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October 10, 2019 Dr. James D. Fielder, Jr. Maryland Higher Education Commission Secretary of Higher Education 6 North Liberty Street Baltimore, MD 21201 Dear Secretary Fielder, On behalf of President Charles A. Wight, the faculty, and the entire Salisbury University (SU) community, I am requesting approval to offer an existing program, the Bachelor of Fine Arts in Art with a track in Graphic Design, at the Universities at Shady Grove. The complete proposal is attached for your review. If you have any questions, please contact me at 410 548-3374. Sincerely,

Karen L. Olmstead, Ph.D. Provost and Senior Vice President of Academic Affairs Enclosure kg cc Dr. Charles A. Wight, President, Salisbury University Dr. Kara Owens, Associate Vice President for Planning and Assessment Dr. Antoinette Coleman, Associate Vice Chancellor for Academic Affairs, USM

MARYLAND HIGHER EDUCATION COMMISSION 6 N. Liberty Street • 10th Floor • Baltimore, MD 21201

T 410.767.3300 • 800.974.0203 • F 410.332.0270 • TTY for the Deaf 800.735.2258 www.mhec.maryland.gov

Cover Sheet for In-State Institutions New Program or Substantial Modification to Existing Program

Institution Submitting Proposal

Each action below requires a separate proposal and cover sheet.

New Academic Program

New Area of Concentration

New Degree Level Approval

New Stand-Alone Certificate

Off Campus Program

Substantial Change to a Degree Program

Substantial Change to an Area of Concentration

Substantial Change to a Certificate Program

Cooperative Degree Program

Offer Program at Regional Higher Education Center

Department Proposing Program

Degree Level and Degree Type

Title of Proposed Program

Suggested Codes HEGIS: CIP:

Program Modality On-campus Distance Education (fully online)

Program Resources Using Existing Resources Requiring New Resources

Projected Implementation Date Fall Spring Summer Year: Provide Link to Most Recent Academic Catalog URL:

Preferred Contact for this Proposal

Name:

Title:

Phone:

Email:

President/Chief Executive Type Name:

Signature:

Revised 3/2019

Office Use Only: PP#

Date:

Date of Approval/Endorsement by Governing Board:

Total Number of Credits

Payment Submitted:

R*STARS Check

YesNo

PaymentType:

Date Submitted:

PaymentAmount:

1

Proposal to the Maryland Higher Education Commission Salisbury University’s Bachelor of Fine Arts in Art

Offered at the Universities at Shady Grove

A. Centrality to Institutional Mission and Planning Priorities: 1. Provide a description of the program, including each area of concentration (if

applicable), and how it relates to the institution’s approved mission. • The Salisbury University (SU) Bachelor of Fine Arts (BFA) in Art program at The

Universities at Shady Grove (USG) will be a professional degree program (referred to hereafter as the BFA). In order to gain admission into the program, students will be required to submit an art portfolio and transfer 59 credits of General Education and Core Art classes. Altogether, it will take 61 credit hours to complete the SU BFA in Graphic Design and graduate with 120 credits. The BFA program at USG aligns with SU’s mission to provide the knowledge, skills, and values that contribute to both gainful employment and life-long learning1. As a professional degree program, the BFA at USG prepares students to begin careers in Graphic Design and related professions. In addition to courses in Graphic Design, emphasized in the BFA that SU proposes to offer at USG, students will take a variety of studio art, seminar, and art history classes that will instill within students the knowledge, skills, and core values that contribute to citizenship, and life-long learning that is part of Salisbury University’s mission.

2. Explain how the proposed program supports the institution’s strategic goals and provide evidence that affirms it is an institutional priority.

• Goal 1.1b2 of the most recent SU Strategic Plan requires that all undergraduates have the opportunity to, “participate in enriching experiences outside the classroom” that will “bolster their opportunities for future employment and success.” Additionally, Goal 1.1b requires that SU continues to provide internship opportunities. Students in this program will be required to complete a 200-hour internship to fulfill the academic requirements.

• Focus Area 23 of the Strategic Plan is to recruit and retain a diverse group of students. The BFA at USG will accomplish this goal. The USG program is designed for non-traditional students. The average age of undergraduate students enrolled at USG is 284. The USG campus is located in ethnically diverse Montgomery County with 75% of students transferring from Montgomery College. Over 54% of the students currently enrolled in USG programs are ethnic minorities5.

1 Salisbury University Mission Statement 2 SU Strategic Plan 2014-2018 3 ibid 4 USG at a Glance 5 ibid

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• Goal 2.3 is to ensure that innovative programs such as satellite campuses maintain the same quality as the home campus. The BFA at USG will maintain Art Department standards. The curriculum will be the same at both USG and the main campus. Students will have the same technology in the satellite program as students have in the classroom on main campus. Faculty teaching at USG will be required to have terminal degrees and the same qualifications that new hires have on main campus. A full-time Site Coordinator will be on site to manage the program on a daily basis. The Site Coordinator will be a member of the faculty and therefore will have a terminal degree.

3. Provide a brief narrative of how the proposed program will be adequately funded for at least the first five years of program implementation. (Additional related information is required in section L.)

• SU has worked out the framework of a MOU with USG to cover the cost of equipment for a MAC computer lab, furniture, a portion of the site coordinator’s salary and other operating funds.

• Tuition revenues will continue to support the program after Year 4 with anticipated student enrollment growing each year. SU is dedicated to supporting the program at the necessary level for the program to achieve self-sufficiency.

4. Provide a description of the institution’s a commitment to: a) ongoing administrative, financial, and technical support of the proposed

program: SU administration is committed to the USG program in Graphic Design. The program will be supported by SU, tuition revenues and a partnership with USG. These resources will provide administrative and technical support of the proposed program.

b) continuation of the program for a period of time sufficient to allow enrolled students to complete the program: If the program’s revenue does not exceed expenses after five years, the university would reevaluate the continuation of the program at the site. In the unlikely case that the program failed to enroll sufficient number of students, SU would discontinue the program and suspend new admissions; however, all enrolled students would have the opportunity to complete their program.

