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In spring 1988, the Board of Higher Education directed staff to provide recommendations for assuring that new graduate programs would meet high standards for quality and nonduplication of effort. Staff collected data during the summer, including information on other states' policies and practices. In winter 1989, the Chancellor asked the Academic Council to consider implications of adopting an external review policy for the State System. The Academic Council established a subcommittee, which developed a draft policy; subsequently, a review procedure was developed (with faculty input). The Academic Council approved the final versions of the policy and guidelines in December 1989, and the Board approved them in January 1990.

The policy and guidelines have met the Board's original objectives well. To date, 31 graduate and professional programs have undergone an external review, which has helped institutions further refine their proposed programs. However, in light of the streamlined academic program-approval process (captured in IMD 2.015), the Board's endorsement of institutional performance indicators, and the recently expanded institutional autonomy, staff have revisited the external review policy and guidelines with the Academic Council and the graduate deans of the larger OUS institutions. As a result, they have been updated, streamlined, and clearly connected to the Board's four overarching goals. Two examples of the kind of changes made in this document are (1) deleting the requirement for external review of centers and institutes and (2) eliminating nonsubstantive process details. Regarding centers and institutes, the original version of the guidelines and policy included review of proposed new nondegree-granting, research-oriented centers and institutes. That approach has not worked well due to the great variety and scope of structures and purposes of these entities. An alternative may be for the Board to delegate authority for establishing new nondegree-granting, research-based centers and institutes below the department level to the campuses, since campuses already have authority to establish their organizational arrangements below the levels of schools/colleges and departments.

Attention is also called to the section Report and Institution's Response, which permits an institution to submit for Board consideration a program proposal that does not have the support of the OUS Academic Council or the Chancellor's Office.

The proposed revised policy and guidelines have been reviewed by members of the OUS Academic Council and the Graduate Deans Council, who join staff in recommending them for Board consideration.

Proposed Revised Policy for External Review of New Graduate-Level Academic Programs

Each Oregon University System (OUS) institution requesting a new graduate-level professional or graduate degree program, or significant new option within an existing graduate degree program, must complete an external review of the proposed program.1 The purpose of the external review is to consider the proposed program in relation to the Board's four goals--quality, access, employability, and cost-effectiveness--and include evaluation that uses the criteria set forth in IMD 2.015(2) for review of new academic programs. These criteria are:

Proposed Guidelines for External Reviews

The External Review Panel

he external review process for a proposed new graduate-level degree program must include a site visit by a panel composed of three highly qualified individuals in the specific field/discipline of the proposed program. Although scholars and professionals from Oregon may be included, the majority of the panel members must be selected from peer institutions outside the state. Only under extraordinary circumstances may an individual from an Oregon University System institution serve on the panel.

The selection of the panel members shall be determined by the Vice Chancellor for Academic Affairs, in consultation with the institution, from a list of candidates provided by the proposing institution.

Institutional Responsibilities

Site Visit

Invitations to serve on the external review panel and to act as chair are extended by the institution. The institution will provide panel members with (1) the full written program proposal, (2) participating faculty vitae, (3) the projected budget, (4) other supporting or contextual materials, as needed, and (5) a site-visit schedule and itinerary, including all arrangements. All costs associated with the external review will be borne by the institution.

Report and Institution's Response

On the basis of its visit, review of materials, and panel members' expertise, the panel will make a written report for which guidelines are provided. After receipt of the panel's report, the institution may elect to withdraw the program proposal from further consideration and notify the Vice Chancellor for Academic Affairs that the external review panel has satisfied its charge.

If the institution wishes to proceed, the academic unit must respond, in writing, to the panel's recommendations and assessments. The revised program proposal, external review report, and any institutional responses will be submitted to the Vice Chancellor for Academic Affairs, for consideration by the Academic Council. Subsequently, the review and approval process set forth in IMD 2.015(3) for all new academic programs will be followed, including provision for an institution to submit for Board consideration a program proposal that does not have the support of the Academic Council or the Chancellor's Office.

