academic affairs council - sdbor.edu...2024 for “medical and clinical laboratory technicians” of...

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DRAFT MOTION 20190626_5-A(7):

I move to authorize USD to offer a BS in Neuroscience with specializations in Cognitive

Neuroscience and Molecular and Cellular Neuroscience, as presented.

SOUTH DAKOTA BOARD OF REGENTS

Academic and Student Affairs

Consent

AGENDA ITEM: 5 – A (7)

DATE: June 26-27, 2019

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SUBJECT

New Program: USD BS in Neuroscience with specializations in Cognitive

Neuroscience and Molecular and Cellular Neuroscience

CONTROLLING STATUTE, RULE, OR POLICY

BOR Policy 2:23 – Program and Curriculum Approval

BACKGROUND / DISCUSSION

The University of South Dakota (USD) requests authorization to offer a Bachelor of

Science in Neuroscience with specializations in Cognitive Neuroscience and Molecular

and Cellular Neuroscience. This program would prepare students for a number of

professional pathways, including graduate study in behavior neuroscience, clinical

neuroscience, biomedical science, or clinical neuropsychology; professional study in

medicine, physical therapy, and law; careers in pharmaceutical and biomedical industries;

and careers in science writing and communication. Neuroscience is one of the largest

scientific fields in the US and is still growing. USD cites evidence of a clear need for

academic programs in neuroscience in the state and region, based on various Bureau of

Labor Statistics and South Dakota Department of Labor and Regulations reports and

estimates.

The program requires the creation of five new courses.

USD requests authorization to offer the major on campus.

IMPACT AND RECOMMENDATION

USD will not hire any additional faculty or staff for this program, but does anticipate some

extra costs based on new courses and the addition of new sections are necessitated by

increased enrollments. USD also budgeted for additional equipment, supply, and

maintenance costs to support laboratory needs associated with the program. USD

anticipates graduating ten (10) students per year after full implementation.

Board office staff recommends approval of the program.

ATTACHMENTS

Attachment I – New Program Request Form: USD – BS in Neuroscience

Attachment II – New Specialization Request Form: USD – Cognitive Neuroscience

Attachment III – New Specialization Request Form: USD – Molecular and Cellular

Neuroscience

https://www.sdbor.edu/policy/Documents/2-23.pdf

Program Forms: New Undergraduate Degree Program Form (Last Revised 05/2017)


ACADEMIC AFFAIRS FORMS

New Undergraduate Degree Program

UNIVERSITY: University of South Dakota

MAJOR: Neuroscience

EXISTING OR NEW MAJOR(S): New

DEGREE: Bachelor of Science

EXISTING OR NEW DEGREE(S): Existing

INTENDED DATE OF IMPLEMENTATION: Fall 2019

PROPOSED CIP CODE: 26.1501

SPECIALIZATIONS:1 Cognitive Neuroscience and Molecular

and Cellular Neuroscience

IS A SPECIALIZATION REQUIRED (Y/N): Yes

DATE OF INTENT TO PLAN APPROVAL: April 3, 2019

UNIVERSITY DEPARTMENT: Psychology

UNIVERSITY DIVISION: Arts & Sciences

University Approval To the Board of Regents and the Executive Director: I certify that I have read this proposal, that I believe

it to be accurate, and that it has been evaluated and approved as provided by university policy.

President of the University Date

1. What is the nature/purpose of the proposed program?

The University of South Dakota proposes a Bachelor of Science degree in neuroscience, which

will utilize current courses and faculty from the Departments of Psychology and Biology and the

Division of Basic Biomedical Sciences. The development of a neuroscience major/minor aligns

with existing strengths at USD. USD’s Center for Brain and Behavior Research (CBBRe) currently

includes over 60 faculty across five colleges and 17 departments. The Center has successfully

grown the neurobehavioral research enterprise at USD in terms of external funding to individual

and teams of faculty as well as equipment and research infrastructure both at the main campus and

at the Yankton and Sioux Falls clinical campuses. This will also provide opportunities for student-

driven research. Neurobehavioral research by USD undergraduates is already supported by a grant

from the NIH, the Summer Program for Undergraduate Research in Addiction (SPURA).

Neuroscience is one of the largest scientific fields in the US and is still growing. Membership in

the Society for Neuroscience currently exceeds 37,000 and there are also over 115,000 members

in the American Psychological Society. The state of South Dakota is conspicuous in not having a

formal neuroscience major at this time. Such majors exist not only at the large research universities

in the region (e.g., University of Nebraska-Lincoln, University of Iowa), but also at a number of

smaller public and private institutions, including Creighton, Drake, Grinnell, and the University of

Nebraska-Omaha. Developing an undergraduate neuroscience major was a strong

1 If the proposed new program includes specific specializations within it, complete and submit a New Specialization

Form for each proposed specialization and attach it to this form. Since specializations appear on transcripts, they

require Board of Regents approval.

