Mexican American and Raza Studies PhD proposal 3-22-10

1 The University of Arizona ARIZONA UNIVERSITY SYSTEM CHIEF ACADEMIC OFFICERS GUIDELINES FOR REQUESTS FOR IMPLEMENTATION AUTHORIZATION FOR NEW ACADEMIC DEGREE PROGRAM - UNIQUE SIGNATURE COVER PAGE Initiating college, department, or committee: Department of Mexican American and Raza Studies, College of Social and Behavioral Sciences Ph.D in Mexican American and Raza Studies Title of this proposal: Antonio L Estrada, MSPH, Ph.D Unit Administrator: (name and title) _ Signature: Date: College Dean: (Signature) Date: I PROGRAM NAME AND DESCRIPTION AND CIP CODE A DEGREE(S), DEPARTMENT AND COLLEGE AND CIP CODE Ph.D., Department of Mexican American and Raza Studies, College of Social and Behavioral Sciences The CIP Code for Mexican American Studies at the University of Arizona is 05.0203: Hispanic-American, Puerto Rican, and Mexican-American/Chicano Studies The official definition reads: “A program that focuses on the history, sociology, politics, culture, and economics of one or more of the Hispanic American immigrant populations within the U.S and Canada, including Mexican-American Studies, Cuban American Studies, Puerto Rican Studies, and others.” B PURPOSE AND NATURE OF PROGRAM Program Description: The Ph.D program in Mexican American and Raza Studies (MA&RS) provides an interdisciplinary approach to the study of Mexican American and Raza life and culture It responds to, and builds upon, the critical inquiry of established disciplines, as well as the innovative knowledge that has emerged from cultural, gender, ethnic, sexuality, Indigenous, hemispheric and global studies Central to our approach is the rationale that the intersecting complexity of cultures, gender, race, bio-region, economic class, sexuality, and nationality organize identities, complex socio-political relations, and cultural objects that requires an interdisciplinary approach that is inherent to this field Our program offers interdisciplinary breadth and depth and encourages collaborative relationships with communities outside the academy As such, our program provides a unique alternative to established forms of intellectual inquiry and encourages originality and flexibility while engaging with community We encourage the creative and rigorous interweaving of methods, theories, and approaches in order to provide a unique integration of established forms of intellectual inquiry Ph.D training fosters the integration of knowledge through the crossing of disciplinary boundaries in the study of Chicanas/os All the Mexican American and Raza Studies faculty embrace the intellectual aims of interdisciplinarity in which we interweave our focal areas: Critical Education, Health/Wellness, Migration and U.S./Mexico Border, History and Culture, and Indigenous Knowledge Doctoral investigations will creatively interweave perspectives and approaches at the interfaces of these focal areas Graduate training in the program empowers students to challenge established research paradigms and to further the struggle toward social justice by linking theory with practice, scholarship with teaching and the academy with the community C PROGRAM REQUIREMENTS List the program requirements, including minimum number of credit hours, required courses, and any special requirements, including theses, internships, etc A minimum of 66 units are required for completion of the Ph.D in Mexican American and Raza Studies, all required units of credit must be at the 500-level or above at The University of Arizona Minimum of: 39 units of course work in the major subject: 18 units (6 courses) in Core classes units (1 course) in the Research methods requirements 18 units (6 courses) within the chosen Doctoral Plan of Study from list provided units (minimum) in the minor subject 18 units (minimum) of dissertation Required Core Classes: 18 units MAS 509: Mexican Immigration MAS 575a: The Education of Latinas/Latinos MAS 6XX: Mexican American Historical Perspectives MAS 5XX: Chicana/o Indigeneity MAS 525: Topics in Latina/o Health MAS 589: Interdisciplinary Scholarship Research Methods: units units of Qualitative or Quantitative Research Methods Courses MAS 580a: Research Methods with Latina/o’s MAS 6XXA: Advanced Topics in Qualitative Research Methods A Elective Courses: Select 18 Units within the chosen doctoral plan of study, from the list provided or with doctoral approval (at least courses in MA&RS) Students need to work closely with their Major Advisor and Faculty Committee to create a Doctoral Plan of Study These classes represent Critical Education, Health/Wellness, Migration and U.S./Mexico Border, History and Culture, and Indigenous Knowledge MAS 508: The Mexican American: A Culture Pespective MAS 535: Mexican Traditional Medicine MAS 560: Chicana/o Historiography: Chicana/o Thought MAS 565: Critical Race Theories for Policy and Practice MAS 566: Decolonial Chicana Theory MAS 570: The Feminization of Migration: Global Perspectives MAS 585: Mexicana/Chicana Women’s History MAS 587: Chicana Gender Perspectives MAS 6XX Special topics in Mexican American Studies (repeatable