Thursday, May 2, 201910:30 a.m. GeoSciences Ribbon Cutting11:30 a.m. Trustees Working Meeting (Charles Hunter Room)12:30 p.m. Trustees Luncheon (Yankee Meadows)1:30 p.m. Trustees General Meeting (Charles Hunter Room)6:00 p.m. Faculty/Staff Award Banquet (Great Hall)Friday, May 3, 2019 See Commencement Schedule

Next Board of Trustees Meeting - August 22, 2019

1 Welcome and Review of Agenda Verbal

2 Minutes of March 21, 2019 Tab A

3 Oath of Office - SUUSA President Jeff Carr Verbal

4 R401 - Minor in Special Education Tab B

5 Tab CINFORMATION & REPORTS:

6 Report on Innovative Efforts:

Southwest Tech Dual Enrollment

Online Programs

Child Care and Preschool

3-Year Degree

CONSENT:

7 Investment Reports (March) Tab D

8 Additional Leave Requests/Sabbaticals Tab E

nsen

t

ems

ACTION:

R401 - New Doctorate of Psychology (PsyD) in Clinical Psychology

Board of TrusteesMarch 21, 2019

Board of TrusteesMarch 21, 2019

9 Leave Without Pay Request Tab F

10 Personnel and Retirements Tab G

Act

ion

Motion to go into Executive Session (if needed) Verbal

Con It

e

Minutes

Board of Trustees March 21, 2019

1

Regular Business Meeting The Regular Business meeting called to order by Chair Leavitt at 12:50 p.m. in the Charles Hunter Room. Trustees Present: Chair Eric Leavitt, Trustees Rich Christiansen, Marilee Eyre, Jodi Wilson (via phone), D’Mia Lamar, Shannon Dulaney, Michael Wankier, Marshall Erb and Scott Johnson. Trustees Excused: Vice Chair Sherrie Hansen Others Present: President Scott Wyatt; Jennifer Oberhelman, Secretary; Provost Brad Cook, Vice Presidents Marvin Dodge, Finance & Administration; Stuart Jones, Advancement and Enrollment Management; Jared Tippets, Student Affairs; Mary Jo Anderson, Director of Planning and Budget; Steve Carpenter, Internal Auditing; Dean Mary Pearson, College of Business; Ann Marie Allen, Legal Counsel; Schvalla Rivera, CDO; Kimberly Henrie, Assoc. Commissioner, Board of Regents; Meagan Beesley, International Affairs Business Manager; Jamie Orton, Director of International Services; Karina Carter, Study Abroad Coordinator; Nicole Funderburk, Recruitment Coordinator; Stephen Allen, Assoc. Provost for International Affairs; Emily Forshee, International Student Advisor; David Jake Smith, International Student Advisor; Keri Romine, International Student Advisor; Laura McAneney, International Admissions; Kaili Brown, Director of Short Term and Homestay; Steve Barney, Faculty Senate President Elect; David Berri, Faculty Senate President; Kurt Harris, Direction of Learning Abroad; Robb McCollum, Director of ALCC; Kendall Wilkey, Director of Recruiting; Michael Mower, Exec. Director Aviation; Ryan DeJong, International Flight Training Director; Tom Morgan, Exec. Director of Head Start; Nichole Wangsgard, Assoc. Dean, College of Education; Bruce Tebbs, Dir. of Academic Budget and Support; Zach Murray, Budget Office; Johnny Oh, Director of Global Collaboration; Kimberly Waldron, Global Collaboration Mentor, Kaden Smith, Global Collaboration Mentor Welcome by Chair Leavitt Chair Eric Leavitt called the meeting to order at 12:50 p.m., welcomed all attendees, and reviewed the day’s agenda. Chair Leavitt thanked Vice President Mindy Benson and staff for a wonderful Founders Week. He also congratulated Provost Brad Cook for a great presentation at the Drigg’s Lecture. Minutes of January 18, 2019 The minutes of January 18, 2019 were presented for approval.

Motion to approve the minutes as written was made by Scott Johnson; seconded by Marilee Eyre. Vote – unanimous.

Student Fee Committee Recommendation

Minutes

Board of Trustees March 21, 2019

2

This committee, comprised of stake-holders across campus, is mandated to meet to review the allocation and use of students every year. Under consideration were four new fee requests and three requests for increases. After much deliberation, the committee proposed new fees in the following areas: Speech and Presentation ($2), Writing Center ($4), Library Support ($8), and Marching Band ($2). Fee increases were as follows: Athletics ($2), Civic Engagement – Leavitt Center ($4), and Counseling and Psychological Services ($5.40). SUUSA President D’Mia Lamar shared that the students felt strongly about these new fees and increases. The Writing Center and Speech and Presentation fees have been part of HSS’s budget, but this new fee would provide services for students across campus, not just students of HSS. The fee for Library Support will allow the Library to be open longer hours to accommodate students’ schedules. This fee would also provide funds to purchase additional journals and books the students need for their studies. The Marching Band had been paid for by Athletics in the past, but the committee felt it should be funded by student fees as it added to the student experience; no funds will be requested through Athletics. It was decided by Administration that the bank would be receiving on-going funding through the budget, so the fee increase was dropped to $1 instead of $2. The increase for Athletics will enhance the student experience. The President’s Council did not recommend the increase to the Leavitt Center as it would be unfair to charge an extra fee to all students for internships that only 30-40 students would be able to apply for. Administration has also made the decision that the new fees would be funded through the general budget. In regards to the additional increases listed, Administration stated that all increases (except Leavitt Center) would be absorbed and covered in the budget, so no new student increases will be passed on to students. SUUSA President Lamar expressed thanks and gratitude on behalf of the students.

Motion to approve the 2019/20 Student Fee Recommendations as amended was made by Marshall Erb; seconded by Rich Christiansen. Vote – unanimous.

2019/20 Proposed Tuition/Program Course Fees Provost Cook presented the proposed Program and Course Fee Recommendations to the Board. He explained that some programs are more expensive than others and it was felt that the increase in fees should only be passed on to students who actually participate in particular programs that request special tutors, 1-on-1 coaching and other specific services. Dean Pearson shared that she is running out of budget (this was carry-over dollars) to provide career and graduate school exploration trips, travel to competition, and other events and needs so this increase is being requested ($5). The proposal for the new request ($15) will provide CPA prep subscriptions, a 2-day orientation for MBA, and career exploration trips. She strongly feels this fee should be paid by the grad students, and not undergrad students.

Motion to approve the recommendations was made by Michael Wankier; seconded by Scott Johnson. Vote – unanimous.

Minutes

Board of Trustees March 21, 2019

3

Vice President Marv Dodge shared that the Truth in Tuition was held. Administration decided that the needs of the students could all be meet with the existing tuition. Thus, there would not be any increases in tuition for the 2019/20 year. It was shared that the last year there was no tuition increase was 1942. Thanks was expressed to the Legislature that provided an increase to SUU that will allow no increase to take place. Trustee Christiansen asked about health care premiums, would they go up for employees. VP Dodge said that some adjustments will be made to our plan so there may not be an increase. The Legislature has given dollars to assist with the increases.

Motion to approve the tuition recommendation by Rich Christiansen; seconded by Marilee Eyre. Vote – unanimous.

At this point, Chair Leavitt introduced Kimberly Henrie, Associate Commissioner with the Board of Regents. R401 – New ESL Emphasis within MED Provost Cook introduced this R401 that will enable graduate students to choose to add an endorsement to their current student teaching license. This will extend the mission of Master of Education program and prepare graduate students for becoming a master teacher and teach English language learners grades K-12.

Motion to approve the R401 was made by Shannon Dulaney; seconded by Scott Johnson. Vote – unanimous.

Head Start Enrollment Selection Criteria Head Start Executive Director Tom Morgan presented the Enrollment Selection Criteria to the Board for approval. This must be approved by the governing board each year.

Motion to approve the selection criteria was made by Marshall Erb seconded by Marilee Eyre. Vote – unanimous.

Sale of Land and Easement SUU was approached by the Cedar City Corporation requesting to purchase University property located at 380 S. Westwood Drive in Cedar City to widen the road to accommodate the increase in traffic. An appraisal was done (value identified at $49,900).

Motion to approve the sale of the property was made by Scott Johnson; seconded by D’Mia Lamar. Vote – unanimous.