External Review Panel Responsibility

The external review panel's primary task is to evaluate, not investigate. All data, information, documentation, and supporting material will be provided by the institution, thus enabling the panel to focus its efforts on the review.

The panel is responsible for preparing the final report in a timely manner. The report will be based primarily on the full panel's evaluation of the written program proposal and the information gathered during the site visit, and will address areas set forth in these guidelines. Once completed, the chair will send the report to the institution president or provost, and graduate dean; a copy will be provided to the academic unit that developed the program proposal.

Report Guidelines

The panel is asked to assess the program within both the present and projected-future contexts.


Please assess:


Please assess:


Please assess:


Please assess:

Staff Recommendation to the System Strategic Planning Committee

Staff recommends Board approval of the revised guidelines for external review of new graduate-level academic programs, as set forth above.



1. By agreement with the Vice Chancellor for Academic Affairs and the Academic Council, the review requirement may be modified or waived if the proposed degree program is closely related to an institution's authorized existing program--for example, adding a Master of Engineering in Civil Engineering where the Master of Science in Civil Engineering is already in place.


Staff Report to the System Strategic Planning Committee

Portland State University requests authorization to award an honorary doctorate to Vera Katz at the June 2000 commencement ceremony. Katz was elected to Oregon's House of Representatives in 1972 and served as the first woman Speaker of the House for three terms, beginning in 1985. In addition, she has served as co-chair of the Ways and Means Committee and has been active in education issues, including authoring the Oregon Educational Act for the 21st Century. Katz's commitment to higher education has included support for financial aid to enable low-income students to attend college, promotion of women and minority admission to colleges and universities, and support for high technology and science education. Katz also helped create the Oregon Progress Board, which sets state-level benchmarks to focus resources on critical needs.

Katz was elected mayor of Portland in 1992 and has focused the efforts of her administration on improving public safety and expanding economic opportunity. Under Katz's leadership, stronger partnerships between the city of Portland and PSU have developed, most notably the development of the University District. As a result of this plan, PSU will soon open its Urban Center (home of the College of Urban and Public Affairs) and Plaza; in addition, the public transit mall has been extended to the PSU campus and links to a transit planning center in the Urban Center.

She currently serves on the boards of the National Center of Education and the Economy, and the Urban Institute. She also recently served as one of President Clinton's appointees to the National Skill Standards Board.

Katz has received many national, state, and local honors and awards in recognition of her work, including Governing magazine's 1994 Public Official of the Year Award, National Minority Enterprise Development Week's 1998 Visionary Leadership Award, and the Oregon Assembly for Black Affairs' Special Award for outstanding ability to represent the interests of the black community.

In conclusion, PSU wishes to recognize Katz for her leadership in education (K-16), urban planning, and progressive public policy.

Staff Recommendation to the System Strategic Planning Committee

Staff recommends Board authorization to Portland State University to award an honorary doctorate to Mayor Vera Katz at the June 2000 commencement ceremony.




Staff Report to the System Strategic Planning Committee

Eastern Oregon University proposes to offer the baccalaureate degree in Business Administration, effective fall 2000. EOU currently offers a liberal arts major in Business/Economics, which will continue to serve students who are interested in a broad-based education in the areas of business and economics. Because an undergraduate business major is considered a basic element of a comprehensive or regional university curriculum, all OUS universities have business majors with varying program titles.

The proposed program combines a solid theoretical framework of the business discipline with a strong focus on practical, hands-on experience. There are three components to the degree: the core requirements, options, and the senior project. Students will choose an option from among the following: leadership, organization, and management; marketing; accounting; accounting CPA track; and international business. In their senior year, students will take courses in an integrated format within their chosen option, with the goal of building a cohort of students working as a team in a teaching environment that focuses on experiential learning.

The program was designed from outcomes identified by current students in related programs, graduates of the Business/Economics program, regional business focus groups, literature from the national business sector describing core requirements and outcomes of business programs, national business school accreditation guidelines, and comparable business programs at regional universities similar to EOU. The majority of the courses necessary to implement this program are already in place. The main area that will require new curriculum development is in the international business option.