up to units) MAS 6XXB: Advanced Topics in Qualitative Research Methods B Minor: Students may obtain a minor within Mexican American and Raza Studies or in another discipline as approved and proposed by the Major Advisor and Faculty Committee The student must fulfill all requirements established for a minor in that discipline, typically 12 units Other Mexican American and Raza Studies requirements for the Ph.D include: M.S or M.A degree Pre-candidacy meeting, during which the faculty committee appointed by the Chair of Mexican American and Raza Studies, considers the suitability for continuation in the Ph.D program Written and oral comprehensive examinations covering the major and minor areas of study Foreign Language Requirement Dissertation D CURRENT COURSES AND EXISTING PROGRAMS List current course and existing university programs which will give strengths to the proposed program The Department of Mexican American and Raza Studies currently offers a B.A and M.S degrees in Mexican American Studies The Department is now requesting authority to implement a doctoral program Current MAS Graduate Level Courses: MAS 508: The Mexican American: A Cultural Perspective MAS 509: Mexican Immigration MAS 525: Topics in Latino Health MAS 535: Mexican Traditional Medicine MAS 560: Chicano Historical Thought MAS 565: Critical Race Theories for Policy and Practice MAS 570: The Feminization of Migration: Global Perspectives MAS 575a: The Education of Latinas/Latinos MAS 580a: Advanced Research Methods with Latinos MAS 585: Mexicana/Chicana Women’s History MAS 587: Chicana Gender Perspectives MAS 589: Interdisciplinary Scholarship: Conducting Literature Reviews MAS 595a: MAS Graduate Colloquium The Department of Mexican American and Raza Studies has over twenty affiliated faculty members whose appointments in their respective departments and colleges strengthen the proposed Ph.D program These affiliated faculty are from the departments of History, Sociology, Anthropology, Communications, Latin American Studies, Spanish and Portuguese, Women’s Studies, Teaching and Teacher Education, Public Health Policy and Management, Epidemiology, Psychology, Family and Consumer Sciences, Family and Community Medicine, Obstetrics and Gynecology and Law E NEW COURSES NEEDED List any new courses which must be added to initiate the program; include a catalog description for each of these courses Existing courses have been redesigned to fit the Ph.D program MAS 5XX: Chciicana/o Indigeneity In this interdisciplinary seminar we will examine the Indigenous presence within Chicana/o Mexicana/o communities and within academic discourses This course is “sin fronteras” (without national borders) as it follows the hemispheric Indigenous reclamation and reindianization movements of the last half-century The course focuses in part upon the Chicano Movement and subsequent Mexican American retribalization movements embedded in relations of gender, class, race, bio-region, culture, economics, and sexuality We will examine various socio-cultural movements such as danza Azteca, the Calpulli system, re-tribalization movements, land reclamation, and varied print, cultural, and performative expressions of Indigenous consciousness and decolonization MAS 6XX: Mexican American Historical Perspectives Primarily a readings course designed to expose students to the latest works in Mexican American/Raza Historical Studies Instruction will be based on collaborative learning methods and a major research projects will be required of course registrants The readings in this course will analyze a variety of readings, including autobiographical memoirs to explore the histories that have shaped individual and collective identities, territorial sovereignty, cultural and gender transgressions 5 MAS 6XXA: Advanced Topics in Qualitative Research Methods A Targeted for advanced graduate students in Mexican American Studies (MAS), this seminar course focuses on theories about and approaches to qualitative methods for applied research Central to the course are critical methodologies that draw upon critical race theory, Latina/o critical race theory (LatCrit), and indigenous ways of knowing The course examines several paradigms (e.g., positivism, postmodernism, poststructuralism, and post-positive realism) with which to analyze different methodologies and approaches As the course aims to provide a well-rounded perspective, students who complete the course will be well versed in traditional/classical ways of viewing qualitative methods, as well as in alternative views and critiques of qualitative methods While the instructor will specifically cover the subject matter as it applies to educational and literacy research, the course will be useful for students interested in oral history, public health, cultural studies, and indigenous scholarship The course has a laboratory component where students will learn about methods of data collection and analysis, as well as use software tools with which to store, code, and index data Below is a full description of the lab Here I focus on describing the seminar course on mostly