Minutes

Board of Trustees March 21, 2019

4

Report from International Affairs Dr. Stephen Allen, Assoc. Provost for International Affairs shared that International Affairs was created in 2015. This action consolidated all functions connected with our international students. Currently SUU has approximately 600 international students with a goal of 1,000. The 2017/18 retention rate for international students was 83.7% (domestic students was 71.7%). SUU currently has 62 countries represented International Affairs (IA) is split into six areas: International Recruitment, International Student and Scholar Services, Homestay and Short Term Programs, American Language and Culture Center, Confucius Institute, and Office of Learning Abroad. International Recruitment – the Early College program is thriving. This program brings high school students and assists in moving them through their last two years of high through getting their AA. This past fall saw 32 international students participate in this program. National trends are going downward across the nation, but SUU’s growth is remarkable. The International Overnight Program is a powerful tool and it reaches out to community and high school students. International Affairs has seven recruiters that cover African, Asia, Central and South America, Europe (north), Europe (south), the Pacific and Middle East. It is calculated that IA has assisted in providing $17.3 million support dollars to the economy and supports 106 jobs. They are currently working to break into India. International Student and Scholar Services – this area manages student visas and immigration status. The assist in processing new arrivals, help with housing, deal with culture-shock (this is a real issue for many students coming to a rural area from very large urban areas), and programming events. The International Student Ambassadors play a huge part in retention and held in overcoming adversity and challenges our international students may face. These ambassadors are a 50/50 split from domestic students and international students. American Language and Culture Center – “volunteers with International Students and Scholars (VISAS) is a new initiative the builds friendships and cultural understanding.” This program assists students in a variety of ways that allows them to speak English in various situations. The focus on intercultural discussions, activities, and food. The TESOL program will launch fall 2019. This program will prepare SUU graduates with linguistic knowledge to teach English abroad and in adult education setting in the U.S. Confucius Institute – The Confucius Institute (CI) was established at SUU in 2016. It is currently offering four Chinese classes at different levels both on SUU’s campus and off-site at both local high schools and three elementary schools in Cedar City. This is a dual-emersion program with extensive community outreach. There are also summer camps in China for CI students currently enrolled in the CI program. Dr. Jacob Ng shared there have been some concerns noted by some concerned about the program promoting Communism and the curriculum. After an intensive

Minutes

Board of Trustees March 21, 2019

5

investigation, it was found that SUU’s CI program does not promote Communism and the curriculum is of value and that academic freedom was not at risk. The program is strong and growing and all reports came back as positive. Short Term Programs and Homestay – the early college students are all required to stay with families. In 2018, SUU hosted four Short Term programs for 77 students from Taiwan, China and South Korea. Aviation is a focus for many of these students. There are over 60 qualified families in Cedar City, Enoch, and the surrounding towns to provide housing for these students. Office of Learning Abroad – Over 460 SUU students participated in studies abroad in 2017/18. Spring break provides many opportunities for students to study abroad. The Office of Learning Abroad has worked with the School of Business to offer MBA students opportunities of a double degree with INSEEC, a business school is Paris as an example. SUU students can choose from 56 institutions of higher education in 31 countries. The upcoming African Growth and Development Conference is an exciting event that will take place in 2020. The purpose of this conference is to “spark innovative dialogues among policymakers and academics from various African countries” to develop solutions and change. SUU’s Aviation program has been in discussions with South Korea, China, Peru and various countries in Southeast Asia regarding the shortage of pilots and mechanics. There are various opportunities that are being discussed including a 2+2 and 1+3 format for classes (2+2 would be 2 years at SUU, 2 years in their home country, etc.). This will be a long-term, on-going discussion to see if it is workable according to Mike Mower. A partnership with Marshall University and SUU was signed and will begin fall 2020. Marshall will brand the program. Dr. Allen shared the financial overview. The return on investment for 2018 was 406.80%. Fee revenues come from ESL classes and the travel covers everything from recruiting to study abroad costs. Johnny Oh shared the program overview for SUU Global Collaboration Short-Term and Homestay Program. He shared his personal story that pointed out the need for programs like this. He also emphasized this is a self-supported program and has been since 2014. Programs take place seven times a year and students come from around the world to participate. The program averages 120 participants a year and ranges from middle-school to college age students. Trustee Marshall Erb shared that the annual meeting with the Regent’s Audit Committee took place in March and it went very well and SUU representative were commended for a clean audit and a great program overall. We have received a clean bill of health of the State. Great job to all involved.

Minutes

Board of Trustees March 21, 2019

6

President’s Report President Wyatt reported that SUU hired an intern to work with Donna Law during her time at the Legislative session. This make her job easier and she could focus on just doing her work. He also thanked Jodi Wilson for her work on behalf of SUU. The Commissioner and Board of Regents presented their budget proposal to the Legislature and they made the decision to disregard it and awarded dollars based on a performance-based model. SUU received the following:

• $1.4 million (unrestricted) • $235,000 renewed permanently (unrestricted) • $300,000 for Athletics (ongoing) • $300,000 for Utah Shakespeare (ongoing) • $50,000 for Utah Summer Games (one time) • $3.8 million (3-Year Bachelor Degree) • $2 million programming fees for the new building

SUU received a 14% increase in the operating budget. This reflects on “doing it right,” and being innovative. This has been recognized by leadership in the Legislature. Consent Items

Motion made by Shannon Dulaney to approve the consent calendar items:

• Investment Reports for December 2018- February 2019 • Tenure/Rank Advancements • Personnel and Retirements

Second on the motion made by Michael Wankier Vote: Unanimous

Motion to Adjourn

A motion for adjournment was made by Marshall Erb; second on the motion was made by Scott Johnson Vote - unanimous.

The meeting was adjourned at 4:20 p.m.

Office of the Associate Provost Old Main 212

351 W University Blvd * Cedar City, UT 84720 Phone: 435-586-7703

MEMORANDUM Date: April 4, 2019 To: SUU Board of Trustees From: James Sage, Associate Provost RE: R401: New Minor in Special Education On behalf of Provost Brad Cook and Dean Shawn Christiansen, we are submitting for your approval a new program proposal for a Minor in Special Education. This proposal has been approved by the appropriate university-level curriculum committees as well as the Deans Council. As a new Minor, the SUU Board of Trustees provides final approval and then a “notification” is sent to the Commissioner’s Office to update their database of academic programs (or administrative unit changes) for SUU. The proposed new Minor in Special Education is 18 credits and is designed to prepare quality professionals for working with people with special needs. A Minor in Special Education will allow all students at SUU the opportunity to learn the skills necessary to understand and collaborate with all people. Students earning a Major in Elementary or Secondary Education who successfully complete the new Minor are also eligible to earn a Level I Utah Professional Teaching License in Mild/Moderate Disabilities once they finish student teaching and state licensure requirements. The proposed Minor in Special Education will be intended for, but not limited to, Education Majors. In order to offer a Minor in Special Education to a wider number of SUU students, several changes were made to the corresponding courses, including changes to registration restrictions. Thank you for considering this new program proposal. Please let us know if you have any questions or concerns.

1 For CIP code classifications, please see http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55. 2 “Proposed Beginning Term” refers to first term after Trustees' approval that students may declare this program.

Utah System of Higher Education Notification of New Academic Program

Institution Submitting Request: Southern Utah University

Proposed or Current Program Title: Minor in Special Education

Sponsoring School, College, or Division: College of Education and Human Development

Sponsoring Academic Department(s) or Unit(s): Department of Teacher Education

Classification of Instructional Program Code1 : 13.1011

Min/Max Credit Hours Required of Full Program: 18 / 18

Proposed Beginning Term2: Fall 2019

Institutional Board of Trustees' Approval Date:

Certificate of Proficiency CTE CP

Certificate of Completion CTE CC

Minor

Post-Baccalaureate Certificate

Post-Masters Certificate

K-12 Endorsement ProgramNEW Emphasis for Existing Program Out of Service Area Delivery Program Attach signed MOU

Program Description/Narrative Brief describe new program. If a CTE certificate, describe collaboration with other state-funded CTE providers in service area.The proposed minor in Special Education is designed to prepare quality professionals for working with people with special needs. A minor in Special Education will allow all students at SUU the opportunity to learn the skills necessary to understand and collaborate with all people. Students earning a major in Elementary or Secondary Education who successfully complete the minor can also earn a Level I Utah Professional Teaching License in Mild/Moderate Disabilities once they finish student teaching and state licensure requirements. In order to offer a minor in Special Education, we modified registration restrictions. The minor in Special Education will be intended for, but not limited to, Education majors . Students in other majors interested in minoring in Special Education are welcome. They need to understand that the courses will have an education focus and provide general knowledge as well. Minor Requirements: A total of at least 18 credits with a grade of "C" or better is required for a minor in Special Education. CURRICULUM SPED 3030 - Educating Exceptional Students (3 credits) SPED 4110 - History and Law (3 credits) SPED 4120 - Applied Behavior Analysis and Management (3 credits) SPED 4130 - Curriculum Strategies (3 credits) SPED 4145 - Collaboration and Transition (3 credits) SPED 4160 - Assessment for Learning and Data-Driven Decisions (3 credits) TOTAL CREDITS: 18

Chief Academic Officer (or Designee) Signature: I, the Chief Academic Officer or Designee, certify that all required institutional approvals have been obtained prior to submitting this request to the Office of the Commissioner.

Please type your first and last name

Date:

I understand that checking this box constitutes my legal signature.