ATTACHMENT I 2ATTACHMENT I 2


recommendation made by both the 2013 review of USD by the Berkeley Research Group and by

the CBBRe External Advisory Committee. Such a major would also have a positive impact on

existing graduate programs in Biology and Basic Biomedical Sciences where there are

neuroscience specializations, as well as in Psychology, Counseling and Psychology in Education,

Chemistry, and Biomedical Engineering. Finally, such a program would be unique within the

SDBOR system. From an efficiency standpoint, USD is well positioned to offer this program

without requiring additional resources, and the establishment of this program will enable initiatives

to seek further external funding for related programming and research.

2. How does the proposed program relate to the university’s mission and strategic plan, and

to the current Board of Regents Strategic Plan 2014-2020?2

The statutory mission of the University of South Dakota is provided in SDCL 13-57-1:

Designated as South Dakota’s liberal arts university, the University of South Dakota, established

and located at Vermillion, in Clay County, shall be under the control of the Board of

Regents and shall provide undergraduate and graduate programs of instruction in the liberal

arts and sciences and professional education in business, education, fine arts, law and

medicine, and other courses or programs as the Board of Regents may determine.

The mission is provided in BOR Policy 1:10:1, University of South Dakota Mission Statement:

The legislature established The University of South Dakota as the liberal arts university to meet

the needs of the State and region by providing undergraduate and graduate programs in the

liberal arts and sciences, and professional education in business, education, fine arts, law,

and medicine, and other courses or programs as the Board of Regents may determine.

(SDCL 13-57-1).

The Board implemented SDCL 13-57-1 by authorizing undergraduate and graduate programs in

the liberal arts and sciences and in professional education and by requiring the University to

promote excellence in teaching and learning, to support research, scholarly and creative activities,

and to provide service to the State of South Dakota, the region, and beyond. The University of

South Dakota is the comprehensive university within the South Dakota System of Higher

Education.

Both the statutory mission and Board of Regents mission statement for the University of South

Dakota designate the institution as the liberal arts university for the State of South Dakota and as

the location of the state’s only medical school. As such, USD is ideally suited to offer an

interdisciplinary program in neuroscience, which draws upon the disciplinary strengths of existing

academic expertise in Psychology, Biology, Basic Biomedical Sciences, and other programs, as

well as the research and laboratory opportunities afforded by the faculty in these programs.

3. Describe the workforce demand for graduates of the program, including national

demand and demand within South Dakota.

Floh Thiels, program director at the National Science Foundation and an adjunct associate

professor of neurobiology at the University of Pittsburgh School of Medicine, has proposed that

with the growth in neuroscience, the training of neuroscientists must adapt to changing demands

and needs. More than 50% of Neuroscience PhDs work outside of traditional academic settings,

and with this growth in demand comes a need for a multidisciplinary, team-based learning, broader

2 South Dakota statutes regarding university mission are located in SDCL 13-57 through 13-60; Board of Regents

policies regarding university mission are located in Board Policies 1:10:1 through 1:10:6. The Strategic Plan 2014-

2020 is available from https://www.sdbor.edu/the-board/agendaitems/Documents/2014/October/16_BOR1014.pdf.


https://www.sdbor.edu/the-board/agendaitems/Documents/2014/October/16_BOR1014.pdf


training, greater awareness of ethical research practices, and collaborative research opportunities.3

In addition to students choosing to pursue graduate study in neuroscience or related disciplines, an

increasing number of students with undergraduate degrees in neuroscience are in demand for

careers in industry, academic and public-sector laboratories, and positions requiring an

understanding of neuroscience. An undergraduate major in neuroscience at USD will help prepare

students not only for graduate study in the field, but also will provide them with the interpersonal,

critical-thinking skills required for a changing workplace.

At their 2017 meeting, the CBBRe external advisory committee stated as follows:

A neuroscience major for undergraduates deserves serious consideration. It not only

provides a mechanism for bringing together faculty with different research approaches, but

also can serve as a faculty recruitment tool and a boost to undergraduate enrollment. Many

universities across North America have successfully established an undergraduate

neuroscience major within the last 10 years, and CBBRe faculty members already offer

many of the courses needed to begin the process. A viable undergraduate major could also

help with graduate training by offering opportunities for teaching assistantships.