theory of qualitative methods MAS 6XXB: Advanced Topics in Qualitative Research Methods B Targeted for advanced graduate students in Mexican American Studies (MAS) and non-MAS students in similar standing, this is the complimentary hands-on course for the theory course Qualitative Methods for Applied Research and Inquiry A Students will be guided as they use methods of data collection and analysis Qualitative methods of data collection include semi-formal interviews and participant observation Qualitative methods of data analysis include critical discourse analysis (CDA) and constant comparison In this complimentary course, students will use software tools that store, code, and index data The software tools include NVivo, Randforce, Hyper-Research, and Transana This complimentary course (3 units) also consists of extensive writing sessions in the form of Writer’s Workshop and reading of related books, articles, and chapters In contrast to the mostly abstract readings for the theory course, the readings for this course provide practical guidance for and examples of qualitative methods in practice This course will make use of the SBSRI lab, an OSCR lab, and a library computing lab MAS 6XX Special Topics in Mexican American Studies An explanation of topics in Mexican American Studies, to be announced each semester Repeatable up to units F REQUIREMENTS FOR ACCREDITATION Describe the requirements for accreditation if the program will seek to become accredited Assess the eligibility of the proposed program for accreditation Not Applicable II STUDENT AND PROGRAM LEARNING OUTCOMES AND ASSESSMENT A What are the intended student outcomes, describing what students should know, understand, and/or be able to at the conclusion of this program of study? o Students will learn how to conduct original research and produce new knowledge about Mexican Americans o Research and knowledge produced through interdisciplinary theories and methods will help students to understand how to address the needs and interests of Mexican American communities through complex intellectual strategies and techniques o Students will comprehend various social and cultural theories that explain the factors influencing the experiences of Mexican Americans 6 B o Students will contextualize the experience of Mexican Americans through the hemispheric perspective of the Americas o Students will be exposed to a variety of community and social justice learning experiences o Through their research agenda, students will cultivate cooperative, intellectual, and political relationships with university, government, and community leaders o Students will gain the academic, intellectual and advocacy skills to be employed in positions at universities, colleges, government, NGO's, non-profit organizations and private industries Provide a plan for assessing intended student outcomes The primary student outcomes assessments in MA&RS are the (1) entry and exit survey, (2) annual performance reviews, and (3) the professional portfolio The aim of the student assessment is in part to provide feedback to the student on a regular basis through annual performance reviews and to facilitate professional development through the creation of a professional portfolio The professional portfolio will be another opportunity for the major advisor and faculty committee members to review and provide feedback to the student that will best prepare them for better civic participation The entry and exit survey include both quantitative questions with Likert type response items and qualitative open-ended questions The entry survey will serve to inform the department about the incoming students’ previous experience and their expectations of the Ph.D program Students will complete the entry survey at the Mexican American and Raza Studies graduate orientation The exit survey will be completed after graduation The exit survey will serve to provide feedback to the department about the advising and curriculum development in order to lead to improvements and address changes within the department over time The survey results will be compiled on a regular basis and a summary of results will be provided to the departmental faculty C What are the intended program outcomes, describing what the program is intended to accomplish The doctoral program in Mexican American and Raza Studies will provide interdisciplinary instruction and research competency in the areas of health/wellness, migration and the U.S./Mexico border, culture and history, critical education and Indigenous knowledge The goal of the program is to produce graduates who will be able to critically evaluate, engage in and articulate theories and applied methodologies across these areas of study while also concentrating their scholarship on particular areas of research The primary goal of the doctoral program in Mexican American and Raza Studies is to produce well-qualified scholars that can contribute to the development of Chicana/o or Latina/o studies across the United States and the world D Provide a plan for assessing intended program outcomes The goal of program assessment is