The senior project must include an oral and written presentation of the student's work. Projects may last a full year and take the form of an international experience, internship, consulting project with a business or a not-for-profit organization, or a thesis. These projects are always completed within the environment of a real business or not-for-profit organization.

The entire program is designed as a theory-into-practice model, so many courses prior to the senior capstone also provide practical applications and work-related aspects. Because this degree has been designed as an outcomes-based program, EOU has developed detailed matrices that characterize the specific assessment techniques for each stated outcome. Interim benchmarks that portend these outcomes are measured in core courses before the senior year. Students will assemble a portfolio of benchmark works from each course designated by the matrices as the primary site of learning an outcome, and the portfolio will be representative of the major outcomes of the program and serve as evidence that the graduate has mastered the main requirements of the degree.

This program will be entirely available at a distance from instruction originating from the EOU campus and delivered asynchronously through the Internet and other means. Currently, EOU, as part of other long-established degree programs in Business/Economics and Liberal Studies, teaches weekend and on-site courses in several areas of the state including those taught at EOCCC (the Eastern Oregon Collaborative Colleges Center), the OIT Metro Center and the PSU campus in Portland, and occasionally at the Central Oregon University Center. Students may elect to include such offerings, where appropriate, in their new Business Administration program. At present, such on-site instruction is expected to average less than ten percent of the Business Administration degree credits a student would earn. That percentage may increase if interest in the degree intensifies. Community colleges, such as Treasure Valley Community College and Blue Mountain Community College, offer AA/OT degrees that provide the basis for the lower-division portion of EOU's proposed degree. EOU will develop a set of articulation matrices about the transferability of credits and equivalent courses to help students move efficiently among campuses.

Both regional and national evidence point to the need for this program. The Commission on Colleges of the Northwest Association of Schools and Colleges, in its fall 1998 decennial reaccreditation visitation report, recommended that EOU's School of Education and Business offer a degree in Business Administration. Focus group meetings were held in La Grande, Baker City, Pendleton, and Ontario, at which representatives from the business community shared their views of the kinds of experiences, attributes, and skills undergraduates in Business should have to be successful employees. The results of those meetings are presented in the program objectives. Oregon growth in business is anticipated to be a top area of demand, and the U.S. Labor Department reports that 29 percent of all new occupations in the next decade will require a bachelor's degree that encompasses human resources, budget awareness, and project management.

Sixty students are expected on campus per year in this program. That number is anticipated to increase by at least five percent a year, for the next five years. The program is also designed to attract nontraditional students who are currently employed in business and industry.

Resources are sufficient to offer this program. The seven faculty and three resource or adjunct part-time faculty members in place are sufficient to offer the program. Additional FTE will be needed if the number of residential and distance-education students exceeds 75 per year. Facilities are adequate. Library holdings are sufficient to support this program, with the exception of international business; bolstering this area in the library will be a priority. No additional equipment, infrastructure, or capabilities are required. Additional Web resources will be utilized, however. Current EOCCC funding is available to support the full development of the degree program via the Web.

All appropriate University committees and the OUS Academic Council have positively reviewed the proposed program.

Staff Recommendation to the System Strategic Planning CommitteeStaff recommends that the Board authorize Eastern Oregon University to establish a program leading to the B.A./B.S., in Business Administration. The program would be effective fall term 2000, and the OUS Office of Academic Affairs would conduct a follow-up review in the 2005-06 academic year.




Staff Report to the System Strategic Planning Committee

Oregon Health Sciences University proposes to offer an on-line, postbaccalaureate certificate program in Medical Informatics, effective fall term 2000. Medical informatics is a rapidly growing field, integrally connected with communications/computing technology, that focuses on biomedical information storage retrieval and its use to inform decision making. This certificate program is particularly attractive to health-care professionals who seek to augment their knowledge and skills in information technology (e.g., physicians, nurses, hospital administrators, health science librarians). There are no similar programs offered in the state.