There is a clear need for an interdisciplinary program in neuroscience in the state and region, based

on the demand for graduate study, workforce need, and anticipated growth. The Bureau of Labor

Statistics reports that growth in the national job outlook for medical scientists for 2016-2026 will

be 13% (Faster than average) and that the median annual salary in 2017 was $82,090.4 The South

Dakota Department of Labor and Regulations estimates a projected growth in employment by

2024 for “Medical and Clinical Laboratory Technicians” of 12.7%, and for “Medical Scientists,

Except Epidemiologists” of 14%, both of which indicate strong demand for employees with

training in programs such as the proposed B.S. in interdisciplinary neuroscience.5

4. How will the proposed program benefit students?

As part of a broad-based, liberal arts curriculum, degrees in neuroscience will prepare students for

a number of professional pathways, including graduate study in behavioral neuroscience, clinical

neuroscience, biomedical sciences, or clinical neuropsychology; professional study in medicine,

physical therapy, and law; careers in the pharmaceutical and biomedical industries; and careers in

science writing and communication. By requiring students to choose either the cognitive

specialization or the molecular and cellular specializing, the program will ensure that students

focus on one of the two major subfields in neuroscience and tailor their undergraduate curriculum

to specific paths for careers and/or graduate study.

5. Program Proposal Rationale:

A. If a new degree is proposed, what is the rationale?

No new degree is proposed. The major will be offered within the existing Bachelor of

Science degree.

B. What is the rationale for the curriculum?

3 “Adjusting Neuroscience Training to Meet New Demands,” Society for Neuroscience, Webcast, n/d.

http://neuronline.sfn.org/Articles/Program-Development/2017/Adjusting-Neuroscience-Training-to-Meet-New-

Demands 4 “Medical Scientists,” Bureau of Labor Statistics, Occupational Outlook Handbook, “https://www.bls.gov/ooh/life-

physical-and-social-science/medical-scientists.htm 5 “Employment Projections by Occupation,” South Dakota Department of Labor & Regulation,

http://dlr.sd.gov/lmic/menu_projections_occupation.aspx


http://neuronline.sfn.org/Articles/Program-Development/2017/Adjusting-Neuroscience-Training-to-Meet-New-Demands

http://neuronline.sfn.org/Articles/Program-Development/2017/Adjusting-Neuroscience-Training-to-Meet-New-Demands

https://www.bls.gov/ooh/life-physical-and-social-science/medical-scientists.htm




A working group of faculty from Basic Biomedical Sciences, Biology, and Psychology

collaborated on the development of the curriculum, which was created after identifying

existing courses and research strengths at USD, consulting with colleagues at USD and at

other institutions, and researching programs at other institutions (including the University

of Montana, Creighton University, Drake University, Grinnell College, Macalester

College, the University of St. Thomas, Bowling Green State University, Colorado State

University, Central Michigan University, St. Louis University, the University of

Minnesota, the University of Iowa, the University of Nebraska-Lincoln and the University

of Nebraska-Omaha). The group also consulted several recent articles on undergraduate

education in neuroscience from the Journal of Undergraduate Neuroscience Education

(JUNE), including the following:

Kerchner, M., Hardwick, J.C., & Thornton, J.E. (2012). Identifying and using

“core competencies” to help design and assess undergraduate neuroscience

curricula. Journal of Undergraduate Neuroscience Education, 11(1), A27-A37.

Pinard-Welyczko, K.M., Garrison, A.C.S., Ramos, R.L., & Carter, B.S. (2017).

Characterizing the undergraduate neuroscience major in the U.S.: an

examination of course requirements and institution-program associations.

Journal of Undergraduate Neuroscience Education, 16(1):A60-A67.

Wiertelak, E.P. & Julio J. Ramirez, J.J. (2008).Undergraduate neuroscience

education: blueprints for the 21st century. Journal of Undergraduate

Neuroscience Education, 6(2):A34-A39

Based on extensive research and consultation, and the development of core competencies

specific to this program, this proposal draws upon existing courses and research

opportunities available at USD, as well as several new courses, to meet the learning

outcomes associated with the core competencies identified below.

C. Demonstrate/provide evidence that the curriculum is consistent with current national

standards.

According to Pinard-Welyczko, Garrison, Ramos, and Carter (cited above), “the average

undergraduate neuroscience major requires 3 chemistry, 3 biology, 3 laboratory, 2-3

neuroscience, 1 physics, 1 math, and 2 psychology courses, suggesting that most

neuroscience programs emphasize the natural sciences over the social sciences”6. At the

same time, programs offered at research universities, such as those at Colorado State

University, the University of Montana, and Ohio State University, offer specializations that

allow students to focus more closely on specific disciplinary topics within the larger field.

The University of Montana, which is an institution similar in size and mission to USD,

offers two specializations similar to this proposal. The working group that developed this

curriculum consulted these and other programs, both in the region and nationwide, as well

as information provided by the Society for Neuroscience (SFN) to help determine current

national standards for undergraduate curricula in neuroscience.