Office of the Associate Provost Old Main 212

351 W University Blvd * Cedar City, UT 84720 Phone: 435-586-7703

MEMORANDUM Date: April 4, 2019 To: SUU Board of Trustees From: James Sage, Associate Provost RE: R401: New Graduate Degree: Psy.D. – Doctor of Psychology in Clinical Psychology On behalf of Provost Brad Cook and Dean Jean Boreen, we are submitting for your consideration and approval a new program proposal for a Doctor of Psychology (Psy.D.) in Clinical Psychology. This proposal has been approved by the appropriate university-level curriculum committees as well as the Dean’s Council. As a new degree program, this proposal will need to complete the Peer Review process by the Chief Academic Offices (CAOs) within USHE. As a new degree program that is “outside mission,” this proposal will also require approval by the State Board of Regents. Finally, this program proposal will require NWCCU approval. In response to the mental health crisis faced in the State of Utah, last summer on July 18th, the Department of Psychology at Southern Utah University (SUU) engaged you, the SUU Board of Trustees, in an earnest and thoughtful discussion regarding the development of this program. We truly appreciate your contributions to this discussion, your compassionate response, and your overall support for this program. Then, in August 2018, President Wyatt and his Cabinet identified this Psy.D. program as a specific line-item budget request to the Utah State Legislature. We truly appreciate the overall support for this program, the leadership of President Wyatt, and vision and compassion of the SUU Board of Trustees. The proposed Psy.D. in Clinical Psychology will allow SUU to educate and train students to be license-eligible and prepared to practice methods of psychotherapy and psychological testing throughout Utah and in many other states. The Psy.D program will be a practice-oriented training program and differ from a Ph.D program, most strikingly by having a far smaller emphasis on conducting original research or discovering of novel knowledge. The American Psychological Association (APA) Standards of Accreditation describes the difference in this way: “In general, PhD programs place relatively greater emphasis upon training related to research, and PsyD programs place relatively greater emphasis on training for engaging in professional practice.” Thus, in contrast to a Ph.D. program that is research-oriented, the proposed Psy.D. in Clinical Psychology at SUU will be a face-to-face terminal degree in professional psychology (http://www.div12.org/sites/default/files/DifferenceBetweenPhDandPsyD.pdf). A Psy.D. program prepares graduates to function as professional, license-eligible psychologists in various capacities. At SUU, we will focus on preparing professionals for clinical practice in providing mental health services, specifically, treatment, assessment, and prevention services. There are several institutions in the region that offer Ph.D. programs. The programs at these institutions prepare graduates to practice professionally, but they also provide a strong focus on research and prepare graduates for both clinical and academic pursuits. With a Psy.D. program, we would not directly compete with other institutions offering traditional Ph.D., doctoral programs within Utah or the region. The nearest Psy.D. programs are located in Colorado and Arizona, as well as on the West Coast. Other similar programs are offered in Texas, the Midwest, and on the East Coast. Thank you for considering this new program proposal. Please let us know if you have any questions or concerns.

1 For CIP code classifications, please see http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55. 2 “Proposed Beginning Term” refers to first term after Regent approval that students may declare this program. 3 Please indicate award such as APE, BFA, MBA, MEd, EdD, JD

Utah System of Higher Education New Academic Program Proposal

Cover/Signature Page - Full Template

Institution Submitting Request: Southern Utah University

Proposed Program Title: Doctor of Psychology (PsyD) in Clinical Psychology

Sponsoring School, College, or Division: College of Humanities and Social Sciences

Sponsoring Academic Department(s) or Unit(s): Department of Psychology

Classification of Instructional Program Code1 : 42.2801

Min/Max Credit Hours Required of Full Program: 115 / 140

Proposed Beginning Term2: Fall 2020

Institutional Board of Trustees' Approval Date:

Program Type (check all that apply):(AAS) Associate of Applied Science Degree(AA) Associate of Arts Degree

(AS) Associate of Science Degree

Specialized Associate Degree (specify award type3: )

Other (specify award type3: )

(BA) Bachelor of Arts Degree

(BS) Bachelor of Science Degree

Specialized Bachelor Degree (specify award type3: )

Other (specify award type3: )

(MA) Master of Arts Degree

(MS) Master of Science Degree

Specialized Master Degree (specify award type3: )

Other (specify award type3: )

Doctoral Degree (specify award type3: Doctor of Psychology - PsyD )

K-12 School Personnel ProgramOut of Service Area Delivery Program Attached MOU

Out of Mission ProgramNEW Professional School

Chief Academic Officer (or Designee) Signature: I, the Chief Academic Officer or Designee, certify that all required institutional approvals have been obtained prior to submitting this request to the Office of the Commissioner.

Date:

I understand that checking this box constitutes my legal signature.

Utah System of Higher Education Program Description - Full Template

Section I: The Request

Southern Utah University requests approval to offer the following Doctoral degree(s): Doctor of Psychology (PsyD) in Clinical Psychology effective Fall 2020. This program was approved by the institutional Board of Trustees on .

Section II: Program Proposal

Program Description Present a complete, formal program description.

The Department of Psychology at Southern Utah University (SUU), through this document, proposes a Doctor of Psychology (Psy.D) degree program. This degree program will allow students who complete it to be license eligible and prepared to practice methods of psychotherapy and psychological testing throughout Utah and in many other states. The Psy.D program will be a practice-oriented training program and differ from a Ph.D program, most strikingly by having a far smaller emphasis on conducting original research or discovering of novel knowledge. The American Psychological Association (APA) Standards of Accreditation describes the difference thusly, “In general, PhD programs place relatively greater emphasis upon training related to research, and PsyD programs place relatively greater emphasis on training for engaging in professional practice.”

The Psy.D. in Clinical Psychology at SUU is a face-to-face terminal degree in professional psychology (http://www.div12.org/sites/default/files/DifferenceBetweenPhDandPsyD.pdf). A Psy.D. program prepares graduates to function as professional, license-eligible psychologists in various capacities. At SUU, we would focus on preparing professionals for clinical practice in providing mental health services, specifically, treatment, assessment, and prevention services. There are several institutions in the region that offer Ph.D. programs. The programs at these institutions prepare graduates to practice professionally, but they also provide a strong focus on research and prepare graduates for both clinical and academic pursuits. With a Psy.D. program, we would not directly compete with other institutions offering traditional Ph.D., doctoral programs within Utah or the geographic region. The nearest Psy.D. programs are located in Colorado, Arizona, and on the West Coast region. Other similar programs are offered in Texas, the Midwest, and on the East Coast regions: clearly there is a paucity of programs in the Rocky Mountain and Intermountain West.

Because the academic focus of a Psy.D. program is typically on clinical and professional training, students are required to complete a comprehensive professional project, with the option of doing a scholarly research project. The focus and scholarly demands for a Psy.D. are different than that in a Ph.D. or Ed.D. program, which reduces the need for faculty to supervise individuals on research projects and can focus more completely on clinical training.

Consistency with Institutional Mission Explain how the program is consistent with the institution's Regents-approved mission, roles, and goals (see mission and roles at higheredutah.org/policies/policyr312) or, for "out of mission" program requests, the rationale for the request.According to Regents Policy 312, Section 4.2, Southern Utah University is a Regional University. Inherent in that mission is the role to “provide career and technical education…to fill regional or state workforce demands.” The typical means to achieve this end is to offer “undergraduate associate and baccalaureate programs and select master’s degree programs.” Regional universities also “emphasize teaching, scholarly and creative achievements that complement teaching and community service.”

Section III: Needs Assessment

Program Rationale Describe the institutional procedures used to arrive at a decision to offer the program. Briefly indicate why such a program should be initiated. State how the institution and the USHE benefit by offering the proposed program.

The demand for professionals qualified to treat people with mental health issues is far outpacing the supply; especially in rural areas. Sun (OCT, 2015) in an article from the Washington Post interviewing Thomas Insel, then director of the National Institute of Mental Health, reported that over half of U.S. Counties have no mental health professionals, leaving those who live in those areas with no access to services. In 2017, Psychiatric News indicated that 77% of U.S. Counties are “underserved” when it comes to the availability of mental health professionals. In Utah, as of March 2018 the American Academy of Child and Adolescent Psychiatrists reported a total of 6 psychiatrists per 100,000 children, with more critical shortages in Washington and Iron Counties; the current ratio is grossly below the recommended ratio provided by mental heath professional organizations.