B. Critical and Compelling Regional or Statewide Need as Identified in the State Plan: 1. Demonstrate demand and need for the program in terms of meeting present and future

needs of the region and the State in general based on one or more of the following: a) The need for the advancement and evolution of knowledge: Graphic Design is a

vital part of visual communication and with the growth of the internet and new professions such as user interface/user experience (UI/UX), the demand for graphic designers and related professionals, such as web designers, will continue to grow. The Bureau of Labor Statistics projects 4% growth in employment in Graphic Design between 2016- 2026 with growth for graphic

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designer in computer systems to grow 20% during this time period.6 The Bureau of Labor Statistics Washington-Arlington-Alexandria, DC-VA-MD-WV Metropolitan region has the 6th highest employment level for Graphic Designers in the nation.

b) Societal needs, including expanding educational opportunities and choices for minority and educationally disadvantaged students at institutions of higher education: Offering a BFA would create additional educational opportunities for minority, educationally disadvantaged, and non-traditional students in or near Montgomery College. Over half of the undergraduates attending classes at USG are racial minorities.7 Currently, students graduating from Montgomery College who wish to get a BFA do not have a convenient local option to pursue the degree. These students could drive 1 ½ - 2 hours to attend UMBC, Towson, or the Maryland Institute College of Art. Alternatively, these students could commit to full-time residency at Frostburg State University, Salisbury University or some other distant option. These options may not be feasible for many students.

c) The need to strengthen and expand the capacity of historically black institutions to provide high quality and unique educational programs: This program will not impinge on the uniqueness or any program in any Historically Black Institution (HBI) in Maryland.

2. Provide evidence that the perceived need is consistent with the Maryland State Plan for Postsecondary Education.8

a) The 2017-2021 Maryland State Plan for Postsecondary Education has three primary goals employing 11 strategies for postsecondary education:

a. Access: Ensure equitable access to affordable and quality postsecondary education for all Maryland residents.

b. Success: Promote and implement practices and policies that will ensure student success.

c. Innovation. Foster innovation in all aspects of Maryland higher education to improve access and student success.

b) The BFA program meets all three of these three primary goals.

a) Access • Located in Rockville, this program will be accessible to minority and non-

traditional students, living in or near Montgomery County. Over half of undergraduates enrolled at USG belong to racial minorities9. USG

6 BLS Graphic Designer Job Outlook 7USG at a Glance 8 2017-2021 Maryland State Plan for Postsecondary Education Executive Summary 9iUSG at a Glance

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programs are accessible to non-traditional students. The average age of students enrolled in USG programs is 2810. USG Center for Student Engagement and Financial Resources in conjunction with SU’s Veteran Services also makes the college accessible to veterans by providing support and resources tailored specifically for veterans11.

• The BFA at USG is affordable. Because of the 2+2 community college to university model, USG programs can save students approximately $8,000 in comparison to 4 years at a university12. The BFA at USG is designed to minimize costs to students without affecting the quality of the program. The program meets the 30-credit hour minimum per academic year, which is a criterion for student eligibility to receive the maximum state financial aid award.13

b) Success • Strategy 5 expects programs to adopt practices that support the needs of

both traditional and non-traditional students. To support these needs, BFA classes will only be scheduled Monday-Thursday. Open studio time will be scheduled whenever studio classes are not in session. This allows students to use studio resources to complete homework assignments. Additionally, with no classes scheduled on Fridays this will cut down on transportation cost for all students and childcare cost for students with small children.

• Strategy 5 also suggest that programs review State policies for credit minimums for state financial aid. This program meets the credit minimum of at least 30 credit hours each academic year. This also allows the program to be completed in 2 years, which supports on-time completion and thereby reduces costs to students.

• There are support services to help non-traditional students. Many students attending USG are non- traditional and the first generation in their immediate family to attend college. Students who need help will have access to student services though Student and Academic Services (SAS) at USG. SAS consists of five centers to support a variety of student’s needs:

1. The Career and Internship Services Center (CISC) 2. The Center for Counseling and Consultation (CCC) 3. The Center for Academic Success (CAS) 4. The Center for Recruitment & Transfer Access (CRTA) 5. The Center for Student Engagement and Financial Resources

10 ibid 11 USG Veterans Resources 12 USG at a Glance 13 2017 - 2021 MARYLAND STATE PLAN FOR POSTSECONDARY EDUCATION, Pg. 38

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• Strategy 5 also suggest programs to adopt block and structured schedules to accommodate the outside obligations that many non-traditional students have. The program will be designed with the time needs of non-traditional students that commute, in mind. Classes will be scheduled to minimize time between classes. The online section of FTWL 106 in the 2nd semester and ART 491 Internship in the 3rd semester will not require students’ attendance on campus. If a student decides to enroll in an internship in the summer instead of the 3rd semester, they will only be on campus 2 days per week and still attending full-time.

• To promote student success Strategy 7 suggests increase internship opportunities. All students enrolled in this program will be required to enroll in ART 491 Internship. To support students in internship, the Art Department has an Internship Coordinator and both the USG and main campus have career centers to help students find internships.

c) Innovation

• The Universities at Shady Grove is the kind of innovative program encouraged in Strategy 11. It is a 2+2 program which will partner SU with Montgomery College and other community colleges to give a wide spectrum of students a pathway from community college to earning a bachelor’s degree from SU. The BFA emphasizing Graphic Design is also a unique opportunity for liberal arts students to gain access into high tech sector industries.

C. Quantifiable and Reliable Evidence and Documentation of Market Supply and Demand in the Region and State:

1. Describe potential industry or industries, employment opportunities, and expected level of entry (ex: mid-level management) for graduates of the proposed program.

• Students who graduate with a BFA offered at USG would be qualified for entry-level jobs in Graphic Design14 and related professions. Related professions include web development,15 desktop publishing, UI/UX, illustration, and multimedia.

2. Present data and analysis projecting market demand and the availability of openings in a job market to be served by the new program.

• Projection Central projects 6.4% growth in Graphic Design and 7.7% growth in Web Development jobs in Maryland between 2016- 2026 with an average annual opening of 420 jobs for each occupation statewide.16 • The Montgomery County Workforce Region is the top area in Maryland for the employment of graphic designers and web developers.17

14 Bureau of Labor Statistic Occupational Handbook: Graphic Designers 15 ibid 16 Projections Central Long-Term Occupational Projections (2016-2026) 17 Maryland Office of Workforce Information Montgomery Workforce Region Occupational Wage Estimates 2018

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• The Maryland Office of Workforce Information projects 929 Graphic Design vacancies in Montgomery County between 2016- 2026 due to separation and job growth. 18

3. Discuss and provide evidence of market surveys that clearly provide quantifiable and reliable data on the educational and training needs and the anticipated number of vacancies expected over the next 5 years.

• The Office of Workforce Information & Performance of the Maryland Department of Labor, Licensing and Regulation projects 929 Graphic Design vacancies due to job growth and separations between 2016- 202619. With an average of 93 Graphic Design vacancies each year, there will be approximately 465 Graphic Design vacancies expected in the Montgomery County Workforce Region in the next 5 years.

4. Provide data showing the current and projected supply of prospective graduates. • Please see data presented in #2 above.

D. Reasonableness of Program Duplication: 1. Identify similar programs in the State and/or same geographical area. Discuss similarities

and differences between the proposed program and others in the same degree to be awarded.

Below are the five BFA programs in Maryland with Graphic Design as either a major, minor, or track.