6 Pinard-Welyczko, Garrison, Ramos, and Carter A60.



D. Summary of the degree program (complete the following tables):

Neuroscience

Credit Hours Credit Hours Percent

System General Education Requirements 30

Subtotal, Degree Requirements 30 25%

Required Support Courses (not included above) 28-29 (-9)* 17%

Major Requirements 23-24 19%

Major Electives 9 8%

Subtotal, Program Requirements 51-53 44%

Free Electives 39-41 31%

Degree Total7 120 100%

* 9 credits of required support coursework applies toward System General Education requirements.

Required Support Courses Outside the Major

(Not general education or institutional graduation requirements)

Prefix Number Course Title

(add or delete rows as needed)

Credit

Hours

New

(yes, no)

PSYC 101 General Psychology 3 No

BIOL 151 General Biology I 4 No

BIOL 151L General Biology I Laboratory 0 No

BIOL 153 General Biology II 4 No

BIOL 153L General Biology II Laboratory 0 No

BIOL 280 Inquiry and Analysis in Biology 1 No

BIOL 280L Inquiry and Analysis in Biology Laboratory 1 No

One of the following:

BIOL 420 Introduction to Biostatistics & Computational

Biology

3 No

BIOL 420L Introduction to Biostatistics & Computational

Biology Laboratory

0 No

OR

PSYC 371 Statistics in Psychological Research 3 No

One of the following sequences:

CHEM 112 General Chemistry I 3 No

CHEM 112L General Chemistry I Laboratory 1 No

CHEM 114 General Chemistry II 3 No

CHEM 114L General Chemistry II Laboratory 1 No

OR


CHEM 112L General Chemistry I Laboratory 1 No 7 Board Policy 2:29 requires each baccalaureate level degree program to require 120 credit hours and each associate

degree program to require 60 credit hours. Exceptions to this policy require documentation that programs must

comply with specific standards established by external accreditation, licensure, or regulatory bodies or for other

compelling reasons and must receive approval by the Executive Director in consultation the President of the Board

of Regents.



CHEM 116 Honors Principles of Chemistry 3 No

CHEM 116L Honors Principles of Chemistry Laboratory 1 No


PHYS 111 Introduction to Physics I 3 No

PHYS 111L Introduction to Physics I Laboratory 1 No

OR

PHYS 211 University Physics I 4 No

PHYS 211L University Physics I Laboratory 1 No

Subtotal 28-29

Note: The above supporting coursework will complete the Interdisciplinary Science Minor

or may be applied toward another minor or second major.

Major Requirements



Credit

Hours

New

(yes, no)

BIOL/PSYC 150 Exploring Neuroscience 3 Yes

PSYC 301 Sensation and Perception 3 No

PSYC 301L Sensation and Perception Laboratory 1 No

BIOL 430 Neurobiology 3 No

NSCI 400 Seminar 1 Yes

NSCI 489 Neurobehavioral Research Techniques 3 Yes

Subtotal 14

In addition, students must choose one of the following specializations.

Additional Requirements for the Cognitive Specialization



Credit

Hours

New

(yes, no)

PSYC 302 Principles of Learning and Memory 3 No

PSYC 302L Principles of Learning and Memory

Laboratory

1 No

PSYC 406 Cognitive Psychology 3 No

PSYC 413 Evolutionary Psychology 3 No

Subtotal 10

Additional Requirements for the Molecular and Cellular Specialization



Credit

Hours

New

(yes, no)

BIOL 426 Endocrinology 3 No

BIOL 432 Behavioral Neuroscience 3 No

BIOL 445 Cellular Neuroscience 3 Yes

Subtotal 9



Major Electives:

Choose 9 credits from among the following courses:

Prefix Num

ber

Course Title


Credit

Hours

New

(yes, no)

BIOL 402/L Animal Behavior 3 No

BIOL 426 Endocrinology* 3 No

BIOL 432 Behavioral Neuroscience* 3 No

BIOL 441 Histology 3 No

BIOL 443 Cell Biology 3 No

BIOL 445 Cellular Neuroscience* 3 Yes

CHEM 310/L Fundamental Organic Chemistry 4/1 No

CHEM 326/L Organic Chemistry I with Laboratory 4/1 No

CHEM 330 Structure and Function of Biomolecules 3 No

DCOM 221 Introduction to Audiology 3 No

DCOM 224 Speech Science 3 No

PSYC 302 Principles of Learning and Memory* 3 No


Laboratory*

1 No

PSYC 406 Cognitive Psychology* 3 No

PSYC 408 Psycholinguistics 3 No

PSYC 411 Physiological Psychology 3 No

PSYC 413 Evolutionary Psychology* 3 No

PSYC 423 Research in Aging 3 No

PSYC 433 Psychology of Human Performance 3 No

PSYC 438 Psychoacoustics 3 No

Subtotal 9

* Course may be taken as an elective if not completed for the specialization.