to improve the quality of academic programs and student learning According to our 2008 APR External Review Committee, Mexican American and Raza Studies master’s program was rated exceptional and “stands as an important national model.” The department will build on that model and base program evaluation on the criteria of the APR and the UA Assessment Plan Additionally, program evaluation will include assessing program through student outcome as well as post-graduation evaluation Assessment through student outcomes will include assessing average time to degree, ongoing self assessments of students and faculty, and Academic Program Reviews Post graduation assessment will be based on tracking placement in academic appointments and scholarly production, employment in nonprofits, the public and private sectors and relevant examples of professional development III STATE'S NEED FOR THE PROGRAM A HOW DOES THIS PROGRAM FULFILL THE NEEDS OF THE STATE OF ARIZONA AND THE REGION? The state of Arizona’s Hispanic/Latino population represents one-third of the total population, and it is estimated to reach 50% of the total by 2030 The numbers are higher for the school-aged population Overall, two-thirds of the Hispanic/Latino population resides in the Southwest United States Critical to this expanding population is the development of programs that can assist training of students from all ethnic/racial backgrounds that can provide technical services and quality education for those interested in understanding this diverse population in the state and region The proposed Mexican American & Raza Studies at the University of Arizona will be unique because of several factors, including that the university is situated in the Arizona/Sonora border region—a region that has historically been a crossroads for multicultural populations over the past several hundred years This situation permits in depth study of the physicality of the border or borderlands, particularly, the effects of mass migration into these borderlands—a region that functions as a gateway into the U.S Southwest and the nation as a whole It also permits the study of the relationships of peoples who have co-mingled here in Southern Arizona and the Southwest since before the region was a part of the United States Arizona needs A thriving economy that continues to grow and To mitigate the K-12 schooling crisis with regards to Mexican American students To increase articulation between K-12 and community colleges And MA&RS offers The Social Justice Education Project that provides training in Mexican American studies to increase high school retention rates and graduation Established a pipeline with high schools and community colleges that transitions students to The University of Arizona A culturally competent workforce A diverse faculty cohort that apprentices undergraduate and graduate students in several cultural studies projects that increase cultural competency To provide leadership in educating the greatly expanding Mexican American population in the state of Arizona and the nation The Transformative Teacher Education Project that has been created and provides a relevant curriculum for K12 education in the surrounding local school districts To showcase Arizona’s multicultural heritage Community oral history projects in Tucson and statewide that enables undergraduate and graduate students to research and document rich southwest legacies The Binational Migration Institute that gathers scientific data on migration issues and trains undergraduate and graduate students in research and policy as part of its mission A joint M.P.H/M.S degree program that focuses on health and wellness among Latinos To understand the dynamics and policies of migration in the state of Arizona To alleviate the shortage of healthcare professionals servicing the growing Mexican and Mexican American communities in the state and the nation 8 B IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM? Explain and please answer the following questions The Ph.D Planning Committee for Mexican American Studies conducted a needs assessment survey to assess the interest and need for a Ph.D in Mexican American and Raza Studies A request to complete our on-line survey was sent out via listservs; individuals had to respond to our original email in order to receive their individualized survey link via email The survey took less than 15 minutes to complete The request was sent to the following lists: MA &RS students, MA&RS affiliated faculty, MA&RS community affiliates, southwestern region lists through National Association for Chicana and Chicano Studies, and directors of Chicano/a Studies programs throughout the U.S No incentives were provided for completing the survey 420 people requested the survey, 22 emails bounced and only person opted out 208 people completed the survey between March 31st-April 23, 2009 The sample was comprised of slightly more females (58.6%) than males (41.4%) with a range of students, faculty, administrators, and community members On average, individuals had taken about classes in Mexican American Studies with a range