College / University Credit hours in Art Maryland Institute College of Art 78 Towson University 81 Salisbury University 78 University of Maryland, Baltimore County 75 Frostburg State University 71

The Maryland Institute College of Art (MICA) is the only National Association of Schools of Art and Design (NASAD) accredited 4-year institution in Maryland. Although Salisbury University is not accredited by NASAD, Salisbury, like most other BFA programs, largely follows NASAD guidelines. This has resulted in many similarities in BFA programs in Maryland. Like all BFA programs, credits are distributed between required core art, electives, and Graphic Design classes. The core classes include a two-dimensional design, drawing, art history, and studio art classes outside of Graphic Design. Because the BFA degree is a professional degree, all electives are required to be in art. Like most

18 Workforce Region Occupational Projections - Maryland Occupational Projections - 2016-2026 19 Workforce Region Occupational Projections - Maryland Occupational Projections - 2016-2026 - Workforce Information & Performance

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other BFA programs, the program at USG will include an internship and a capstone class where students work with clients. The primary difference between BFA programs are in the credit hours required in each class and the distribution of credit hours between core, elective, and Graphic Design classes. For a 120-credit hour degree, NASAD requires at least 78 credit hours in Art. The USG BFA program will be one of the three BFA programs in Maryland that has met this standard. As part of SU’s Fulton School of Liberal Arts, the BFA program at USG is based on a 4-credit model. Studio Art classes at USG will meet for 5 hours and 40 minutes each week while studio art classes at Towson and UMBC meet for 3 hours and 40 minutes and at Frostburg 2 hours and 20 minutes. At 6 hours per week only MICA requires more time in studio art classes than Salisbury. SU students, whether on the main campus or at USG will be required to take more art electives than students enrolled in other BFA programs in Maryland. The BFA program at USG will require 24 credit hours of art electives, MICA requires 21, Towson 12, UMBC 12, and Frostburg 6- 9 credits of art electives.

2. Provide justification for the proposed program. • According to the Maryland Office of Workforce Information & Performance the

Montgomery County Workforce region employs the greatest number of Graphic Designers in Maryland20. Seventy-five percent of students enrolled in USG transferred from Montgomery College21. Even though there are a large number of Graphic Design jobs in Montgomery County, there are no easily accessible BFA Graphic Design programs in the Montgomery County area for commuter and non-traditional students.

E. Relevance to High-demand Programs at Historically Black Institutions (HBIs) 1. Discuss the program’s potential impact on the implementation or maintenance of high-

demand programs at HBI’s. • There are no Historically Black Institutions that offer a BFA degree with a Graphic Design

track. HBIs in Maryland only have BA programs with some Graphic Design classes. BA programs in art and design are liberal arts, not professional degrees. BA programs require less credit hours in art than BFA programs. Having less credit hours in Art allows BA Art majors to take electives or minor in a different area without having to take extra classes for their degrees. Morgan State University is the only HBI with a Graphic Design track and it offers a BA program. The Morgan State’s program requires 57 credit hours in Art which allows students to take 21 credit hours outside of Art and graduate without taking more than 120 credit hours. Students in the BFA program at USG will not be able to take any non-art electives or minor in an area outside of art without exceeding 120 credits.

F. Relevance to the identity of Historically Black Institutions (HBIs)

20 Maryland Department of Labor, Licensing and Regulation Office of Workforce Information & Performance Occupational Employment Statistics Program 21 USG at a Glance

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1. Discuss the program’s potential impact on the uniqueness and institutional identities and missions of HBIs.

• This program should not have any impact on HBIs.

G. Adequacy of Curriculum Design, Program Modality, and Related Learning Outcomes (as outlined in COMAR 13B.02.03.10):

1. Describe how the proposed program was established, and also describe the faculty who will oversee the program. • The administration at USG and SU recognized the need for an accessible BFA program at

USG that would fulfill the educational needs of students in the Montgomery County region seeking a bachelor’s degree in art. The USG program will be an extension of the existing BFA program established by the Art Department at SU.

• This program will be overseen by the chair of the Art Department and a Site Coordinator. The department chair is a tenured Associate Professor of Art and the Site Coordinator will be a full-time non-tenure track professor with a degree in a related field.

• The SU BFA program at the USG campus will be the same program offered at the main campus. The USG program will have the same curriculum design, program modalities, and expected student learning outcomes. The academic requirements and assessment methods will be the same as are currently being used by SU’s Art Department.

• The faculty will have the same qualifications as the faculty currently employed by SU’s Art Department. All faculty teaching at USG will have terminal degrees in the area in which they teach. The terminal degree in visual art is the Master of Fine Art degree and the PhD is the terminal degree for art historians.

2. Describe educational objectives and learning outcomes appropriate to the rigor, breadth, and (modality) of the program.

a) See Appendix A for learning outcomes.

3. Explain how the institution will: a) provide for assessment of student achievement of learning outcomes in the program

• Student assessment will be achieved by portfolio review in studio classes and examination, papers, and oral presentations in art history and seminar classes. To enter and exit the BFA, students must submit a portfolio of artwork, which the department retains and assesses for student learning outcomes. The results of the entry and exit portfolio are tabulated and retained by the department.

b) document student achievement of learning outcomes in the program

• Student learning outcomes for students entering the program are documented online at Slideroom.com, which stores portfolios and generated reports that are retained by the department. The department documents the results of internship with evaluations forms completed by both interns and employers. Students completing the BFA are required to take part in the BFA Portfolio Exit reviews where they are assessed by a faculty committee for learning outcomes. The portfolios and the scores of the exit reviews are retained by the department.

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Students also must also complete an Exit Interview Summary which the department retains

4. Provide a list of courses with title, semester credit hours and course descriptions, along with a description of program requirements. • See Appendices B and C.

Overall Accounting of Credits

Courses # of Credits

General Education 35

Transferred BFA Core Classes 27

Core 12

Track 16

Electives 30

TOTAL 120 credits (minimum)

5. Discuss how general education requirements will be met, if applicable. • Students will have completed their general education requirements through their

associate’s degree at their community college. Any missing gen-ed requirements will be addressed on a case-by-case basis with online offerings from main campus (ex. Lifelong Fitness & Wellness). To aid in demonstrating a pathway to successful completion of general education requirements, we offer a draft articulation agreement (see Appendix D) that we will pursue with Montgomery College, the anticipated primary source of enrollment for this program and the main feeder for all undergraduate programs at USG.