With national health statistics suggesting nearly one in six adults having a diagnosable mental disorder within the past year, there are many people who cannot get the care they need. Further, those areas with the highest need also face the largest deficiencies in the number of providers. A paucity of qualified helping professionals exists in the southwestern area of the United States. A recent study conducted by the Association of American Medical Colleges predicted that within the next 10 years the nation will face a deficit of between 46,000 and 90,400 medical providers, with sever deficits of specialized practitioners in geriatrics and psychiatry being more acute. Practitioners with Psy.D. qualifications can help fill the current and increasing void. With 52,000 new students projected to attend USHE schools by 2025, the need for effective and available mental health services will only increase exponentially. Not only will schools be facing pressure from the sheer numbers of students they are expected to serve, if trends continue, the new students will have more and more significant mental health needs. In a 2014 National College Health Assessment, 33% of college students reported feeling “so depressed within the previous 12 months it was difficulty to function”. Over 50% of these students felt “overwhelming anxiety” and a 9% had contemplated suicide. In another study of college counseling center directors, 95% said they noticed a greater number of students with severe psychological problems than in previous years.

According to 2018 statistics in Utah, suicide is the leading cause of death among individuals ages 10-24, and the second leading cause of death among individuals ages 24-44. These rates are climbing. Largely because of the skyrocketing suicide rates, during the 2017 Utah Legislative Session, the USHE endorsed H.C.R. 16 declaring mental health issues a “public health crisis at Utah Higher Education Institutions.” The bill, signed by the Governor on March 20, 2017, “strongly urges agencies, local health authorities, non-profit groups, and higher education entities to seek productive, long-term solutions to address this crisis.” The establishment of a Psychology Doctorate in Clinical Psychology at Southern Utah University directly meets this mandate.

While our proposal for a Psy.D. clearly conflicts with some aspects of our regential mission, the plan directly complies with other components. This professional training program would produce qualified and highly trained mental health specialists. By providing “career and technical education” designed to “fill regional or state workforce demands” students at SUU would also be helping to ameliorate the need for mental health services in the immediate area. In essence, the proposal would contribute a long-term solution to the current mental health crisis, as outlined in H.C.R. 16. Working closely with our own Counseling and Psychological Services Center, along with community practicum agencies, supervised doctoral students will be instrumental in providing much needed mental health services to

long underserved populations in rural Southwest Utah.

Labor Market Demand Provide local, state, and/or national labor market data that speak to the need for this program. Occupational demand, wage, and number of annual openings information may be found at sources such as Utah DWS Occupation Information Data Viewer (jobs.utah.gov/jsp/wi/utalmis/gotoOccinfo.do) and the Occupation Outlook Handbook (www.bls.gov/oco).

There are currently 10 Licensed Psychologists in Iron County, 8 of who work for Southern Utah University, with 42 licensed psychologists in the 5 counties region surrounding Southern Utah University (Beaver, Garfield, Iron, Kane, and Washington counties). The American Psychological Association reports a national average of approximately 33 psychologists per 100,000 population in the U.S., with Utah having approximately 32 per 100,000 and neighboring states of Nevada and Arizona having less than 25 per 100,000. However, based on Division of Occupational and Professional licensing records and county population statistics, there are only 18 per 100,000 in Southwest Utah. According to the Occupational Outlook Handbook, 2017 median pay for psychologists is $77,030 per year with a 14% expected job growth (“Faster than average”) from 2016-2026. In Utah, the Department of Workforce Services reported a statewide median salary of $69,010 and is expected to grow “much faster than average employment growth.” DWS estimates 110 average annual job openings.

Student Demand Provide evidence of student interest and demand that supports potential program enrollment. Use Appendix D to project five years' enrollments and graduates. Note: If the proposed program is an expansion of an existing program, present several years enrollment trends by headcount and/or by student credit hours that justify expansion.

The subfield of clinical psychology receives the highest number of graduate applications nationwide of any psychological subfield (sum for doctoral programs = 39,781; sum for master's programs = 3,085; APA Graduate Study in Psychology: Summary Report: Admissions, Applications, and Acceptances, 2018). Of those students who apply to these programs, the vast majority do not enter a program given the high competition for acceptance into these programs (acceptance rate for doctoral programs = 12.1%; acceptance rate for master's programs = 31.4%). The proposed Psy.D. program would appeal to students who seek a graduate-level program in psychology, with the vast majority seeking a clinical psychology degree.

The three closest clinical psychology Psy.D. programs are the University of Denver in Colorado (480 applied/70 accepted), Midwestern University in Arizona (71 applied/27 accepted), and Argosy University, also in Arizona (83 applied/40 accepted). The APA Graduate Study in Psychology, 2018 reported a similar pattern of application and acceptance rates.

Similar Programs Are similar programs offered elsewhere in the USHE, the state, or Intermountain Region? If yes, identify the existing program(s) and cite justifications for why the Regents should approve another program of this type. How does the proposed program differ from or compliment similar program(s)?

At this time, no Psy.D. programs are offered anywhere in the USHE or the state of Utah. Two Psy.D. programs exist in AZ and one program exists in CO. The other intermountain states of MT, ID, WY, NV, and NM do not offer a Psy.D. program.

The most similar programs that exist in the USHE system as well as the state of Utah are the Clinical Psychology, Ph.D. programs. These programs exist at the University of Utah, Brigham Young University, and Utah State University in some form. However, these programs emphasize preparation for research-related activities in addition to mental health practice whereas the Psy.D. program

emphasizes training for mental health practice. Given the difference in emphasis and employment intent between the Ph.D. and Psy.D. programs, it is unlikely that SUU would be competing with these other institutions for the same students. In addition, as the acceptance rates are extremely competitive at all of these universities for the Ph.D. in clinical psychology; University of Utah (309 applied/8 accepted), Utah State University (110 applied/11 accepted), and BYU (37 applied/9 accepted), even if students applied to more than one doctoral program of clinical psychology, it is unlikely that SUU's proposed program would impact the large application numbers at these institutions.

Collaboration with and Impact on Other USHE Institutions Indicate if the program will be delivered outside of designated service area; provide justification. Service areas are defined in higheredutah.org/policies/policyr315/ . Assess the impact the new program will have on other USHE institutions. Describe any discussions with other institutions pertaining to this program. Include any collaborative efforts that may have been proposed.

Although the program proposed is considered a doctorate degree, it is a doctorate degree designed to train mental health professionals to practice in the field rather than engage in research endeavors. Furthermore, research-focused, national universities such as the University of Utah and Utah State University typically do not carry Psy.D. programs, with a few exceptions. Regional universities and non-research-focused universities (e.g., University of Denver, James Madison University) more commonly house Psy.D. programs given the applied nature of the program.

As the program will also involve a heavy emphasis on practicums and internships for the students, they would be working in the immediate community and surrounding areas while in school. Not only do these opportunities better prepare students for working in the field upon graduation, but it helps address mental health needs in the state of Utah, especially southern Utah. Expenses for the university and state are potentially less than they would be if a licensed psychologist rather than a graduate intern was completing the work, and by having practicum placements and internships as part of the required coursework, these students could serve some of the underserved populations who do not have the resources to seek services otherwise. We further anticipate that through internships and practicums, a portion of the students will make connections in the community and upon graduation and continue working in the area in both established agencies and in new private practices.

External Review and Accreditation Indicate whether external consultants or, for a career and technical education program, program advisory committee were involved in the development of the proposed program. List the members of the external consultants or advisory committee and briefly describe their activities. If the program will seek special professional accreditation, project anticipated costs and a date for accreditation review.

The Psychology department will pursue accreditation from the American Psychological Association Commission on Accreditation (APA-CoA), which is recognized as the national accrediting authority for training and education in psychology by the U.S. Department of Education and the Council for Higher Education Accreditation. The APA-CoA has established guidelines for accreditation of Health Service Psychology programs, which includes a PsyD in Clinical Psychology. APA-CoA accreditation is the top standard in the field and graduation from an APA accredited program meets the primary degree requirement for licensure as a psychologist in all 50 states, though some states may also require additional specialized training in particular issues. As the APA only offers accreditation for doctoral degree programs, and not master's programs, this APA accreditation will provide our students with an additional marketable designation upon completion of their degree.

Proposed Timeline of Accreditation: Fall 2019-Spring 2020 Working on APA self-study (accreditation application document)

Fall 2020 1st cohort of students begins study Summer 2021 Declare “Intent to Apply” status with APA Fall 2021 2nd cohort begins, 1st cohort completed first practicum Summer 2024 Apply for Accreditation, on Contingency with APA Summer 2024 First cohort on internship Spring 2025 APA site visit, recommendation by site visit within 30 days. Summer 2027 Apply for full accreditation (with proximal and distal data).

One-time fees for accreditation applications: $1000 Intent to Apply Declaration $2500 Accreditation, on Contingency $3750 Full Accreditation Status $6000 Site visit

Annual fees: Accredited, on Contingency Status $2500 year 1

$3000 year 2 $3500 year 3 $3750 year 4+

Full Accreditation Status: $3750 per year (1-50 total students); $4250 per year (51+ total students) Total fees associated with accreditation under this timetable: $19,750 then $3750 or $4250 per year for annual accreditation fees.

Section IV: Program Details

Graduation Standards and Number of Credits Provide graduation standards. Provide justification if number of credit or clock hours exceeds credit limit for this program type described in R401-3.11, which can be found at higheredutah.org/policies/R401.