6. Student Outcomes and Demonstration of Individual Achievement

A. What specific knowledge and competencies, including technology competencies, will

all students demonstrate before graduation? The knowledge and competencies should

be specific to the program and not routinely expected of all university graduates. Complete

Appendix A – Outcomes using the system form. Outcomes discussed below should be

the same as those in Appendix A. The knowledge and competencies specific to the program

must relate to the proposed assessments in B and C below.

Based on the comprehensive review of existing neuroscience programs and on surveys of faculty

in the field, as identified in Kercher et al. (2012), students will demonstrate the following

discipline-specific core competencies related to interdisciplinary study of neuroscience:

• Understanding the cellular and molecular function of neurons.

• Understanding of basic neuroanatomy.

• Understanding of behavior and cognition, as they relate to neuroscience.

• Understanding of sensory and motor systems, as they relate to neuroscience.

• Understanding the development and plasticity of the nervous system.



In addition, the neuroscience major will require students to meet specific learning outcomes

associated with the following cross-curricular skills, as required by the South Dakota Board of

Regents:

• Inquiry and Analysis

• Critical and Creative Thinking

• Information Literacy

• Problem Solving

• Integrative Learning

B. Are national instruments (i.e., examinations) available to measure individual student

achievement in this field? If so, list them.

N/A

C. How will individual students demonstrate mastery? Describe the specific

examinations and/or processes used, including any external measures.8 What are the

consequences for students who do not demonstrate mastery?

Students will demonstrate mastery through successful completion of the curriculum. Student

learning will be assessed through both direct and indirect measures at every level of the curriculum.

The capstone course will require student to demonstrate master of the core competencies assessed

throughout the curriculum.

7. What instructional approaches and technologies will instructors use to teach courses in

the program? This refers to the instructional technologies and approaches used to teach

courses and NOT the technology applications and approaches expected of students.

Laboratory experience and research projects will be closely integrated with lectures, seminars, and

discussion-based coursework. Teamwork, problem-solving, and written and oral presentations are

central components of the curriculum.

8. Did the University engage any developmental consultants to assist with the development

of the curriculum?9 Did the University consult any professional or accrediting

associations during the development of the curriculum? What were the contributions of

the consultants and associations to the development of curriculum?

No, the university did not engage consultants for the development of the curriculum, although

input on the development of the program involved the 2013 review of USD by the Berkeley

Research Group and consultation with the CBBRe External Advisory Committee. The curriculum

was designed by a working group of faculty from the departments of Basic Biomedical Sciences,

Biology, and Psychology in collaboration with the Office of the Dean of the College of Arts &

Sciences.

9. Are students enrolling in the program expected to be new to the university or redirected

from other existing programs at the university? Complete the table below and explain

the methodology used in developing the estimates (replace “XX” in the table with the

appropriate year).

8 What national examination, externally evaluated portfolio or student activity, etc., will verify that individuals have

attained a high level of competence and identify those who need additional work? 9 Developmental consultants are experts in the discipline hired by the university to assist with the development of a

new program (content, courses, experiences, etc.). Universities are encouraged to discuss the selection of

developmental consultants with Board staff.



Although some students may be redirected from existing majors, particularly Biology, Medical

Biology, and Psychology, the majority of students are expected to be new to the university. Given

the options that are available nationwide and in neighboring states, we expect a significant number

of students to enroll who would not otherwise consider USD or another SDBOR institution.

Providing an interdisciplinary neuroscience option will help retain South Dakota high school

graduates and will offer a strong recruiting tool for talented students from across the nation and

the world. The courses included in this program currently have the capacity for additional students,

and substantial growth of this program would provide resources for growth, if needed.

The enrollment for the major is estimated at 8 in the first year, divided between existing USD

students and incoming first-year students. With addition of 20 students per year, once USD’s

Admissions Office is able to fully promote this program to potential incoming students, we

anticipate the annual number of graduates to reach at least 10 per year after four years. This

conservative estimate is based on recent enrollments in several representative courses, including

BIOL 430 Neurobiology, BIOL 432 Behavioral Neuroscience, and PSYC 301 Sensation and

Perception, substantial attention to the growing discipline, and the success of similar programs at

other institutions. For example, the neuroscience program at the University of Montana (a

university close in size to USD), was launched in the 2015-16 academic year and now includes

approximately 80 majors, and, Dr. Sarah Certel of Montana’s Center for Structural and Functional

Neuroscience expects their major to include over 100 students by spring 2019. Likewise, the

University of Iowa, with a first-year enrollment approximately 4 times larger than USD, enrolled

72 students in the first year of their Neuroscience major, which further aligns with our anticipated

first-year enrollment. Colleagues at other research universities have confirmed the demand for

undergraduate neuroscience programs. Dr. Jeff Edwards, Associate Director of the Neuroscience