6. Identify any specialized accreditation or graduate certification requirements for this program and its students.

• Not applicable

7. If contracting with another institution or non-collegiate organization, provide a copy of the written contract. • Not applicable

8. Provide assurance and any appropriate evidence that the proposed program will provide students with clear, complete, and timely information on the curriculum, course and degree requirements, nature of faculty/student interaction, assumptions about technology competence and skills, technical equipment requirements, learning management system, availability of academic support services and financial aid resources, and costs and payment policies. • The proposed program at USG will be part of the Salisbury University Art Department

and will be administered in the same fashion. The Art Department is well established

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and the BFA program in its current iteration has been in effect for approximately 15 years. Students at USG will have access to the same administrative resources as students attending the SU Salisbury campus. Students will have access to academic advising for curriculum, course and degree requirements thru multiple channels. Students will be assigned a faculty mentor and assigned an academic advisor. A site coordinator will also be on hand to advise students. Additionally, students will be given both a BFA curriculum and a SU Checklist. A site coordinator will also be on hand to advise students in person along with a satellite advisor. Finally, SU employs a dedicated satellite advisor who is specially trained to attend to the needs of USG students. Prior to entering the program, students are required to have completed 27 credit hours of Core Art classes which will give students the technological skills and competencies to enter the BFA program. Student will receive orientation in the use of SU learning management systems and the availability of university resources. Further, our Academic Catalog and website make available all pertinent information to prospective and current students regarding academic and student support, SU’s learning management system, financial aid resources and costs and payment policies.

9. Provide assurance and any appropriate evidence that advertising, recruiting, and admissions materials will clearly and accurately represent the proposed program and the services available. • The university employs an advisor and recruiter specific to satellite programs. The

students at USG will follow the same admissions process as students on the main campus. All publications, including marketing, catalog and website admissions pages are vetted by the Marketing and Communications Department at SU, which fact-checks all submissions.

H. Adequacy of Articulation 1. If applicable, discuss how the program supports articulation with programs at

partner institutions. Provide all relevant articulation agreements. • Articulation agreements are currently being drafted with: Montgomery College,

Frederick Community College, Anne Arundel Community College, Howard Community College and Prince George’s Community College.

I. Adequacy of Faculty Resources (as outlined in COMAR 13B.02.03.11). 1. Provide a brief narrative demonstrating the quality of program faculty. Include a summary

list of faculty with appointment type, terminal degree title and field, academic title/rank, status (full-time, part-time, adjunct) and the course(s) each faulty member will teach (in this program).

• All faculty, including the site coordinator, must meet or exceed the same minimum qualification of all new hires in the Art Department on the main campus. Faculty teaching studio art classes must have a Master of Fine Art (MFA), the terminal degree for studio artists. Faculty teaching Art History must have a PhD.

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Faculty member

Terminal Degree

Field Degree-granting

institution

Academic rank

Full-Time or

Part -Time

Course(s) taught

Allison Seth

MFA

Graphic Design

Savannah

College of Art and Design

Art

Assistant Professor

Full-time

ART 326 Graphic Design II

ART 426 Graphic Design III

ART 495 Graphic Design Agency

Jessica Cross

MFA

Painting

Pennsylvania Academy of the Fine Art

Lecturer

Full-time ART 491 Internship

Wm.

Brooke Rogers

MFA

Painting

Maryland Institute

College of Art

Professor

Full-time ART 299 Sophomore Seminar

Jennifer Kruglinski

PhD

Art History

Stony Brook University Assistant

Professor

Full-time

ART 300 History 0f Modern Art To 1945 ART 303 History of American Art 20th

Century ART 305 Art Since 1945 ART 335 Women in Art

ART 336 History of Graphic Design

Jennifer Liston

PhD

Art History

University of California,

Los Angeles Associate Professor

Full-time

ART 306 History of Greek And Roman Art

ART 310 History of Italian Renaissance Art ART 311 History of Pre-

Columbian Art

John Mosher

MFA

New Media,

Painting

University of

Cincinnati

Assistant Professor

Full-time

ART 312 Web Design ART 382 Advanced

Web Design

Paul Flexner

MFA

Graphic Design

Pennsylvania State

University

Professor

Full-time ART 328 Illustration

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Dean Peterson

MFA

Printmaking

Eastern Michigan University

Associate Professor

Full-time

ART 355 Digital Imaging ART 359 Advanced

Digital Photography

Elizabeth Kauffman

MFA

Two-Dimensional

Media: Painting,

drawing, and Performance

University of Cincinnati

Associate Professor

Full-time ART 397 Professional

Practices ART 499 Senior

Exhibition

2. Demonstrate how the institution will provide ongoing pedagogy training for faculty in

evidenced-based best practices, including training in:

a) Pedagogy that meets the needs of the students • All full-time faculty members receive professional development

funds to support ongoing professional development and continuing education. In addition, the institution provides faculty development events throughout the year.

b) The learning management system • Salisbury University utilizes the learning management system “Canvas”

with nearly all courses that are offered on campus and off campus. Faculty are well-seasoned in the use of this LMS. SU also has an office of Instructional Design and Delivery (ID&D) that provides support for technical needs of faculty and students in a timely basis. This can be support that is provided immediately if the situation requires immediate assistance (e.g., exam delivery). The ID&D Office also provide continuing education opportunity through face-to-face offering as well as a significant video teaching series available to faculty and students 24 hours a day through web access.

c) Evidenced-based best practices for distance education, if distance education is offered. • In addition to the information provided in b) the Office of ID&D offers

course review both internally and for official standards set forth by Quality Matters (QM). QM is an internationally recognized, standards-based program that offers faculty quality assurance in online and hybrid course design with a focus on continuous improvement. The 42 standards reviewed are specific to higher education, backed by research, and are internationally recognized as a means to improve course design and to quality assurance. Salisbury University is committed to the design of online and hybrid courses based on the QM Standards and has

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developed an implementation plan for faculty professional development and course reviews.22

J. Adequacy of Library Resources (as outlined in COMAR 13B.02.03.12). 1. Describe the library resources available and/or the measures to be taken to ensure

resources are adequate to support the proposed program. If the program is to be implemented within existing institutional resources, include a supportive statement by the President for library resources to meet the program’s needs.

• USG students will have access to online databases through SU main campus library resources as well as the ability to have items delivered directly to USG from any of the USM libraries.

K. Adequacy of Physical Facilities, Infrastructure and Instructional Equipment (as outlined in COMAR 13B.02.03.13) 1. Provide an assurance that physical facilities, infrastructure and instruction equipment are

adequate to initiate the program, particularly as related to spaces for classrooms, staff and faculty offices, and laboratories for studies in the technologies and sciences. If the program is to be implemented within existing institutional resources, include a supportive statement by the President for adequate equipment and facilities to meet the program’s needs.

• Salisbury University’s BFA has a partnership assurance from USG to provide needed classrooms, offices, and staff. A proposal with the studio and equipment needed for program delivery to USG has been submitted and is approved.

2. Provide assurance and any appropriate evidence that the institution will ensure students enrolled in and faculty teaching in distance education will have adequate access to:

a) An institutional electronic mailing system, and • All SU faculty, staff, and students have 24/7 access to

Microsoft Outlook email. Students also have access to SU’s IT Help Desk and the Technical Support line and IT Service Desk at USG.

b) A learning management system that provides the necessary technological support for distance education

• All SU faculty, staff, and students have 24/7 access to Canvas learning management system. Students also have access to SU’s IT Help Desk and the Technical Support line and IT Service Desk at USG.