To earn a Psy.D. at Southern Utah University, students must satisfactorily complete a minimum of 115 credits of coursework, pass the 3rd year comprehensive exam (oral and written components), complete a comprehensive professional project, and complete a 12-month (2,000 hour) clinical internship through the Association of Psychology Postdoctoral and Internship Centers (APPIC). Prior to applying for internships, students must have completed the comprehensive exam and have successfully proposed the professional project. Students are expected to be able to complete the program in 4 years of work at SUU and the internship during the 5th year, after which students will be prepared to begin entry-level work as a psychological practitioner, including being prepared to pass the Examination for the Professional Practice of Psychology (EPPP) and appropriate state jurisprudence and/or ethics exams.

Admission Requirements List admission requirements specific to the proposed program.

In keeping with the mission of Southern Utah University, the Psy.D. program seeks students who want to engage in experiential education to grow personally, engage with civic responsibility, and strive for professional excellence. The program is best suited for students whose professional goals include developing competency as general practitioners, providing therapy and assessment services particularly to rural and underserved populations.

Competitive applicants to the program will need to demonstrate a variety of skills, namely performing well academically, have successful clinical and/or research experience, and demonstrate professional and effective interpersonal relationships, as well as demonstrating a passion for work as a mental health practitioner.

Application Materials: − An Application for Admission − Cover letter stating your reasons for pursuing work in Clinical Psychology and how the SUU

PsyD program connects with your professional goals − A current Curriculum Vitae − Three letters of reference. Letters should address your capacity for academic success at the

graduate level and your abilities as they relate to past experience in helping professions and your capacity for future clinical work.

− Official transcripts from all colleges or universities. Include all transcripts from every higher education institution ever attended. All applicants at a minimum must have earned a Bachelor's degree from a regionally accredited institution.

− Grade Point Average (GPA): A minimum undergraduate GPA of 3.3 is required for consideration − A minimum grade of B in the following undergraduate or graduate courses from an appropriately

accredited institution: • Statistics in Psychology or Behavioral Sciences, Research Methods/ Design,

and Abnormal Psychology. • At least one course in at least three of the following domains: Developmental

Psychology, Biological Aspects of Behavior, Affective Aspects of Behavior, Cognitive Aspects of Behavior, Social Aspects of Behavior, and History and Systems.

- Graduate Record Examination Scores; General (Aptitude). All tests must have been taken within five years prior to admission. Applicants who have not earned a Bachelor's or Master's degree in Psychology will also need to submit scores for the GRE subtest in Psychology. As part of the selection process, applicants may be invited to submit additional written components including technical writing pertaining to specific topics relevant to clinical psychology. Applicants may also be invited for live interviews, conducted in-person or via online video calling service, depending on applicant availability.

The PsyD program seeks a diverse applicant pool. We welcome applications from under-represented ethnic minorities, women, LGBTQ+, applicants with disabilities, first-generation college graduates, and non-traditional students.

Curriculum and Degree Map Use the tables in Appendix A to provide a list of courses and Appendix B to provide a program Degree Map, also referred to as a graduation plan.

Section V: Institution, Faculty, and Staff Support

Institutional Readiness How do existing administrative structures support the proposed program? Identify new organizational structures that may be needed to deliver the program. Will the proposed program impact the delivery of undergraduate and/or lower-division education? If yes, how?

The Department of Psychology at SUU is uniquely poised to offer a Psy.D. We have enthusiastic support from administration for the addition of this program. From a broader academic and university perspective, we currently have 14 graduate programs on campus. Second, SUU has recently reorganized the Graduate Studies office to more efficiently - both financially and from an individual student perspective - serve our graduate students. Thus, and from an administrative and organizational perspective, the existing administrative structures will sufficiently meet the needs of the proposed program.

Administratively, we will appoint a Director of Clinical Training and a practicum/internship supervisor. The appointment of Director of Clinical Training will come from the tenured clinical faculty - currently we have 2 faculty members who can serve in this capacity. Moreover, by the time the program is enrolling students we anticipate having at least one additional tenured clinical faculty member who can serve in this regard. In addition, and based on undergraduate growth, we are currently in the process of hiring two additional clinical faculty (for Fall of 2019). The addition of these two faculty members will of course contribute to the Psy.D. program, however, they will also have an immediate and positive result on our undergraduates. Specifically, this will occur through increased opportunities for student mentoring, student-led research, and expanded course offerings. Thus, the addition of a Psy.D. will contribute to the growth and improvement of our undergraduate education and all essential administrative structures are currently in place and functioning.

Faculty Describe faculty development activities that will support this program. Will existing faculty/instructions, including teaching/graduate assistants, be sufficient to instruct the program or will additional faculty be recruited? If needed, provide plans and resources to secure qualified faculty. Use Appendix C to provide detail on faculty profiles and new hires.

Currently there are four full-time clinical faculty. We are currently in the process of extending offers of hire to two candidates (replacements of existing positions). Thus, by the commencement of the Fall 2019 term we will have 6 full-time clinical faculty. The remaining 6 tenure-track faculty members will support the clinical faculty by teaching the majority of the undergraduate classes and those graduate classes that support the Psy.D. program. As the program develops and expands with each successive cohort of graduate students, we will hire an additional 6 full-time faculty (primarily clinical/counseling, but some may be non-clinical) to accommodate the increased course offerings and mentoring/advising activities required.

At the commencement of the program a tenured clinical faculty member will serve as Director of Clinical Training. In addition, we anticipate hiring one full-time practicum/internship supervisor. These two individuals and the Department Chair will meet regularly to address administrative matters. These

three, plus the other five full-time clinical faculty and two non-clinical faculty will form the Clinical Training Committee, which will meet on a regular basis. Two student representatives will be invited to attend the Clinical Training Committee meetings to address, but not vote on, the different issues discussed. The student representatives will be excluded from these meetings when addressing issues associated with other students or faculty as well as those issues where privacy and confidentiality are major considerations.

Staff Describe the staff development activities that will support this program. Will existing staff such as administrative, secretarial/clerical, laboratory aides, advisors, be sufficient to support the program or will additional staff need to be hired? Provide plans and resources to secure qualified staff, as needed.

In addition to the Department Chair, Director of Clinical Training, the to-be-hired practicum/internship supervisor, the department also has one full-time administrative assistant and 3-4 part-time student administrative assistants.

Student Advisement Describe how students in the proposed program will be advised. Students will be assigned a professional training committee chair upon admission. Students will then organize their advisement committees (chair plus two members) no later than the end of their first semester. If a faculty member desired for the committee does not hold an appointment as a “graduate faculty,” they cannot serve as the training committee chair. One of the three faculty members must be outside the clinical faculty. Only clinical faculty can chair a Psy.D. student.

During the first semester in the program, the student in consultation with the training committee chair selects two other members of the committee. These members will generally remain as permanent members of the student's committee until the degree is complete. In setting up a committee, the student will give thought primarily to the faculty members' interests and areas of expertise.

The following guidelines will be provided to admitted students:

1. Choose people you are comfortable working with. 2. Choose people you believe you will enjoy working with. 3. Get a balanced committee in terms of experience level, clinical orientation, etc. 4. Consider people who will have enthusiasm for your area of interest.

If, of course, a student wishes to change the composition of the original committee, it is possible to do so by securing the agreement of the new chair or member(s) to serve on the committee, informing the committee member(s) being replaced, and submitting the request to the Director of Clinical Training.

Library and Information Resources Describe library resources required to offer the proposed program if any. List new library resources to be acquired.

The Sherratt Library at SUU maintains and/or subscribes to the majority of the highest-ranked and cited journals within psychology - including those journals specific to clinical and counseling psychology. In addition, the library has access, through the USHE system and a nationwide inter-library loan system, to an ever-widening range of more specialized topical or specialty journals. The library also provides students access to PsychINFO and Psychnet, which are the primary academic

databases.

The library has, or has access to, thousands of recent monographs and texts (using 24 psychologically relevant categories) critical to the educational success of our Psy.D. students.

The library provides access to several research rooms and updates and maintains access to the Mental Measurements Database/Yearbook (which provides the psychometric properties of over 10,000 psychological tests). Finally, the library provides tutoring on APA writing and formatting.

To accommodate the increased demand on already existing resources, some additional financial support may be allocated in the proposed annual budget.

Projected Enrollment and Finance Use Appendix D to provide projected enrollment and information on related operating expenses and funding sources.

Section VI: Program Evaluation

Program Assessment Identify program goals. Describe the system of assessment to be used to evaluate and develop the program.

As a department we are in the process creating a formalized system of evaluating specific program outcomes in accordance with the APA Standards of Accreditation (SoA)- including processes for internal and external program evaluations. Like comparable programs, we will collect and evaluate data from specific metrics tied closely to our learning goals and objectives. Finally, and in addition to ongoing assessment of program outcomes, feedback from current students and alumni concerning their experience will be collected and scrutinized. An overview of our three primary goals and metrics are presented below. Because these program goals are student-centric they will be further elucidated in the Student Standards of Performance section.