Center at Brigham Young University, stated that “BYU has approximately 500 Neuroscience

majors. The major attracts high quality students and has definitely been a benefit for our graduate

programs since some of those neuroscience majors matriculate to our graduate neuroscience-

related departments.” Dr. Catherine S. Woolley, William Deering Chair in Biological Sciences

and Professor of Neurobiology and Neurology at Northwestern University likewise indicated,

“The Neuroscience major at Northwestern has been phenomenally popular. The program began in

Sept 2015 and we will graduate ~117 students in June 2019. We currently have 359 declared

Neuroscience majors, which makes Neuroscience the 4th or 5th largest major in the Weinberg

College of Arts & Sciences.” In this context, the projected number of majors for this program is

extremely conservative, and USD anticipates long-term demand for the program to exceed

expectations for the first few years. USD’s Center for Brain and Behavior Research and the

departments of Biology and Psychology are prepared to advertise and recruit for the program, both

on-campus and at regional events including those sponsored by Sanford Research and the

Washington Pavilion.

Fiscal Years*

1st 2nd 3rd 4th

Estimates FY 20 FY 21 FY 22 FY 23

Students new to the university 3 15 15 15

Students from other university programs 5 5 5 5

Continuing students 6 20 30

=Total students in the program (fall) 8 26 40 50

Program credit hours (major courses)** 120 390 600 750

Graduates 0 2 5 10



*Do not include current fiscal year.

**This is the total number of credit hours generated by students in the program in the required or elective program

courses. Use the same numbers in Appendix B – Budget.

10. Is program accreditation available? If so, identify the accrediting organization and

explain whether accreditation is required or optional, the resources required, and the

University’s plans concerning the accreditation of this program.

There is currently no central accreditation organization for undergraduate programs in

neuroscience.

11. Does the University request any exceptions to any Board policy for this program? Explain

any requests for exceptions to Board Policy. If not requesting any exceptions, enter “None.”

None.

12. Delivery Location10

A. Complete the following charts to indicate if the university seeks authorization to

deliver the entire program on campus, at any off campus location (e.g., UC Sioux

Falls, Capital University Center, Black Hills State University-Rapid City, etc.) or

deliver the entire program through distance technology (e.g., as an online program)?

Yes/No Intended Start Date

On campus Yes Fall 2019

Yes/No If Yes, list location(s) Intended Start Date

Off campus No

Yes/No If Yes, identify delivery

methods11

Intended Start Date

Distance Delivery

(online/other distance

delivery methods)

No

B. Complete the following chart to indicate if the university seeks authorization to

deliver more than 50% but less than 100% of the certificate through distance learning

(e.g., as an online program)? 12

Yes/No If Yes, identify delivery methods Intended Start Date

Distance Delivery


delivery methods)

No

13. Cost, Budget, and Resources: Explain the amount and source(s) of any one-time and

continuing investments in personnel, professional development, release time, time

redirected from other assignments, instructional technology & software, other operations

10 The accreditation requirements of the Higher Learning Commission (HLC) require Board approval for a

university to offer programs off-campus and through distance delivery. 11 Delivery methods are defined in AAC Guideline 5.5. 12 This question responds to HLC definitions for distance delivery.


https://www.sdbor.edu/administrative-offices/academics/academic-affairs-guidelines/Documents/5_Guidelines/5_5_Guideline.pdf


and maintenance, facilities, etc., needed to implement the proposed major. Address off-

campus or distance delivery separately. Complete Appendix B – Budget and briefly

summarize to support Board staff analysis.

No additional faculty or staff are required for this program. Current faculty and staff have the

expertise and qualifications, as well as the workload capacity, required to develop and teach all

required coursework. Moreover, all existing courses in the program currently have sufficient

capacity for additional students. The attached budget includes estimated teaching costs associated

with new courses in the program, as well additional sections in required, elective, and supporting

coursework that may be necessitated by increased enrollment. The FY19 salaries of six faculty

members in the departments of Basic Biomedical Sciences, Psychology, and Biology who will

regularly teach new courses and sections associated with this program were averaged. Some

additional equipment, supply, and maintenance costs are also included to support laboratory needs

associated with the program. As enrollment increases, additional faculty and materials may be

required, but it is anticipated that tuition revenue would support any such needs.

14. Is the university requesting or intending to request permission for a new fee or to attach

an existing fee to the program (place an “X” in the appropriate box)? If yes, explain.

☐ ☒

Yes No

Explanation (if applicable):

15. New Course Approval: New courses required to implement the new undergraduate

degree program may receive approval in conjunction with program approval or receive

approval separately. Please check the appropriate statement:

☒ YES,

the university is seeking approval of new courses related to the proposed program in

conjunction with program approval. All New Course Request forms are included as

Appendix C and match those described in section 5D.