L. Adequacy of Financial Resources with Documentation (as outlined in COMAR 13B.02.03.14) 1. Complete Table 1: Resources and Narrative Rationale. Provide finance data for the first

five years of program implementation. Enter figures into each cell and provide a total for each year. Also provide a narrative rationale for each resource category. If resources have

22 https://www.salisbury.edu/administration/academic-affairs/instructional-design-delivery/online-learning/faculty-resources/quality-matters.aspx

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been or will be reallocated to support the proposed program, briefly discuss the sources of those funds.

• See Appendix E.

2. Complete Table 2: Program Expenditures and Narrative Rationale. Provide finance data for the first five years of program implementation. Enter figures into each cell and provide a total for each year. Also provide a narrative rationale for each expenditure category.

• See Appendix F.

M. Adequacy of Provisions for Evaluation of Program (as outlined in COMAR 13B.02.03.15). 1. Discuss procedures for evaluating courses, faculty and student learning outcomes.

• Course Evaluation. Students complete online course evaluation at the end of the semester for each class.

• Student Evaluation of Internship. For ART 491 Internship both students and employers complete evaluations of each other.

• Advising Evaluation. Students are given a form to evaluate their faculty advisor each semester

• Senior Exhibition Exit Interview Summary. Upon completing the capstone class ART 499 Senior Exhibition, students complete an evaluation of the overall BFA program and also submit a digital portfolio of their artwork. The portfolios are retained for program assessment.

• BFA Portfolio Review. Students entering the program must submit a digital portfolio of their artwork to the Slideroom.com. The portfolios are assessed for student learning outcomes. The student learning outcomes are scored on a scale of 0- 100 by a committee of faculty. The results are tabulated and used for program assessment.

• BFA Exit Reviews. As part of the capstone class, ART 499 Senior Exhibition students must participate in the BFA Reviews. Student give a PowerPoint presentation of a portfolio of their artwork. Students must talk about their art and answer question from a BFA Review Committee composed of 3- 4 full-time faculty. Students are evaluated for student learning outcomes on a scale of 1- 10. The results are tabulated and used for program assessment.

• Annual Faculty Evaluation. Each spring faculty submit a self-evaluation to the chair and tenure track faculty also submit their self-evaluation to the departmental Tenure and Promotion Committee. The chair writes an evaluation of the faculty. Faculty are evaluated in the areas of teaching and advising, professional development, and service.

2. Explain how the institution will evaluate the proposed program's educational effectiveness, including assessments of student learning outcomes, student retention, student and faculty satisfaction, and cost-effectiveness. • SU’s University Analysis, Reporting, and Assessment office will tracks student retention,

cost-effectiveness, and student learning outcomes. Faculty and student satisfaction are assessed by student evaluations and faculty evaluations of administrators. The BFA in Art

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program is also subject to the USM-mandated Academic Program Review (APR) every 7 years. The APR will include evaluation and assessment of SU’s BFA program at USG.

N. Consistency with the State’s Minority Student Achievement Goals (as outlined in COMAR 13B.02.03.05).

1. Discuss how the proposed program addresses minority student access and success, and the institution’s cultural diversity goals and initiatives.

• The BFA at USG will be equivalent to the program at Salisbury University’s main campus, thus both sites will meet the same standards and quality measures. Moreover, students at USG will have the same access to internship opportunities and faculty guidance, to ensure objectives and competencies are being met. Further, Salisbury University’s Diversity and Inclusion statement notes that, “A diverse and inclusive campus community brings irreplaceable value to our educational experience and work environment, and strengthens us all.”23 In offering the BFA at USG, students will be afforded the opportunity to engage with other students and faculty from different backgrounds, thus enriching their learning experience.

O. Relationship to Low Productivity Programs Identified by the Commission: 1. If the proposed program is directly related to an identified low productivity program,

discuss how the fiscal resources (including faculty, administration, library resources and general operating expenses) may be redistributed to this program. • Not applicable

P. Adequacy of Distance Education Programs (as outlined in COMAR 13B.02.03.22) 1. Provide affirmation and any appropriate evidence that the institution is eligible to

provide Distance Education. • Salisbury University has existing distance education programs operating

throughout the state of Maryland, including at the Universities at Shady Grove (Exercise Science B.S. and AHPH M.S. degree) and USMH Hagerstown (Community Health B.S. and Social Work B.A.S.W. and M.S.W.).

2. Provide assurance and any appropriate evidence that the institution complies with the C-RAC guidelines, particularly as it relates to the proposed program.

• See Appendix G.

23 https://www.salisbury.edu/administration/institutional-equity/diversity-and-inclusion/index.aspx

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Appendix A: Program Outcomes

1) Aesthetic Knowledge a) The ability to create original works of art. b) The ability to analyze form and content in art. c) The ability to synthesize form and content to create meaning in visual art. d) An understanding of the principles of design, composition, information hierarchy and

typography to produce effective visual communications. e) The ability to analyze form, content, iconography, style, theory, and context in historical

and contemporary art. f) The ability to communicate visually using the principles of design, composition,

information hierarchy, and typography. g) The ability to discover creative solution to visual problems. h) The ability to express visually what a client wishes to communicate.

2) Technical skills a) Expertise in the use of the tools and techniques used in Graphic Design and related

disciplines including web design, drawing, illustration, and photography. b) Expertise in the use of Graphic Design and related software.

3) Command of language. a) Mastery of the terminology used in Graphic Design, other visual art disciplines. And art

history. b) The ability to communicate both orally and in writing with art professionals, clients, and

laypersons. 4) Professional Knowledge

a) Knowledge of the professional practices and standard of Graphic Designers. b) The ability to work in groups. c) The ability to present artwork in a professional manner. d) The ability to interact with clients professionally.

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Appendix B: Course Descriptions

299. SOPHOMORE SEMINAR 2 hours credit A mid-career forum for student debate and discussion concerning plurality of style, content and formal issues important to contemporary art. Professional and studio practices of artists and designers are introduced, allowing students to make the most of upper-level courses later in their academic careers.

300. HISTORY OF MODERN ART TO 1945 4 hours credit Survey of the principal movements comprising the modern tradition in art, including Impressionism, Post-Impressionism, Symbolism, Fauvism, Cubism, Expressionism, Abstract Art, Dada and Surrealism. Emphasis on new theories redefining the concept, form and purpose of art, the persona of the artist, and the relation of art to the social and political order.

303. HISTORY OF AMERICAN ART: THE 20TH CENTURY 4 hours credit Survey of the visual arts, primarily painting and sculpture, in the United States from the turn of the century to the present. Topics include the historical and social contexts of this art, the world and ideas of major artists, and the emergence of an American avant-garde after World War II.