SUU Psy.D. Program Goals: At the conclusion of the Psy.D. program, all successful students will have:

1. Demonstrated mastery of essential content knowledge pertaining to clinical psychology. This will be assessed through a “comprehensive exam” comprised of two components. One component will assess the student's skill in diagnostic assessment. This component will occur at during the student's third year. A second component will examine the student's approach to psychotherapy and theory of change in clients. This component will occur toward the end of the student's third year.

The Student Standards of Performance section provides additional details.

2. Gleaned professional skills and competencies utilized in the practice of clinical psychology.

This will be assessed through completion of 1) a predoctoral internship and 2) the passing a national licensure examination. These are each detailed in the Student Standards of Performance section

3. Demonstrated knowledge of, and commitment to the American Psychological Association's Ethical Principles of Psychologists and Code of Conduct

This will be assessed by evaluating 1) student pass rates of appropriate ethics or jurisprudence examinations in their respective licensing jurisdictions, 2) student performance in Ethics, Law, and Professional issues class, and 3) monitoring data concerning practicum/internship supervisor evaluations of students concerning maintaining ethical standards.

In addition to evaluating the three program goals, we will further evaluate the program by evaluating the quality of each course, each instructor, as well as the quality of clinical rotations and associated supervision, and students' satisfaction in toto with the program.

Specifically: Every semester, students will evaluate:

1. Student Evaluation of Instruction for each course 2. Student Clinical Placement Survey

Every academic year, students will evaluate the program (Student Psy. D. Program Survey) After every clinical rotation, practicum supervisors will evaluate their supervisees (Supervisor Evaluation of Practicum Student) Annually psychology faculty will analyze student progress and outcome data to detect areas of strength and weakness within the program. Data will be used to adjust curricula; training practices; strategies for recruitment and retention of students, and qualified faculty, etc. The data will also be used to examine previously implemented adjustments and modifications to the program.

Alumni of our program will complete an Alumni Survey at 2 years and 5 years post-graduation. This survey will include questions about licensure status, current employment status, and retrospective evaluation of elements of the program.

Finally, we will also track graduation/attrition rates. Any student who does not finish the program will be asked to complete a Graduate Program Termination Survey to identify potential areas of concern and needing correction. This process of program evaluation is consistent with the requirements for accreditation and program evaluation as set forth by the American Psychological Association.

Student Standards of Performance List the standards, competencies, and marketable skills students will have achieved at the time of graduation. How and why were these standards and competencies chosen? Include formative and summative assessment measures to be used to determine student learning outcomes.

Graduate training in Psychology is, at its core, the development of competencies. Thus, the focus of our students' education is more on the developing student rather than the completion of requirements per se.

The required activities are indeed important, but primarily as the mechanisms the program will use to develop the needed skills. Thus, our academic evaluation will use a variety of assessments and metrics to evaluate the student's progress. The goal is to attain by graduation, at a minimum, those profession-wide competencies expected of a professional with a Psy.D. degree as outlined in the APA SoA.

Each semester, students will meet individually with a member of the clinical training team to review competencies and skills they learned the previous semester. Likewise, in each clinical rotation, clinical supervisors will complete evaluation survey evaluating the strengths and weaknesses of the students they supervise. This will be achieved by having students complete the Student Skills and Competence Review. The outcome of this review will be communicated and shared with the student with their Committee Chair.

Assessment of Student Standards of Performance as tied to Program Goals

Program Goal 1: Demonstrated mastery of essential content knowledge pertaining to clinical psychology

Students Performance on this goal will be measured by a comprehensive examination.

Comprehensive Exam: Specific scoring metrics are currently being developed, however all students will be required to pass both components.

Component 1 Assessment. The Director of Clinical Training will provide the student with an appropriate case/client. The student will be required to complete the clinical evaluation, provide a written case report, deliver the results to the client, and present the outcome of their assessment in the form of a case conference. The student will be evaluated and supervised by a committee of two faculty - one of whom may be the student's chair. Student's will be evaluated in terms of how they conducted the assessment, their written report, delivery of the results to the client, and presentation of the case in case conference.

Component 2 Therapeutic change. Students will be asked to address: How does psychopathology develop? How does psychotherapy promote change? What are the core assumptions of your theoretical approach as well as your assumptions on “change”? What is your task as a therapist in facilitating change? What is the desired outcome of psychotherapy, and how do you know when it is achieved? This component will be assessed through a written paper.

Successfully passing both components will be necessary to pass the comprehensive exam. Students who do not successfully pass any component will be given guidance in remediation.

Program Goal 2: Gleaned professional skills and competencies utilized in the practice of clinical psychology.

Graduates of our Psy.D. program will earn the educational competencies to be eligible for possible licensure to practice psychology. One outcome of this education is that every graduate who desires, will successfully complete the licensure process, and become a successful practitioner.

This will be measured in two ways:

1. To become licensed to practice psychology students participate in matching process for a predoctoral internship. This process depends, in part, on the level of preparation and qualifications of

the students matching with the available internship positions. The frequency with which our students match for an internship placement reflects the quality of our program, and will serve as a key indicator of quality. It is anticipated that >90% of our eligible students will receive a predoctoral internship.

2. Students desiring state licensure must pass a comprehensive Examination for the Professional Practice of Psychology (EPPP). The test, developed by the Association for State and Provincial Psychology Boards addresses content knowledge in 8 domains: biological bases of behavior; cognitive-affective bases of behavior; social and cultural bases of behavior; growth and lifespan development; assessment and diagnosis; treatment, intervention, prevention, and supervision; research methods and statistics; and ethical/legal/professional issues. Candidates for licensure must pass with a >70% correct rate. The proportion of graduates who pass the EPPP will be an indicator of content quality of the program. It is anticipated that >90% of our eligible students will successfully pass this test on their first attempt (the current pass rate for first time test-takers is 82%).

Program Goal 3: Knowledge of, and commitment to the American Psychological Association's Ethical Principles of Psychologists and Code of Conduct

Student's performance on this goal will be assessed by successfully passing the State of Utah Psychologist Law and Ethics Examination. It is anticipated the all students will successfully pass this examination.

We believe, this process of evaluating Student Standards of Performance provides a rigorous, yet professionally relevant path toward licensure as psychologist within Utah and nationally. Furthermore, these standards of student performance are consistent with the requirements for accreditation from the American Psychological Association.

Appendix A: Program Curriculum List all courses, including new courses, to be offered in the proposed program by prefix, number, title, and credit hours (or credit equivalences). Indicate new courses with an X in the appropriate columns. The total number of credit hours should reflect the number of credits required to be awarded the degree. For variable credits, please enter the minimum value in the table for credit hours. To explain variable credit in detail as well as any additional information, use the narrative box at the end of this appendix.

Course Number NEW Course Course Title Credit

HoursGeneral Education Courses (list specific courses if recommended for this program on Degree Map)

General Education Credit Hour Sub-TotalRequired Courses

+ - 6100 Ethics, Law, and Professional Practices 3+ - 7130 Applied Assessment (Intellectual and Cognitive Testing) 3+ - 7330 Applied Assessment (Personality and Psychopathology) 3+ - 7210 Foundations of Psychotherapy I 3+ - 7220 Foundations of Psychotherapy II 3+ - 7230 Foundations of Psychotherapy III (Third-wave) 3+ - 6510 Advanced Social Psychology 3+ - 6200 Psychopathology 3+ - 7180 Emotion and Motivation 3+ - 6900 Clinical Practicum (repeatable) 3+ - 7100 Research Methods 3+ - 6430 Human Development Through the Lifespan 3+ - 6310 Multicultural Perspectives and Interventions 3+ - 6230 Child Psychopathology and Assessment 3+ - 7110 Statistics I 3+ - 7120 Statistics II 3+ - 7130 Psychometrics 3+ - 7890 Research Practicum 3+ - 7410 Program Evaluation 3+ - 7510 Memory and Cognition 3+ - 7530 History and Systems 3+ - 6410 Group Interventions 3+ - 7550 Neuropharmacology 3+ - 6250 Child Interventions 3+ - 7570 Clinical Neuropsychology 3+ - 6330 Biological Bases of Behavior 3+ - 7810 Supervision and Consultation 3+ - 7980 Advanced Ethics & Internship Prep 1+ - 7950 Comprehensive Professional Project (variable hours; repeatable) 1+ - 7999 Pre-Doctoral Internship (Repeatable) 1

Choose of the following courses:+ -

+ -

Course Number NEW Course Course Title Credit

Hours

Required Course Credit Hour Sub-Total 84Elective Courses

+ -

Elective Credit Hour Sub-TotalCore Curriculum Credit Hour Sub-Total 84

Program Curriculum Narrative Describe any variable credits. You may also include additional curriculum information.