OHSU has been offering a master's degree in Medical Informatics for the past four years. About two years ago, OHSU began receiving inquiries as to whether the medical informatics courses could be taken on-line. Consequently, a pilot, on-line version of the program's entry-level graduate course was launched in fall 1999. The course was successful, implemented without any major technical problems and well-received by students. OHSU believes it is ready to expand that success to launch this proposed certificate program.

Students will be required to complete eight three-credit courses, including three core medical informatics courses. Students will also be allowed to take a research or practicum course in a health-care setting or at a medical software company in their own geographic area. In addition, one course from an outside institution may be applied to the program, if it is at least one quarter in length, is at the graduate level, and is related to medical informatics. The program will also feature an on-campus weekend interactive session. The curriculum will focus on all areas of medical informatics, including electronic medical records, information retrieval, medical decision making, telemedicine, clinician information needs, artificial intelligence, and outcomes research. All of the courses proposed are derived from existing on-campus courses. Although conversion to an on-line format will require some effort, no new curriculum development will be necessary. If students subsequently enter OHSU's M.S. in Medical Informatics (as many are expected to do), they may apply their credits to the master's program.

Demand for this program is evident. For example, the pilot course, which was launched with minimal marketing, achieved a strong response. One hundred individuals indicated interest in taking the course. Although enrollment was limited to 15 students during the first term to ensure manageability, subsequent terms will have an enrollment ceiling of 50 students.

Another indicator of demand are the results of a market survey conducted last spring. The survey was distributed to 500 randomly selected members of two professional societies who would likely be interested in advanced training in medical informatics. Fifty-seven percent of the respondents said they would be interested in participating in this program and another 19 percent said they knew of someone else who would.

Finally, employment opportunities for professionals in medical informatics are abundant. The Portland area in particular is an ideal location for this program because it has a thriving medical informatics industry led by such companies as Medicalogic, WebMD, Wellmed, and Protocol Systems. Many health systems and health computing software companies already employ personnel with backgrounds in medical informatics. And, as the importance of information management in the health-care field increases, people with training in medical informatics will continue to be sought after for their combined expertise in health care and information technology.

The budget has been developed to be revenue neutral, with the program supported entirely from tuition. No new faculty will be required for the program's first four years. The existing M.S. program has a full-time administrator. Additional half-time clerical and technical support positions will be required to process applications, handle telephone and mail correspondence, prepare materials, and provide necessary computer systems support. The OHSU library has sufficient resources to offer this program (e.g., databases, 300+ full-text electronic journals, BIOSIS, MEDLINE, 13 major medical informatics journals).

All appropriate University committees and the OUS Academic Council have positively reviewed the proposed program.

Staff Recommendation to the System Strategic Planning Committee

Staff recommends that the Board authorize Oregon Health Sciences University to establish a program leading to the postbaccalaureate certificate in Medical Informatics. The program would be effective fall term 2000, and the OUS Office of Academic Affairs would conduct a follow-up review in the 2005-06 academic year.




Staff Report to the System Strategic Planning Committee

Oregon Health Sciences University proposes to transition its baccalaureate degree program into a professional master's in Physician Assistant Studies, effective June 2000. In response to a legislative mandate, OHSU has offered the baccalaureate program since 1995. However, the increasing complexity of the body of medical information, as well as the educational requirements necessary to assimilate and apply that information to patient care, is moving the physician assistant profession toward adoption of the master's degree as the appropriate terminal degree for that field. The only other physician assistant program in Oregon was initiated at Pacific University in 1997.

Oregon is experiencing an increased need for health-care providers, including nonphysician professionals such as physician assistants and nurse practitioners, willing to practice in rural and medically underserved communities. Subsequent to a needs assessment in 1991, the Oregon Legislature mandated the development of the OHSU baccalaureate program. Response to the program has been impressive. A competitive pool of applicants has allowed OHSU to be highly selective; that level of student demand is expected to continue with the master's program.