ART 305 ART SINCE 1945 4 hours credit Survey of major art movements in the United States and Europe since World War II, including key theoretical writings by artists and critics. Topics include the public persona of the artist, new ideas about the concept, form, purpose and interpretation of art, its relation to other disciplines, and its legitimation through arts organizations and the marketplace.

306. HISTORY OF GREEK AND ROMAN ART 4 hours credit Survey of ancient Greek and Roman art and architecture, beginning with the emergence of Greek civilization in the ninth century B.C. and ending with the fall of the Roman empire. Considers the style, subject matter and varied purposes of Greek and Roman art in relation to the changing historical, social and cultural contexts of this era.

310. HISTORY OF ITALIAN RENAISSANCE ART 4 hours credit Survey of painting, sculpture and architecture in the principal art centers of Italy during the 15th and 16th centuries. Covers the work and influence of several generations of major artists in relation to the larger historical, social and cultural contexts of this era.

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311. HISTORY OF PRE-COLUMBIAN ART 4 hours credit Survey of the art and architecture of the indigenous civilizations of Mexico, Central America and the Andean region of South America from approximately 2000 BCE until European Conquest.

312. WEB DESIGN 4 hours credit Introduction to website design for creating visual materials on microcomputer. Students create artistic “WWW pages “, work on group assignments and publish collective work as a hyperlink to the home pages of the Art Department and/or other campus offices.

313. INTERACTIVE ANIMATION 4 hours credit Introduction to interactive animation on a microcomputer. Learn to design animated, audiovisual content. Instruction in computer illustration and in the mechanics of motion graphics results in content suitable for publication on the Web and stand-alone presentation on compact disc.

318. BOOK ARTS 4 hours credit Introduction to the handmade, one-of-a-kind “artist’s book” as a sculptural medium and creative art form. Explores various bookbinding techniques and both traditional and nontraditional materials, including those used in other art media. Encourages students to draw upon their work in other art courses and fields of study in the design, structure and content of their books.

326. GRAPHIC DESIGN II 4 hours credit Introduction to historic and contemporary typographic forms and to the integration of print and interface design for aesthetic and expressive purposes. Using more advanced software, students learn to design direct mail campaigns and promotional materials to establish corporate or product identity.

328. ILLUSTRATION 4 hours credit Students learn how to conceptualize and create images that communicate narrative or editorial content, using a variety of image-making techniques, including photo-imaging, computer-aided drawing, plus various traditional arts media.

335. WOMEN IN ART 4 hours credit Study of the art of selected women artists in relation to the historical and social contexts in which they worked and the professional opportunities available to them. Also examine show women have been represented in art, and how these images shape, reinforce or challenge society’s beliefs about women and feminine gender roles.

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336. HISTORY OF GRAPHIC DESIGN 4 hours credit Comprehensive survey of Graphic Design history from prehistory to present. Topics include the influence of social and political world events, changing technology, important innovators and media evolution on print communications.

345. ADVANCED COMPOSITION 4 hours credit A process-oriented drawing course emphasizing increased levels of abstraction using a variety of media with special focus on formal issues.

355. DIGITAL IMAGING 4 hours credit Introduction to digital imaging software and processes. Students will use photographs as well as original works in other media to create high quality digital prints, from black and white to full color. Emphasis will be placed on esthetic content as well as technical proficiency.

359. ADVANCED DIGITAL PHOTOGRAPHY 4 hours credit Upper-level course that covers advanced projects in photography using digital technology. Students should have a basic understanding of photographic composition and of basic computer skills required for digital imaging. A digital camera is required. May be taken for a maximum of eight credits.

ART 382. ADVANCED WEB DESIGN 4 hours credit Expand knowledge of designing for the web by investigating new technologies and software, exploring user interface and experience, designing for a variety of screens, creating web animations, designing apps, and publishing web content. Take part in discussions regarding contemporary design issues regarding web security, maintenance and ethics.

390. ADVANCED STUDY IN ART 1-3 hours credit Advanced study in one or a combination of studio disciplines or art history. Students furnish their own materials.

391. SPECIAL TOPICS IN ART HISTORY 4 hours credit Intensive study, including research, of a particular topic in art history. May be taken twice under different subtitles.

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397. PROFESSIONAL PRACTICES 2 hours credit Prepares art majors and minors for professional careers in the visual arts and design. Provides a foundation of practical information about career development, self-promotion and contractual issues, among other things, to assist in building a successful career.

426. GRAPHIC DESIGN III 4 hours credit Using specialized software, students learn how to apply Graphic Design principles and techniques to the design of three-dimensional packages for consumer products. These package designs must also take into account specific marketing goals. .

490. INDEPENDENT STUDY 1-3 hours credit Directed study in one or a combination of studio disciplines. Students furnish their own materials. May be repeated once under different subtitle, for a total of no more than six credits.

491. INTERNSHIP 1-4 hours credit Supervised experiences in art-related work to provide students with an opportunity to use acquired knowledge and skills in a professional way.

495. GRAPHIC DESIGN AGENCY 4 hours credit Students work collaboratively in a setting structured like a Graphic Design firm to complete job assignments for actual clients, including the University, community and nonprofit organizations. Students also work on self-promotion.

499. SENIOR EXHIBITION 2 hours credit Summary of the University art experience through active planning and execution of professionally oriented activities such as a group exhibit, professional portfolios and resumes.

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Appendix C: Program Requirements

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Appendix D: Draft Articulation Agreement

INSTITUTIONAL ARTICULATED PATHWAY AGREEMENT

between

MONTGOMERY COLLEGE AND SALISBURY UNIVERSITY This Institutional Articulated Pathway Agreement (“Agreement”) is entered into as of the date of full execution below between Montgomery College (“Montgomery College”), located in Montgomery County, Maryland, and Salisbury University (“Salisbury University”), a constituent institution of the University System of Maryland located in Salisbury, Maryland (collectively, the “Parties”).

Recitals

Whereas, the Parties are committed to providing a smooth transition for students wishing to earn an associate of arts degree and a baccalaureate degree; and

Whereas, the intent of the Parties is to avoid duplication of curricula, where appropriate, within articulated programs of studies; and

Whereas, the Parties agree that the educational growth of students is better served through cooperative educational planning and optimal utilization of resources.

Therefore, this Agreement commits the Parties to full support of an articulation process to deliver coursework for students, resulting in the associate of arts degree from Montgomery College and credit toward a baccalaureate degree at Salisbury University. The Parties agree to the following:

1. Purpose

This Agreement serves as the formal collaboration document for Montgomery College and Salisbury University to deliver seamless pathways from completion of an associate’s degree in the Art Area of Concentration at Montgomery College, to completion of a bachelor of fine art’s degree in Art with a Graphic Design track from Salisbury University. The approved pathways are described in Appendix A, which is made a part of this Agreement.