Comprehensive Professional Project hours are variable and repeatable and must be taken during each semester from the professional project proposal (3 credits required) until the professional project defense (3 credits required), for a minimum of 6 credit hours. Students may take as few as 1 professional project credit hour per semester in intervening semesters.

Practicum is also repeatable and will be taken most semesters by nearly all students from the second half of year one until starting Pre-Doctoral Internship. Some students may elect to take fewer practicum classes at times to focus on dissertation projects and/or additional elective coursework. Most students will take approximately 24 to 27 credit hours of practicum over the course of their program.

Pre-Doctoral Internship must be repeated each semester during the Internship year (Fall, Spring, and Summer of the 5th year), totaling three credit hours.

Thus, in addition to the 84 credit hours indicated on the required course sub-total above, students will take an additional 2 credits of Pre-Doctoral Internship, 5 credits of Comprehensive Professional Project, and will fill the remaining hours with practicum and elective credits. Taking Practicum all but two semesters (for example, to allocate more time to the professional project) from the second semester of 1st year until the end of Spring semester the 4th year (after which they will start the Pre-Doctoral Internship), assuming no additional elective courses were taken, would result in a total of 115 credit hours- 91 required coursework (including 3 Pre-Doctoral Internship and 6 Comprehensive Professional Project hours) and 24 practicum hours. The development of elective courses will occur gradually as the program reaches capacity with faculty and students and will be based on departmental resources, faculty specialization, and student demand. Possible electives include Positive Psychology Interventions, Clinical Health Interventions, Gerontology, and Career Development Assessment and Intervention, among others.

Degree Map Degree maps pertain to undergraduate programs ONLY. Provide a degree map for proposed program. Degree Maps were approved by the State Board of Regents on July 17, 2014 as a degree completion measure. Degree maps or graduation plans are a suggested semester-by-semester class schedule that includes prefix, number, title, and semester hours. For more details see http://higheredutah.org/pdf/agendas/201407/TAB%20A%202014-7-18.pdf (Item #3). Please cut-and-paste the degree map or manually enter the degree map in the table below.

Appendix C: Current and New Faculty / Staff Information Part I. Department Faculty / Staff Identify # of department faculty / staff (headcount) for the year preceding implementation of proposed program.

# Tenured # Tenure -Track# Non -Tenure

Track

Faculty: Full Time with Doctorate 7 4 1 Faculty: Part Time with Doctorate 2 Faculty: Full Time with Masters Faculty: Part Time with Masters Faculty: Full Time with Baccalaureate Faculty: Part Time with Baccalaureate Teaching / Graduate Assistants Staff: Full Time 1 Staff: Part Time Part II. Proposed Program Faculty Profiles List current faculty within the institution -- with academic qualifications -- to be used in support of the proposed program(s).

First Name Last Name

Tenure (T) / Tenure Track (TT) / Other Degree Institution where Credential was Earned

Est. % of time faculty member will dedicate to proposed program.

If "Other," describe

Full Time Faculty

Steve Barney T PhD University of Wyoming 75

Grant Corser T PhD University of Mississippi 25

Ross Flom T PhD University of Minnesota 50

Michelle Grimes TT PhD Idaho State University 50

Daniel Hatch T PhD Utah State University 50

Bryan Koenig TT PhD New Mexico State University 25

Kevan LaFrance TT PhD University of Utah 50

Britt Mace T PhD Colorado State University 25

Douglas Richards Other PhD Brigham Young University 50

David Shwalb T PhD University of Michigan 25

Garrett Strosser T PhD New Mexico State University 25

Lynn White T PhD McGill University 25

Part Time Faculty

Roy Hookham Other PhD University of Las Vegas Nevada 0

Aaron Combs Other M Ed 0

Part III: New Faculty / Staff Projections for Proposed Program Indicate the number of faculty / staff to be hired in the first three years of the program, if applicable. Include additional cost for these faculty / staff members in Appendix D.

# Tenured # Tenure -Track# Non -Tenure

Track Academic or Industry Credentials Needed

Est. % of time to be dedicated to

proposed program.

Faculty: Full Time with Doctorate 6 Terminal Degree 75Faculty: Part Time with DoctorateFaculty: Full Time with MastersFaculty: Part Time with MastersFaculty: Full Time with BaccalaureateFaculty: Part Time with BaccalaureateTeaching / Graduate AssistantsStaff: Full Time 1 Bachelor's Degree 100Staff: Part Time

Appendix D: Projected Program Participation and Finance Part I. Project the number of students who will be attracted to the proposed program as well as increased expenses, if any. Include new faculty & staff as described in Appendix C.Three Year Projection: Program Participation and Department Budget

Year Preceding Implementation

New ProgramYear 1 Year 2 Year 3 Year 4 Year 5

Student Data # of Majors in Department 438 468 478 508 528 548# of Majors in Proposed Program(s) 10 20 30 40 50# of Graduates from Department 68 78 88 98 108 128# Graduates in New Program(s) 0 0 0 0 10 Department Financial Data

Department Budget Year 1 Year 2 Year 3

Project additional expenses associated with offering new program(s). Account for New Faculty as stated in Appendix C, "Faculty Projections."

Year Preceding Implementation (Base Budget)

Addition to Base Budget

for New Program(s)

Addition to Base Budget

for New Program(s)

Addition to Base Budget

for New Program(s)

EXPENSES – nature of additional costs required for proposed program(s)List salary benefits for additional faculty/staff each year the positions will be filled. For example, if hiring faculty in year 2, include expense in years 2 and 3. List one-time operating expenses only in the year expended.

Personnel (Faculty & Staff Salary & Benefits) $1,076,163 $307,002 $500,095 $713,888 Operating Expenses (equipment, travel, resources) $77,815 $85,000 $85,000 $85,000Other:

TOTAL PROGRAM EXPENSES $392,002 $585,095 $798,888 TOTAL EXPENSES $1,153,978 $1,545,980 $1,739,073 $1,952,866 FUNDING – source of funding to cover additional costs generated by proposed program(s) Describe internal reallocation using Narrative 1 on the following page. Describe new sources of funding using Narrative 2.

Internal ReallocationAppropriation $1,065,624 $380,000 $380,000 $380,000 Special Legislative AppropriationGrants and Contracts $24,602Special Fees $64,181 $8,438 $16,875Tuition $157,500 $315,000 $472,500 Differential Tuition (requires Regents approval)PROPOSED PROGRAM FUNDING $537,500 $703,438 $869,375 TOTAL DEPARTMENT FUNDING $1,154,407 $1,691,907 $1,857,845 $2,023,782 Difference Funding - Expense $429 $145,927 $118,772 $70,916

Part II: Expense explanation Expense Narrative Describe expenses associated with the proposed program.Year Preceding Implementation: Initial expenses ($380,000) associated with the new program in the first year will involve campus renovations and faculty and staff compensation and benefits related to ongoing program development. The campus renovations are required to add additional faculty offices, lab spaces, and clinic spaces to provide counseling to community members through practicum courses and other graduate coursework. The faculty and staff compensation requested will be used for adding a new administrative assistant related to the program, compensation for additional summer work and course reassignments of full-time faculty in the regular semester, and compensation to cover these courses through the hiring of adjuncts. Year 1-5 of the New Program: During years 1-5 of the development of the new program, the ongoing requested state-appropriations will transition primarily from program development expenses to additions in faculty, administrator, and staff compensation. By the end of these five years, this compensation will involve the addition of an administrator position of director of clinical training, approximately six, new full-time equivalent faculty members, and a full-time administrative assistant. Funding will also be required to compensate graduate-level faculty over the summer as the degree plan involves the offering of courses over the summer. Additional funding related to the establishment of the American Psychological Association accreditation is also included to cover expenses and fees related to outgoing and incoming site visits (i.e., travel) and accreditation fees. Additional funding will also be provided to the campus library given the additional resources required for a graduate level program. Part III: Describe funding sources Revenue Narrative 1 Describe what internal reallocations, if applicable, are available and any impact to existing programs or services.Internal reallocation of resources will primarily come in the form of workload adjustments to current faculty and staff until new faculty have been hired. Course reassignments will be made for some full-time faculty in order to continue helping with the development of the program over the first few years. These course reassignments will be filled with adjunct faculty, and the expenses associated with these reassignments and adjunct courses have been included in the program expenses.

Revenue Narrative 2 Describe new funding sources and plans to acquire the funds.There will be multiple funding sources for this program. Initially funds will be drawn from budgetary requests (i. e., state appropriated funds). These ongoing funds are part of the fiscal year 2020 legislative request. The second, and ongoing, revenue source will come from tuition. Given the specialized nature of this program, a substantially higher tuition structure will be applied to students enrolled in this program. A third funding source is from grants and contracts.