The goal of the proposed program is to enable students to keep pace with the demands of the rapidly changing health-care environment, including providing them with the skills to manage the exponential increase in medical information and technology. This rigorous 26-month program consists of an academic year (75 credits) and a clinical year (84.5 credits). Graduate-level enhancement of the curriculum will include increased emphasis on pathophysiology, new content areas including medical informatics and evidence-based medicine, and a greater reliance on computers and the World Wide Web, which will expand the ability and resources of physician assistants to practice in rural areas. In the academic year, integrated coursework will be presented in a problem-based learning format, encouraging the development of problem-solving skills and emphasizing interpersonal communication and personal responsibility. Problem-based learning is a more self-directed learning approach that is intended to enhance students' skills and abilities to continue as lifelong learners. In the clinical year, two elective rotations have been added, thus allowing students to identify and pursue areas of special interest. In the near future, OHSU plans to offer a part-time option to prior Physician Assistant graduates who completed their education at the baccalaureate level.

OHSU anticipates 18 to 30 students per class, beginning with 20 students in the first year. Students will have completed a baccalaureate degree with 40 quarter hours of natural sciences (e.g., biology, human anatomy and physiology) completed within the past seven years, appropriate GRE scores, minimum 2.8 GPA, and a minimum of one year's experience in a responsible position in a health-care setting. Special consideration will be given to Oregon residents from rural and other medically underserved communities and to applicants who qualify as disadvantaged because of economic or educational barriers.

Employment prospects are bright for graduates. In a survey of the first two graduating classes (n=28), 82 percent were employed as physician assistants. Of those, 78 percent were in primary care. Graduates of this program are helping meet the needs of rural Oregon. Twenty-two percent of the graduates reported they were practicing in federally designated underserved areas, 30 percent in rural sites with populations under 20,000, and 17 percent intending to move to a rural area within three to five years.

Resources are sufficient to support this transition. Two new .2 FTE faculty will serve as small-group facilitators responsible for monitoring student progress in the problem-based learning aspect of the new curriculum. As the program grows, OHSU anticipates adding two 1.0 FTE core faculty. The program is currently seeking an additional administrative staff member and technology support person. No additional library or facilities resources are needed.

The proposed program has been positively reviewed by the appropriate institutional committees. The Accreditation Review Committee for Physician Assistants has also expressed its support of this proposed change. The external review of the program was highly supportive, and minor concerns raised by the reviewers have been addressed. The OUS Academic Council has also reviewed the program proposal and supports its implementation.

Staff Recommendation to the System Strategic Planning Committee

Staff recommends that the Board authorize Oregon Health Sciences University to establish a program leading to the master's in Physician Assistant Studies. The program would be effective summer term 2000, and the OUS Office of Academic Affairs would conduct a follow-up review in the 2005-06 academic year.




Staff Report to the System Strategic Planning Committee

Portland State University proposes to offer a program leading to the Ph.D. degree in Computer Science, effective fall term 2000. This program builds on PSU's demonstrated strength in computer science at the master's level. Other doctoral programs in computer science in Oregon are at the University of Oregon, Oregon State University, and the Oregon Graduate Institute of Science and Technology (OGI). The external review team asserts that both geographic location (proximity to local industry) and organizational features make each of the three OUS programs distinct. Regarding PSU and OGI, the report states, "The programs largely complement each other in subject areas. For example, OGI has little expertise in theory, programming languages, and systems, but it has major research activity in artificial intelligence" (page 2).

Students will be required to complete 90 credit hours beyond the bachelor's degree. Fifty-four credits of coursework include: 15 core credits, 18 credits of focused courses, and 21 elective credits. Five focus areas are available: programming languages, systems/ networking, software engineering, database, and theory. After completing the required coursework, students must pass a preliminary examination and subsequently conduct their research and complete their dissertation.

PSU has a cooperative agreement with UO, OSU, and OGI; the most active arrangement is with OGI. PSU and OGI publish a combined schedule of courses in computer science and electrical engineering, and students from both institutions may take courses at the other as part of their programs, without paying extra tuition. Opportunities for sharing courses with UO and OSU will increase as distance-learning modalities proliferate.

vidence of need for more highly trained computer scientists has been well documented nationally and regionally. Oregon's ability to respond effectively to the economic opportunities represented by the high-technology industry depends on building and maintaining an educational infrastructure capable of producing highly trained employees for the industry and on forming research collaborations with it. Representatives from local companies--such as Intel, Sequent, Synopsys, and Tektronix--have expressed strong support for this program to the external review team.