2. Joint Institutional Responsibilities

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(a) Both institutions agree to follow the joint program curriculum and course-by-course articulation delineated in this Agreement and attached as Appendix A, and as may be amended from time to time.

(b) Both educational institutions will cooperate toward developing, disseminating, and presenting the articulated program information to students.

3. Academic Requirements (a) Graduates of Montgomery College who have completed the approved degree programs

with a 2.0 or higher will be considered for admission in accordance with Salisbury University’s Transfer Student Policies.

(b) Students intending to transfer should apply for admission by the priority deadline for the semester in which they intend to enroll.

(c) When enrolled in a Salisbury University course, the student is subject to all policies and procedures applicable to Salisbury University students. When enrolled in a Montgomery College course, a student is subject to all policies and procedures applicable to Montgomery College students. Additional joint policies and procedures may be adopted and implemented at the discretion of both Parties.

(d) The Parties recognize that course scheduling beyond the associate’s degree level resides exclusively with Salisbury University and will be coordinated with Montgomery College by the designated Salisbury University representative. Where academic calendars differ, the partners will work together to coordinate class offerings and class schedules.

(e) Students are subject to all specific policies pertaining to students admitted to the Salisbury University baccalaureate degree program in Art with a Graphic Design track.

4. Ongoing Collaboration/Modification/Termination

This Agreement is based on the present curricula contained in the attached Appendix A. The degree requirements will be reviewed biennially to re-examine this Agreement. Both institutions agree to communicate program changes in a timely manner to avoid disruption to student progress toward degree completion. This Agreement may not be modified without prior written consent between both parties. Neither party may assign any rights or interests or delegate its duties and responsibilities under this Agreement, in whole or in part, without the express prior written consent of the other party.

5. Term

(a) This Agreement shall be effective from December 1, 2019 for a period of five (5) years through November 30, 2024 and shall automatically renew for additional one (1) year

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periods unless any party provides prior written notice of termination. Either party may terminate this Agreement upon sixty (60) days written notice to the point of contact listed in this Agreement, via email or USPS. In the event of termination, each party agrees, to the extent reasonably and financially practicable, to permit any student fully or conditionally admitted to the program the opportunity to complete the degree, where possible.

(b) Both Parties may at any time may initiate changes to this Agreement, including Appendix A. Both Parties reserve the right to modify the programs as deemed necessary and agree to inform the appropriate representatives of the other Institution of recommended changes. This Agreement may be modified only by a writing signed by both parties. Changes should be shared in written format executed by both parties, via email or USPS, with at least thirty (30) days’ notice for implementation.

6. Privacy The disclosure of information related to individual students is governed and limited by the federal Family Educational Rights and Privacy Act (FERPA). The Parties agree that release of student educational records to the other Party is conditioned upon the submission of a signed agreement by the student authorizing such release.

7. Designated Representatives and Notices Each party has identified an individual as the designated program representative for their institution for purposes of implementing this Agreement and for any notices required to be given under this Agreement. All notices under this Agreement must be in writing and must be delivered in person, by U.S. mail or by email. For Montgomery College: For Salisbury University: Dr. Sanjay Rai Richard T. Wilkens Senior Vice President for Academic Affairs Associate Provost

Montgomery College, E425 Salisbury University 9221 Corporate Blvd. Holloway Hall Rockville, MD 20850 Salisbury, MD 21801 Email: rtwilkens@salisbury.edu

8. General Provisions

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(a) Each Institution is responsible for the administration of its respective courses, including content, requirements, faculty and student services (to include, but not limited to, admissions, financial aid, class registration, etc.).

(b) Notwithstanding anything in this Agreement to the contrary, both Parties retain full

authority over their respective courses, programs, and requirements. Both Parties reserve the right to make changes to their respective courses, programs, and requirements. However, each Party shall give to the other reasonable notice and details of changes to this articulation Agreement and other changes in its courses, programs, and requirements that may affect this Agreement. Further, neither Party will terminate this Agreement at a time that would deter a “cohort-in-progress” from completing graduation within the originally designated timeframe.

(c) The Parties shall publicize any joint offerings in their respective catalogs, website, and

other materials as appropriate. Notwithstanding the foregoing, neither Party may use the names or marks of the other without the prior approval of the other Party.

(d) The Parties shall inform students in their respective programs of the complementary program opportunities available at each other’s respective institution, support each other’s marketing efforts toward the same, and encourage such students to apply to programs consistent with an individual student’s interests.

(e) Nothing in this Agreement is intended to form a joint venture between the Parties. Nothing in this MOU is intended to create rights or benefits for any person or entity other than the Parties.

(f) This Agreement integrates the entire agreement of the Parties and supersedes any and all prior and/or contemporaneous agreements between the Parties, written or oral, with respect to the subject matter of this Agreement.

The Parties signing below are the authorized representatives of their respective institution.

Montgomery College Salisbury University ____________________________ _____________________________ Dr. Sanjay Rai Karen L. Olmstead, Ph.D. Senior Vice President for Academic Affairs Provost and Senior Vice President of Academic Affairs

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APPENDIX A As part of this Agreement, the following has been included: 1. Recommended Transfer Pathways for completion of Montgomery College and Salisbury

University requirements: AA in Art Area of Concentration to BFA in Art with a Graphic Design track

2. Montgomery College students must adhere to the requirements attached, as amended from time to time. Montgomery College students who do so may transfer from Montgomery College to Salisbury University in accordance with Salisbury University’s Transfer Student Policy.

Name: Date: ID# Foundation Courses COURSE HRS GRADE Critical Reading, Writing and Research ENGL1022 3 Math Foundation (MATH117 or higher) MATH000 3 Distribution Courses COURSE HRS GRADE Arts Distribution ARTT100 3 Humanities Distribution HIST116 3 Behavioral & Social Science Distribution 3 Behavioral & Social Science Distribution 3 Natural Sciences Distribution with Lab 4 Natural Sciences Distribution 3 General Education Institutional Requirement COURSE HRS GRADE COMM108 or COMM112 COMM011 3 Introduction to 2D Design HLTH105 3 Program Requirements COURSE HRS GRADE ENGL101 (if needed for ENGL102/103, or elective) 3 200-level literature course ENGL 3 Area of Concentration Requirements COURSE HRS GRADE Digital Tools for the Visual Arts ARTT116 4 Art History: Ancient to 1400 ARTT200 3 Introduction to 3D Design ARTT103 3 Art History: 1400 to Present ARTT201 3 Intermediate Drawing ARTT204 3

MC A.A. in Art to Salisbury B.F.A. in Art

Catalog Year: 2019-2020, Total Credits: 60

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Professional Practice for the Visual Artist ARTT263 1 Graphic Design I GDES210 3 Program Elective ‡ 3

‡ Consult with departmental adviser before selecting program electives. Select from the following program electives: ARTT 120 or ARTT 211 or one printmaking course from ARTT 225, ARTT 226, ARTT 227, ARTT 228, ARTT 230, or ARTT 233. At least 12 credits must be at the 200-level. Montgomery College Contact: Dr. Norberto Gomez Department Chair norberto.gomez@montgomerycollege.edu 240-567-5821

Salisbury University: Dr. Edward Brown Art Department Chair exbrown@salisbury.edu 410-677-5431 https://www.salisbury.edu/explore-academics/programs/undergraduate-degree-programs/majors/art-ba-bfa-major.aspx

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Appendix II: Recommended Course Guide for completion of the A.A. Degree in Art at Montgomery College and the B.F.A. Degree in Art at Salisbury University.

