 4ac_aredma_newdegree_ltrofintent_10252019, 4ac_aredma_newdegree_proposal-1_10252019, 4ac_aredma_newdegree_appendices_10252019).
      30.  
    30. Proposed graduate program change for the School of Art – AREDMA-CMMS – Art Education, Master of Arts: Community and Museums Concentration presented by Angela LaPorte.

      The Fulbright College of Arts and Sciences School of Art at the University of Arkansas, Fayetteville (UAF) proposes the development of a master’s degree program in Art Education with concentrations in Schools and Community and Museums. The goal is to establish a premier program to meet the current and future needs of art educators in schools and community/museum programs in the region, state, nation, and world. The program is designed to enhance student knowledge and practices within the field of art education with a focus on meeting the necessary demands of a diverse and inclusive professional practice. Both concentrations offer a broad range of courses on art theories, visual culture studies, pedagogical theories, and research methodologies. For the Schools concentration, students will take core research and pedagogy courses as well as electives to build their expertise in an area of interest. The Community and Museums concentration will include the same core courses as well as electives and internship opportunities at local, national, or international museum and community venues. Both concentrations will apply contemporary art education theory, practice, and research as applicable to the students’ goals, whether they be preparation for doctoral study or professional practice. The program content will comply with the National Art Education Association (NAEA) and the National Association of Schools of Art and Design (NASAD) standards.

      This degree will prepare students to advance their professional roles as artists, teachers, researchers, and leaders in various venues, such as schools, museums, community organizations, and institutions. There is a need to establish a Master of Arts (M.A.) degree in Art Education considering that there is no stand-alone M.A. degree in Art Education in the state of Arkansas. In addition to the expectation of the new $120 million endowment to build M.A. and Ph.D. programs, there is an expectation to establish an M.A. degree in Art Education with a strong emphasis on diversity, inclusion, community, and interdisciplinary scholarship. This degree will advance students’ knowledge and professional application in an increasingly diverse, inclusive, and interdisciplinary world serving as a vehicle for community and university cross-disciplinary collaborations including but not limited to—African American Studies; Curriculum and Instruction; Gender Studies; History; Human Development and Family Sciences; Political Science; Psychology; Social Work; Sociology; and World Languages, Literatures, & Cultures.

      The new program will be funded by $280,000 of annual support from the Walton Family Charitable Support Foundation. This funding will support faculty and student research, travel, visiting art educators, and materials/technology to run the program. In addition, beginning in the fall of 2019, four Art Education faculty will be in place with additional projected faculty hires supported by the endowment listed above. Each of four endowed chairs will have an annual amount of $60,000. A portion of a $36 million endowment will also support graduate students with a $2,000,000 endowment for library resources
      (4ad_aredma-cmms_report_10252019).
      31.  
    31. Proposed graduate program change for the School of Art – AREDMA-SCHL – Art Education, Master of Arts: Schools Concentration presented by Angela LaPorte.

      The Fulbright College of Arts and Sciences School of Art at the University of Arkansas, Fayetteville (UAF) proposes the development of a master’s degree program in Art Education with concentrations in Schools and Community and Museums. The goal is to establish a premier program to meet the current and future needs of art educators in schools and community/museum programs in the region, state, nation, and world. The program is designed to enhance student knowledge and practices within the field of art education with a focus on meeting the necessary demands of a diverse and inclusive professional practice. Both concentrations offer a broad range of courses on art theories, visual culture studies, pedagogical theories, and research methodologies. For the Schools concentration, students will take core research and pedagogy courses as well as electives to build their expertise in an area of interest. The Community and Museums concentration will include the same core courses as well as electives and internship opportunities at local, national, or international museum and community venues. Both concentrations will apply contemporary art education theory, practice, and research as applicable to the students’ goals, whether they be preparation for doctoral study or professional practice. The program content will comply with the National Art Education Association (NAEA) and the National Association of Schools of Art and Design (NASAD) standards.

      This degree will prepare students to advance their professional roles as artists, teachers, researchers, and leaders in various venues, such as schools, museums, community organizations, and institutions. There is a need to establish a Master of Arts (M.A.) degree in Art Education considering that there is no stand-alone M.A. degree in Art Education in the state of Arkansas. In addition to the expectation of the new $120 million endowment to build M.A. and Ph.D. programs, there is an expectation to establish an M.A. degree in Art Education with a strong emphasis on diversity, inclusion, community, and interdisciplinary scholarship. This degree will advance students’ knowledge and professional application in an increasingly diverse, inclusive, and interdisciplinary world serving as a vehicle for community and university cross-disciplinary collaborations including but not limited to—African American Studies; Curriculum and Instruction; Gender Studies; History; Human Development and Family Sciences; Political Science; Psychology; Social Work; Sociology; and World Languages, Literatures, & Cultures.

      The new program will be funded by $280,000 of annual support from the Walton Family Charitable Support Foundation. This funding will support faculty and student research, travel, visiting art educators, and materials/technology to run the program. In addition, beginning in the fall of 2019, four Art Education faculty will be in place with additional projected faculty hires supported by the endowment listed above. Each of four endowed chairs will have an annual amount of $60,000. A portion of a $36 million endowment will also support graduate students with a $2,000,000 endowment for library resources
      (4ae_aredma-schl_report_10252019).
    5.  
  5. Additional items/Announcements:
    • Senior Vice Provost for Academic Affairs, Terry Martin approved new courses to become effective the following semester, once they have completed the approval process.
    6.  
  6. Next Meeting: November 22, 2019 at 2:30 p.m. (agenda deadline is November 8, 2019).

Meeting adjourned at 3:45 p.m.