Students who complete this course of study will be qualified to perform original research in the field of computer science and to serve as intellectual leaders in industry and academia. The Taulbee report, a survey of Ph.D.-granting computer science departments performed annually by the Computing Research Association, shows that nationally, only 893 new Ph.D.s in computer science and computer engineering graduated in 1997. That number is well below the predicted level of 1,110 and below market demand.

Initially, PSU intends to limit enrollment to approximately 16 students, with one or two students graduating per year. PSU does not anticipate implementing this program for part-time students. Faculty members have discussed that possibility and concluded that a student will need to spend at least one year full time on campus to satisfactorily complete the program.

Faculty resources are sufficient to offer this program. One new faculty member began in January, and two other faculty searches are currently under way. All core courses in the program will be taught by full-time faculty. The use of adjuncts is by design. Many of them are heavily involved in industry in Portland--a real strength, given the rapid growth of the field--and bring an important industry perspective to the classroom. Small increases in staff FTE have been supported by soft money. Other resources such as facilities and library holdings are sufficient with the exception of conference proceedings and some journals. In response to the external review team's report, graduate teaching assistantships will be increased from .3 to .45 FTE, thus bringing PSU's pay scale into alignment with national norms.

The proposed program has been positively reviewed by the appropriate institutional committees. The external review of the program was generally positive, and PSU has made either program modifications or responses to the few suggestions. The OUS Academic Council has also reviewed this program proposal and supports its implementation.

Staff Recommendation to the System Strategic Planning Committee

Staff recommends that the Board authorize Portland State University to establish a program leading to the Ph.D. degree in Computer Science. The program would be effective fall term 2000, and the OUS Office of Academic Affairs would conduct a follow-up review in the 2005-06 academic year.





In 1997, Oregon legislation (SB 487) increased educational requirements for certified public accountants (CPAs) from 180 quarter hours to 225 quarter hours. This change, which went into effect January 2000, is aligned with statutory changes in 40 other states and will make it easier for Oregon CPAs to practice in other jurisdictions.

The increased educational requirement essentially constitutes a fifth year of preparation, which may be performed at the postbaccalaureate or master's level. When this statutory change was being considered by the legislature, OUS faculty in business and accounting carefully studied how best to respond. Three OUS institutions (UO, OSU, and PSU) with graduate programs in business have developed programs responsive to the legislation. UO's reestablished Master of Accounting was implemented in fall 1999, and OSU's Master of Business Information Systems will be implemented in fall 2000. PSU's proposed program, which is also scheduled for implementation in fall 2000, is described below. Although all three programs have been developed concurrently, each offers different emphasis, providing a broader set of choices for Oregon students.

Staff Report to the System Strategic Planning Committee

Portland State University requests Board authorization to establish a program leading to the M.S. in Financial Analysis. This 49-credit program is targeted toward individuals who seek graduate specialization in financial analysis but do not want the breadth provided by PSU's 72-credit M.B.A. program. The proposed program responds to the tremendous expansion of expected skills and abilities of finance professionals, who increasingly serve as business advisors and business partners and provide a high level of business analysis and decision support.

The proposed program, which was developed in response to industry needs as well as legislative mandate, combines a heavily analytical and finance component with courses in business management and economics. Students will be trained as financial analysts capable of contributing in cross-functional teams in business and industry. Many of the courses require an applied project (e.g., writing a business plan for a local organization). Students will complete 25 credits in the business and economics core, 20 credits in the financial analysis core, and 4 credits of a financial analysis elective. This program utilizes a number of courses currently offered in the M.B.A. program, and three new courses were developed to provide skills not addressed by existing courses.