☐ NO,

the university is not seeking approval of all new courses related to the proposed

program in conjunction with program approval; the institution will submit new

course approval requests separately or at a later date in accordance with Academic

Affairs Guidelines.



A

TTAC

HM

ENT I 13

Program Forms: New Specialization Form (Last Revised 05/2017)



New Specialization


TITLE OF PROPOSED SPECIALIZATION: Cognitive Neuroscience

NAME OF DEGREE PROGRAM IN WHICH

SPECIALIZATION IS OFFERED:

B.S., Neuroscience

INTENDED DATE OF IMPLEMENTATION: 8/26/2019






Elizabeth M. Freeburg 4/1/19

Institutional Approval Signature

President or Chief Academic Officer of the University

Date

1. Level of the Specialization:

Baccalaureate ☒ Master’s ☐ Doctoral ☐

2. What is the nature/purpose of the proposed specialization?

The University of South Dakota is proposing a Bachelor of Science degree in neuroscience

interdisciplinary program which will utilize current courses and faculty from the Departments of

Psychology and Biology and the Division of Basic Biomedical Sciences. The development of a

neuroscience major/minor aligns with existing strengths at USD. USD’s Center for Brain and

Behavior Research (CBBRe) currently includes over 60 faculty across five colleges and 17

departments. The Center has successfully grown the neurobehavioral research enterprise at USD

in terms of external funding to individual and teams of faculty as well as equipment and research

infrastructure both at the main campus and at the Yankton and Sioux Falls clinical campuses.

This will also provide opportunities for student-driven research. Neurobehavioral research by

USD undergraduates is already supported by a grant from the NIH, the Summer Program for

Undergraduate Research in Addiction (SPURA).

Cognitive neuroscience involves significant connection with cognitive psychology, and focuses

on the neural bases of mental processes and behaviors. Providing a specialization in this area will

allow students with a particular interest in cognitive neuroscience to focus on specific

coursework in preparation for graduate study or careers in this area.

ATTACHMENT II 18


3. Provide a justification for the specialization, including the potential benefits to students

and potential workforce demand for those who graduate with the credential.1

There is a clear need for neuroscience training in the state and region, based on the demand for

graduate study, workforce need, and anticipated growth. The Bureau of Labor Statistics reports

that growth in the national job outlook for medical scientists for 2016-2026 will be 13% (Faster

than average) and that the median annual salary in 2017 was $82,090.2 The South Dakota

Department of Labor and Regulations estimates a projected growth in employment by 2024 for

Medical and Clinical Laboratory Technicians of 12.7%, and of Medical Scientists, Except

Epidemiologists of 14%, both of which indicate strong demand for employees with training in

programs such as the proposed B.S. in interdisciplinary neuroscience.3 Moreover, the ability to

pursue a specialization in cognitive neuroscience will allow students to pursue more specific

career and educational opportunities related to their academic interests and strengths.

4. List the proposed curriculum for the specialization (including the requirements for

completing the major – highlight courses in the specialization):





Credit

Hours

New

(yes, no)










Biology

3 No


Biology Laboratory

0 No

OR







OR

1 For workforce related information, please provide data and examples; data sources may include but are not limited

to the South Dakota Department of Labor, the US Bureau of Labor Statistics, Regental system dashboards, etc. 2 “Medical Scientists,” Bureau of Labor Statistics, Occupational Outlook Handbook, “https://www.bls.gov/ooh/life-



ATTACHMENT II 19












OR



Subtotal 28-29



Major Requirements

Prefix Number Course Title Credit

Hours

New

(yes, no)







Subtotal 14

Additional Requirements for the Cognitive Specialization

Prefix Number Course Title Credit

Hours

New

(yes, no)



Laboratory

1 No



Subtotal 10

Major Electives:


Prefix Num

ber

Course Title Credit

Hours

New

(yes, no)


BIOL 425 Cellular Physiology 3 No







ATTACHMENT II 20











Subtotal 9

Total number of hours required for completion of specialization 19

Total number of hours required for completion of major 42-43

Total number of hours required for completion of degree 120


A. Complete the following charts to indicate if the university seeks authorization to deliver

the entire program on campus, at any off campus location (e.g., UC Sioux Falls, Capital

University Center, Black Hills State University-Rapid City, etc.) or deliver the entire

program through distance technology (e.g., as an on-line program)?




Off campus No

Yes/No If Yes, identify delivery methods5 Intended Start Date

Distance Delivery


delivery methods)

No

B. Complete the following chart to indicate if the university seeks authorization to deliver

more than 50% but less than 100% of the certificate through distance learning (e.g., as an

on-line program)? 6


Distance Delivery


delivery methods)

No

4 The Higher Learning Commission (HLC) and Board of Regents policy requires approval for a university to offer

programs off-campus and through distance delivery. 5 Delivery methods are defined in AAC Guideline 5.5. 6 This question responds to HLC definitions for distance delivery.