from classes to more than classes 84% of the respondents felt that there was a lot of need for a Ph.D in Mexican American and Raza Studies (M=3.81, SD=.46, range 1-4) Out of the 154 respondents who did not already hold a Ph.D., 75% (n=115) reported that they would apply to a Ph.D in Mexican American and Raza Studies We feel that this is a strong indication of the need for a Ph.D in Mexican American and Raza Studies as well as the interest of future applicants 65% of the respondents reported that they would be very likely to advise students to pursue a Ph.D in Mexican American and Raza Studies Thus, we feel that there would be a strong pipeline for future applicants into the program There was equally strong interest in each of the specialty areas proposed for the Ph.D in Mexican American and Raza Studies: health/wellness, migration and the U.S./Mexico Border, critical education, history and culture, and Indigenous knowledge Respondents who already have a Ph.D., reported strong support for the marketability of graduates with a Ph.D in Mexican American and Raza Studies (70.5% say very marketable Additionally, 61% report that they would be very likely to hire a graduate What is the anticipated student enrollment for this program? (Please utilize the following tabular format) 5-YEAR PROJECTED ANNUAL ENROLLMENT 1st yr 2nd yr 3rd yr 4th yr No Student Majors Students/Year Students/Year 10 Students/Year 5th yr 12 cumulative What is the local, regional and national need for this program? Provide evidence of the need for this program Include an assessment of the employment opportunities for graduates of the program during the next three years The University of Arizona new Ph.D in the field of Mexican American & Raza Studies will help to meet the growing needs of the Mexican American and Mexican- origin population – a population that continues to significantly increase in Tucson, Arizona and the nation 9 The statistics are well-known; the U.S Census Bureau reported that in the United States, the Latino/Hispanic population surpassed the15 percent mark in 2007 In Arizona, the percentage is more than double at approximately 34 percent In Tucson, the numbers are closer to 40 percent In examining Arizona’s student population, approximately 40 percent of all PreK-12 students are of Hispanic/Latino origin whereas the percentage for Tucson Unified School District is approximately 60 percent Nationally, but even more so in the U.S Southwest and Arizona specifically, the vast majority of these numbers correspond to Mexican American and Mexican-origin populations Of note, the Latino/Hispanic population at the University of Arizona is approximately 15 percent, which classifies the UA as an “emerging” Hispanic Serving Institution (HIS).Based on foreseeable demographic trends Mexican American students will continue to grow Research shows that an educated populace will contribute greatly to the economy of Arizona It will produce the future professional workforce of the state, including the state’s future professors – the key to the educational pipeline that will teach and will produce the future teachers of the state Research conclusively shows that there is a direct correlation between the success of Mexican American students who are exposed to Latino teachers vs those who are not Beyond statistic, the need for a Ph.D in Mexican American & Raza Studies is evident because of, sociological and political realities Equally important, this degree will be key as the University of Arizona strives to attain the status of a Hispanic-Serving Institution Beginning with the first year in which degrees will be awarded, what is the anticipated number of degrees that will be awarded each year for the first five years? (Please utilize the following tabular format) PROJECTED DEGREES AWARDED ANNUALLY 1st Year 2nd Year 3rd Year 4th Year 5th Year No None None None 4 Degrees IV APPROPRIATENESS FOR THE UNIVERSITY Explain how the proposed program is consistent with the University mission and strategic direction statements of the university and why the university is the most appropriate location within the Arizona University System for the program The doctoral degree in Mexican American Studies is not only consistent with the University of Arizona’s mission, Strategic Plan, and strategic priorities, but would advance those goals The University of Arizona’s Five-Year Strategic Plan, 2010-2014 carries a significant one-sentence preface: “The Mission of The University of Arizona is to improve life for the people of Arizona and beyond through education, research, creative expression and community engagement.” The Department of Mexican American and Raza Studies conducts research, teaching, and service that directly reflects the heritage, needs, and policies pertaining to Arizona’s fastest growing segment of “the people of Arizona,” Mexican Americans and Latinas/os Currently, this group comprises 35% of the State of Arizona, yet its numbers are not proportionately reflected in the University of Arizona’s faculty, students, and curriculum Mexican Americans remain historically underrepresented at the