Graduates of the program will be able to model and analyze business performance; develop forecasts, projections, and business valuations; and apply financial analysis and work with various business partners to make creative, yet sound, decisions. The program is designed to accommodate both full- and part-time students. Students will be admitted in cohorts of up to 45 each, and PSU anticipates approximately 75 students per year.

Demand for financial analysts is growing rapidly. The Oregon Employment Department forecasts ten-year (1995-2005) growth rates of 20 to 30 percent in the metro area in occupations for which the M.S.F.A. (or similar degree) would be required or an asset. This translates into nearly 600 new jobs.

Current faculty and staff are sufficient to offer the program. Two new faculty members have been hired this year; a third faculty member will be requested when a second student cohort is added. No new support staff members are necessary at this time. However, when a second cohort begins, a .5 FTE staff person will be added. With the school's commitment to maintaining current databases and adding Lexus/Nexus and Investext, all reference sources, facilities, and equipment are sufficient.

All appropriate University committees and the Academic Council have positively reviewed the proposed program. The external review team stated that "this focused curriculum provides an innovative, interesting and valuable educational addition," and it supports implementation of this program as well.

Staff Recommendation to the System Strategic Planning Committee

Staff recommends that the Board authorize Portland State University to establish a program leading to the M.S. degree in Financial Analysis. The program would be effective fall term 2000, and the OUS Office of Academic Affairs would conduct a follow-up review in the 2005-06 academic year.




Staff Report to the System Strategic Planning Committee

The University of Oregon proposes to offer the Master of Fine Arts degree in Dance, effective fall 2000. Currently, no terminal degrees in dance are offered in Oregon, and Western Oregon University is the only other university in the state with a baccalaureate program in dance. The University of Oregon has offered dance courses since 1911 and currently offers both a baccalaureate and a master's degree program. The MFA will provide access to terminal work in dance in Oregon. UO intends to continue offering the M.A./M.S. to those students who prefer it.

Congruent with objectives of the National Association for Schools of Dance (the accrediting agency for dance programs in the United States), the proposed M.F.A. is designed to provide advanced development of:

The proposed three-year program includes a 15-credit theory core, a 35-credit performance and choreography core, 31 elective credits, and 9 credits for a thesis or terminal project. As part of their degree work, M.F.A. students will be responsible for consistent engagement in practica/internships in the process of creating and presenting concert dance to the community.

Graduates of the program will be prepared for professions relating to the production, performance, and teaching of dance. In the ten-year period from 1998 to 2008, a 28 percent increase in the number of dancers and choreographers in the nation (29,000 to 33,000) is projected. Oregon is expected to experience a 16 percent increase in that same time period. Graduates of UO's dance program have already demonstrated positive outcomes from their education; many of them are employed in public and private schools, dance companies, and as independent choreographers and performers throughout the United States. However, job announcements in dance increasingly list the M.F.A. as a minimum qualification for employment. By adding this degree program, UO is enabling students to stay competitive in the job market.

Because of the intense nature of faculty involvement with each MFA candidate, the program will be limited to a maximum of three new students per year (nine students total at any given time). Applicants will likely be women completing their undergraduate studies or transitioning in their professional work.

All current faculty, staff, facilities, equipment, and reference resources are sufficient to offer the proposed program. Among the faculty is an internationally recognized dance scientist who contributes expertise in combining dance science with creative work. The more junior faculty members offer up-to-date professional, artistic, and technical proficiencies. The faculty are diverse, providing a robust curriculum and perspective.

All appropriate University committees and the Academic Council have positively reviewed the program. The external review team was highly supportive, stating that "[o]n a comparative national basis, the University of Oregon Dance Department's faculty ranks high in their area of expertise." The team's report concludes that "the campus can be proud of the work that the Dance Department produces . . ."; it is a "good model" and "will attract more students to the campus and will raise the quality of students in the department."

Staff Recommendation to the System Strategic Planning Committee

Staff recommends that the Board authorize the University of Oregon to establish a program leading to the M.F.A. degree in Dance. The program would be effective fall term 2000, and the OUS Office of Academic Affairs would conduct a follow-up review in the 2005-06 academic year.