Suggested Transfer Pathway Montgomery College A.A. in Art to Salisbury University’s B.F.A. in Art

Catalog Year: 2019-2020 0 – 35 Credits or two semesters

Fall Semester Cr ARTT 100 Introduction to Drawing 3 ARTT 102 Introduction to 2D Design 3 ARTT 116 Digital Tools for the Visual Arts 4 ARTT 200 Art History: Ancient to 1400 3 ENGL 101 Introduction to College Writing 3 Total Credits 16

(Courses may be taken in any order)

Spring Semester Cr ARTT 103 Introduction to 3D Design 3 ARTT 201 Art History: 1400 to Present 3 ARTT 204 Intermediate Drawing 3 ENGL 102 Critical Reading, Writing, and Research 3 MATF XXX Mathematics Foundation 3 Total Credits 15

36 – 70 Credits or two semesters w/ summer @MC

Fall Semester Cr ARTT 263 Professional Practice for the Visual Artist 1 COMM 108 or 112 3 Behavioral and Social Sciences Distribution 3 Natural Sciences Distribution with Lab 4 ART Elective 3 Total Credits 14

Spring Semester Cr Behavioral and Social Sciences Distribution 3 HIST 116 World History: Ancient – AD 1500 3 Natural Sciences Distribution 3 Arts Elective 3 200-level literature course 3 Total Credits 15

Apply to graduate from Montgomery College with an Associate of Arts in Art Year Three – Salisbury University @ USG

Fall Semester Cr ART 326 Graphic Design II 4 ART 3XX Seminar 2 ART 336 History of Graphic Design 4 ART 397 Professional Practices 2 ART 359 Advanced Digital Photography 4 Total Credits 16

Spring Semester Cr ART 426 Graphic Design II 4 ART 300 History of Modern Art to 1945 4 FTWL 106 Lifelong Fitness & Wellness 3 ART 312 WWW Web Design 4 Total Credits 15

Year Four – Salisbury University @ USG

Fall Semester Cr ART 491 Internship 4 ART 305 Art Since 1945 4 ART 328 Illustration 4 ART 382 Advanced Web Design 4 Total Credits 16

Spring Semester or Summer Term Cr ART 495 Graphic Design Agency 4 ART 499 Senior Exhibition 2 ART 355 Digital Imaging 4 ART 345 Advanced Composition 4 Total Credits 14

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Appendix E: Program Enrollment and Resources

Resource Categories Year 1 Year 2 Year 3 Year 4 Year 5 1. Reallocated Funds 0 0 0 0 0 2. Tuition/Fee Revenue

(c + g below) 99,658 212,684 234,432 257,018 280,416

a. Number of F/T Students 10 22 24 26 28

b. Annual Tuition/Fee Rate 8,425 8,594 8,766 8,941 9,120

c. Total F/T Revenue (a x b)

84,250 189,068 210,384 232,466 255,360

d. Number of P/T Students 4 6 6 6 6

e. Credit Hour Rate 321 328 334 341 348

f. Annual Credit Hour Rate 12 12 12 12 12

g. Total P/T Revenue (d x e x f)

15,408 23,616 24,048 24,552 25,056

3. Grants, Contracts & Other External Sources

124,198 83,843 0 0 0

4. Other Sources 0

0 0 0 0

TOTAL (Add 1 – 4) $223,856 $296,527 $234,432 $257,018 $280,416

2 a-c. The BFA at USG is looking to have at least 10 students enrolled in the first year/Fall of 2020 with a steady increase each year. The above tuition/fee revenue is based on in-state tuition and the average out-of-state tuition, which would be approximately $10,000 more per year. The above also accounts for a 2% tuition increase per year. 2 d. This is an approximate number of part-time students with the fee that SU obtains. 3. USG has agreed to provide start-up funding to off-set costs related to a site coordinator, equipment needs and IVN support personnel in Year 1. Year 2 would be support for equipment, half the site coordinator’s salary and IVN personnel.

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Appendix F: Program Expenditures

Expenditure Categories Year 1 FY ‘21

Year 2 FY ‘22

Year 3 FY ‘23

Year 4 FY ‘24

Year 5 FY ‘25

1. Faculty (b + c below) 83,200 85,280 87,412 89,597 91,837

a. Number of FTE 1.625 1.67 1.7 1.67 1.67 b. Total Salary

64,000 65,600 67,240 68,921 70,644 c. Total Benefits

19,200 19,680 20,172 20,676 21,193

2. Admin. Staff (b + c below) 13,200 13,530 13,868 14,215 14,570

a. Number of FTE 0 0 0 0 0

b. Total Salary 13,200 13,530 13,868 14,215 14,570

c. Total Benefits 0 0 0 0 0

3. Support Staff (b + c below) 18,136 18,589 19,054 19,530 20,018

a. Number of FTE 0 0 0 0 0 b. Total Salary 18,136 18,589 19,054 19,530 20,018 c. Total Benefits 0 0 0 0 0

4. Technical Support and Equipment 29,480 30,217 32,562 36,880 43,175

5. Library 0 0 0 0 0

6. New or Renovated Space 0 0 0 0 0 7. Other Expenses

35,675 55,001 57,257 59,594 62,016 TOTAL (Add 1 – 7)

$179,691 $202,617 $210,153 $219,816 $231,616

1 a-c. SU will hire a FTNTT site coordinator to oversee the BFA program. The faculty member’s salary and benefits includes a 2.5% pay increase each year. 2 a-c. In order to deliver the needed courses, a mix of adjunct and faculty overload has been included. 3 a-c. In addition, a part-time administrative assistant with a 2.5% pay increase is included under Support Staff. 4. An Instructional Assistant will be hired at USG to assist with the IVN technologies and proctoring exams. Students at SU main campus are also employed to oversee the IVN technology. 7. Funding for other expenses every year will be for office space, parking, telephone charges, postage, copies, student fees and travel.

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Appendix G: MSCHE Statement on Accreditation Status

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