ADDITIONAL LEAVE REQUESTS FOR AY 2019-2020 Professor Bryce Christensen – Department of English (Fall 2019, Spring 2020) Dr. Bryce Christensen was recently awarded a Fulbright grant to teach American Literature at National Taiwan University in Taipei, Taiwan. During his two-semester leave, he’ll teach courses in American poetry, fiction, and drama. Dr. Christensen has served SUU for 17 years. Dr. Todd Petersen – Department of English (Fall 2019) Dr. Todd Petersen has served as Director of Project Based Learning. With recent organization changes, Dr. Petersen will return to full-time teaching in Spring 2020. His one semester sabbatical (Fall 2019) will be used to prepare for this transition. Dr. Petersen has served SUU for 17 years. Dr. Earl Mulderink – Department of History, Sociology, and Anthropology (Fall 2019) Dr. Mulderink has served as Director of the Community Engagement Center. With recent organization changes, Dr. Mulderink will return to full-time teaching in Spring 2020. His one semester sabbatical (Fall 2019) will be used to prepare for this transition. Dr. Mulderink has served SUU for 13 years. Dr. Robert Eves – Department of Physical Science (Fall 2019) Dr. Eves has served as the Dean of the College of Science and Engineering for 10 years, and is returning to full-time teaching in Spring 2020. Dr. Eves will use his one-semester sabbatical (Fall 2019) to prepare for this transition. Dr. Eves has served SUU for a total of 30 years.

To: SUU Board of Trustees From: Tiger Funk, Assistant Vice President, Facilities Management Date: April 9, 2019 Subject: Aaron Reeves’ Request for Nine (9) Days Leave Without Pay

I am requesting approval for nine (9) days of leave without pay for Aaron Reeves to fulfill his military commitment and unexpected calls to service in the Utah Air National Guard. Aaron has exceeded his 15 days of military leave for FY19 and is requesting nine (9) additional days as leave without pay for this fiscal year. Per Policy 9.6, this request has the support and approval of President Scott Wyatt and Vice President Marvin Dodge. Aaron supplied his military orders to SUU Human Resources for those additional leave days. Thank you for your consideration of this matter. TF:cm

PERSONNEL Board of Trustees

May, 2 2019

Personnel: Recommendation for Appointment – Page 1

RECOMMENDATION FOR APPOINTMENT

It is recommended that Dr. Hussein Aljafer be appointed Assistant Professor of Computer Science in the

Department of Computer Science and Information Systems, Walter Maxwell Gibson College of Science

and Engineering, tenure-track but without tenure, effective August 16, 2019. He holds a B.S. from King

Fahd University of Petroleum and Minerals-Saudi Arabia, and an M.S. and Ph.D. from Wayne State

University, Detroit. This is an appointment to replace Cecily Heiner.

It is recommended that Braden Bagley be appointed Assistant Professor of Strategic Communication in

the Department of Communication, College of Humanities and Social Sciences, tenure-track but without

tenure, effective August 16, 2019. He holds a B.S. from Utah Valley University, an M.A. from Southern

Utah University, and a Ph.D. (ABD) from The University of Southern Mississippi. This is an appointment

to replace Wan Jung.

It is recommended that Alexandra Jane Bradshaw-Yerby be appointed Assistant Professor of Dance in

the Department of Theatre Arts and Dance, College of Performing & Visual Arts, tenure-track but

without tenure, effective August 16, 2019. She holds a B.A. and B.F.A. from University of California-

Irvine, and an M.F.A. from University of Washington. This is an appointment to replace Megan

Brunsvold-Mercedes.

It is recommended that Mark Burrell be appointed Assistant Professor of Dance in the Department of

Theatre Arts and Dance, College of Performing and Visuals Arts, non-tenure track, effective August 16,

2019. He holds an M.F.A. from Wilson College and a B.F.A. from the Julliard School. This is an

appointment to replace Kay Andersen.

It is recommended that Dr. Joshua Carr be appointed Assistant Professor of Kinesiology in the

Department of Kinesiology and Outdoor Recreation, College of Education and Human Development,

tenure-track but without tenure, effective August 16, 2019. He holds B.S. M.S. and Ph.D. degrees from

University of Oklahoma. This is a new position.

It is recommended that Rhett Cooper be appointed Lecturer of English in the Department of English,

College of Humanities and Social Sciences, non-tenure track, effective August 16, 2019. He holds a B.A.

and M.F.A. from University of Utah. He previously served SUU as an emergency hire in the English

Department. This is an appointment to replace Nathan Price.

It is recommended that Casey Fitz be appointed Professional in Residence: Check Instructor (Fixed-

Wing) in the Department of Aviation Science, School of Integrative and Engaged Learning, non-tenure

track, effective February 1, 2019. He is a Certified Flight Instructor and a Certified Commercial Pilot. Mr.

Fitz previously served SUU as a Check Instructor, Fixed-Wing.

It is recommended that Kirsten L. Graham be appointed Assistant Professor of Psychology in the

Department of Psychology, College of Humanities and Social Science, tenure-track but without tenure,

effective August 16, 2019. She holds a B.A. from Rutgers-New Jersey, and M.S.Ed. from Fordham

University, and an M.S. and Ph.D. (ABD) from Colorado State University. This is an appointment to

replace Crystal Koenig.

PERSONNEL Board of Trustees

May, 2 2019

Personnel: Recommendation for Appointment – Page 2

It is recommended that Dr. Steven Hawkins be appointed Assistant Professor of Accounting in the

Department of Accounting, Dixie Leavitt School of business, tenure-track but without tenure, effective

July 1, 2019. He holds a B.S. and M.S. from Brigham Young University and a Ph.D. from University of

Tennessee. It is recommended that two year be granted toward rank and tenure. This is an appointment to

replace Michael Malmfeldt.

It is recommended that Billie Jean Sessions be appointed Lecturer in the Department of Agriculture and

Nutrition, Walter Maxwell Gibson College of Science and Engineering, non-tenure track, effective

August 15, 2019. She holds a B.S. from Southern Utah University and an M.S. from University of Utah.

She has served SUU previously as an emergency hire. This is a new position.

It is recommended that Dr. Ryan Siemers be appointed Lecturer of English in the Department of English,

College of Humanities and Social Sciences, non-tenure-track, effective August 16, 2019. Dr. Siemers

previously served in the SUU English Department as an emergency hire. He holds a B.A. and M.A. from

Eastern Washington University and a Ph.D. from University of Washington. This is a new position.

It is recommended that Dr. Amanda Templeton be appointed Assistant Professor of Hospitality and

Resort Management in the Department of Management, Marketing, and Hospitality, Dixie Leavitt School

of Business, tenure-track but without tenure, effective August 15, 2019. She holds a B.B.A. from Florida

Atlantic University and an M.S. and Ph.D. from University of Central Florida. It is recommended that one

year be granted towards both rank and tenure. This is an appointment to replace Janice Scarinci.

It is recommended that Casey Lee Thorne be appointed Assistant Professor of Dance in the Department

of Theatre Arts and Dance, College of Performing & Visual Arts, tenure-track but without tenure,

effective August 16, 2019. She holds a B.F.A. from Dominican University of California-San Rafael and

an M.F.A. from Mills College, Oakland.

Office of the Associate Provost Old Main 212

351 W University Blvd * Cedar City, UT 84720

Phone: 435-586-7703

MEMORANDUM Date: April 4, 2019 To: SUU Board of Trustees From: James Sage, Associate Provost RE: Announcing Sylvia Bradshaw as the new Director of SPARC I am writing to inform you that starting May 1, Ms. Sylvia Bradshaw will be the new Director of the Office of

Sponsored Programs, Agreements, Research, and Contracts (SPARC). Ms. Bradshaw brings with her a

wealth of experience in the world of grants and research administration and we are fortunate to have Sylvia

joining the SUU team.

As the founding Director of DSU’s Office of Sponsored Programs nearly five years ago, Sylvia has experience

working with faculty and staff in both pre-award and post-award aspects of a wide variety of different

forms of external funding. In addition to earning her Master of Research Administration from Johns Hopkins

University, Sylvia received the Scholarship Award from the National Council of University Research

Administrators for her thesis (which was about a collaborative project between DSU, SUU, and UVU). Also

in her time at DSU, Sylvia served as the Staff Association President, she earned the Commitment to

Diversity and the Excellence in Service awards, and she assisted DSU in developing and implementing a

comprehensive university policy management process.

Sylvia also has extensive experience at both the national and regional levels, including leadership positions

within the Rocky Mountain Region of the National Council of University Research Administrators (NCURA).

At the state level, Sylvia has also served as the President of the Utah Higher Education Staff Associations

(UHESA) and is a member of the Utah Women in Higher Education Network (UWHEN).

Recognizing that SPARC plays a central and important role in many aspects of campus life, and that the SUU

Board of Trustees might appreciate continuing to receive periodic updates, I thought I would share this

information with you. In August or October, I will work with Ms. Bradshaw to provide you with another

annual report for SPARC and introduce Ms. Bradshaw to you at that time.