ATTACHMENT II 21





New Specialization


TITLE OF PROPOSED SPECIALIZATION: Molecular and Cellular

Neuroscience

NAME OF DEGREE PROGRAM IN WHICH

SPECIALIZATION IS OFFERED:

B.S., Neuroscience

INTENDED DATE OF IMPLEMENTATION: 8/26/2019






Elizabeth M. Freeburg 4/1/19

Institutional Approval Signature

President or Chief Academic Officer of the University

Date

1. Level of the Specialization:

Baccalaureate ☒ Master’s ☐ Doctoral ☐

2. What is the nature/purpose of the proposed specialization?

The University of South Dakota is proposing a Bachelor of Science degree in neuroscience

interdisciplinary program which will utilize current courses and faculty from the Departments of

Psychology and Biology and the Division of Basic Biomedical Sciences. The development of a

neuroscience major/minor aligns with existing strengths at USD. USD’s Center for Brain and

Behavior Research (CBBRe) currently includes over 60 faculty across five colleges and 17

departments. The Center has successfully grown the neurobehavioral research enterprise at USD

in terms of external funding to individual and teams of faculty as well as equipment and research

infrastructure both at the main campus and at the Yankton and Sioux Falls clinical campuses.

This will also provide opportunities for student-driven research. Neurobehavioral research by

USD undergraduates is already supported by a grant from the NIH, the Summer Program for

Undergraduate Research in Addiction (SPURA).

Molecular and cellular neuroscience involves significant connection with biology and

physiology, and focuses on the mechanisms that control construction and maintenance of

molecular and cellular circuits. Providing a specialization in this area will allow students with a

particular interest in molecular and cellular neuroscience to focus on specific coursework in

preparation for graduate study or careers in this area.

ATTACHMENT III 22


3. Provide a justification for the specialization, including the potential benefits to students

and potential workforce demand for those who graduate with the credential.1

There is a clear need for neuroscience training in the state and region, based on the demand for

graduate study, workforce need, and anticipated growth. The Bureau of Labor Statistics reports

that growth in the national job outlook for medical scientists for 2016-2026 will be 13% (Faster

than average) and that the median annual salary in 2017 was $82,090.2 The South Dakota

Department of Labor and Regulations estimates a projected growth in employment by 2024 for

Medical and Clinical Laboratory Technicians of 12.7%, and of Medical Scientists, Except

Epidemiologists of 14%, both of which indicate strong demand for employees with training in

programs such as the proposed B.S. in interdisciplinary neuroscience.3 Moreover, the ability to

pursue a specialization in molecular and cellular neuroscience will allow students to pursue more

specific career and educational opportunities related to their academic interests and strengths.

4. List the proposed curriculum for the specialization (including the requirements for

completing the major – highlight courses in the specialization):




Credit

Hours

New

(yes, no)










Biology

3 No


Biology Laboratory

0 No

OR







OR

1 For workforce related information, please provide data and examples; data sources may include but are not limited

to the South Dakota Department of Labor, the US Bureau of Labor Statistics, Regental system dashboards, etc. 2 “Medical Scientists,” Bureau of Labor Statistics, Occupational Outlook Handbook, “https://www.bls.gov/ooh/life-



ATTACHMENT III 23












OR



Subtotal 28-29



Major Requirements



Credit

Hours

New

(yes, no)







Subtotal 14

Additional Requirements for the Molecular and Cellular Specialization



Credit

Hours

New

(yes, no)




Subtotal 9

Major Electives:


Prefix Num

ber

Course Title


Credit

Hours

New

(yes, no)


BIOL 425 Cellular Physiology 3 No








ATTACHMENT III 24




PSYC 302L Principles of Learning and Memory Laboratory 1 No







Subtotal 9

Total number of hours required for completion of specialization 18

Total number of hours required for completion of major 42-43

Total number of hours required for completion of degree 120


A. Complete the following charts to indicate if the university seeks authorization to deliver

the entire program on campus, at any off campus location (e.g., UC Sioux Falls, Capital

University Center, Black Hills State University-Rapid City, etc.) or deliver the entire

program through distance technology (e.g., as an on-line program)?




Off campus No

Yes/No If Yes, identify delivery methods5 Intended Start Date

Distance Delivery


delivery methods)

No

B. Complete the following chart to indicate if the university seeks authorization to deliver

more than 50% but less than 100% of the certificate through distance learning (e.g., as an

on-line program)? 6


Distance Delivery


delivery methods)

No

4 The Higher Learning Commission (HLC) and Board of Regents policy requires approval for a university to offer

programs off-campus and through distance delivery. 5 Delivery methods are defined in AAC Guideline 5.5. 6 This question responds to HLC definitions for distance delivery.

ATTACHMENT III 25