University of Arizona 10 Our academic unit is in the forefront of changing the institutional and social climate for everyone Our doctoral degree will go a long way towards securing an institutional knowledge base for future generations who will need an expanded ethnic cultural competence and social understanding to address pressing issues in our state and beyond Our unit is dedicated to improving life for the people of Arizona through education, cutting-edge research, creative expression and intense community engagement Our new doctoral degree will directly contribute to the three top priorities of the University of Arizona’s Strategic Plan 1) The commitment to academic excellence and institutional preeminence Our doctoral degree will serve to further enhance an area of study already identified as one “in which the University has established its international leadership.” The University of Arizona’s Strategic Plan specifically names out unit as one of those within the “critical areas” that contribute to “the culture and policy challenges of the Southwest.” Our unit is also named as one of those that offer “interdisciplinary strength.” In sum, we are central to the UA’s future and our doctoral degree is an integral part of that future We further note that the excellence our university seeks to establish cannot become a reality without a concomitant investment in the kinds of diversity we offer We are the most diverse unit on the campus: both in terms of the span of our interdisciplinary knowledge/research/curriculum and in terms of race, class, gender, and sexuality Excellence implies diversity 2) “Student access and success” Our unit engages in numerous forms of outreach activity to underserved students from those constituencies that are underrepresented at the University of Arizona We create what we call an access pipeline, which includes mentorship and retention measures, such as through our Social Justice Education Project and our involvement in numerous other community projects 3) The UA strategic priority has to with “social impact” in keeping with our “historic land grant mission.” Mexican American Studies is named among the interdisciplinary clusters that have been targeted for strategic development because our work is vital to the social and outreach needs of the state and the nation The ABOR “2020 Vision Plan,” like our campus Strategic Plan, foresees the creation of “a topperforming state university system, nationally recognized for excellence in academic and research pursuits .”, with a strong emphasis on interdisciplinary programs Our campus Strategic Plan names us as one of the nine interdisciplinary areas considered “critical to Arizona’s future.” We are part of the “Southwest, Native American, Borderlands, and Latin American Studies” cluster Our proposed doctoral degree is closely aligned with both ABOR’s 2020 Vision Plan and the University of Arizona’s mission and strategic planning The establishment of a Ph.D in Mexican American Studies would strengthen the three top priorities of the campus Strategic Plan The Ph.D degree in Mexican American Studies would also strengthen the already strong national reputation of the Department of Mexican American & Raza Studies by training researchers and scholars and by increasing the visibility of the program both nationally and internationally The proposed Ph.D program in Mexican American Studies builds on a world-class program with a nationally known faculty Faculty scholarship will be enhanced by the availability of graduate assistants trained at a higher level and with more longevity We look forward to building upon our highly successful Bachelors and Masters degree programs 11 V EXISTING PROGRAMS AT OTHER CAMPUSES A EXISTING PROGRAMS IN ARIZONA – A B For a unique, non-duplicative, program please provide a statement to the effect that there are no existing programs at other Arizona public universities that duplicate the proposed program C The Ph.D in Mexican American and Raza Studies is a unique degree and does not duplicate existing programs at other Arizona public universities Other Institutions—If this program is not currently offered at the same academic level by private institutions in the state of Arizona, provide a statement to that effect If a similar program is currently offered by private institutions, list all programs and indicate whether the institution and the program are accredited (A list of private institution can be provided by ABOR staff Please contact Stephanie Jacobson, stephanie.jacobson@asu.edu, (602) 229-2529 for assistance The Ph.D in Mexican American and Raza Studies is a unique degree and does not duplicate existing programs at other Arizona private universities PROGRAM PRIVATE INSTITUTION NCA ACCREDITATION? (Y or N) PROGRAM ACCREDITATION? (Y or N) None B PROGRAMS OFFERED IN OTHER WICHE STATES Identify WICHE institutions that currently offer this program If appropriate, briefly describe the program(s) (Please utilize the following tabular format) PROGRAMS OFFERED IN OTHER WICHE STATES PROGRAM WICHE NAC PROGRAM INSTITUTION ACCREDITATION? ACCREDITATION? & (Y or N) (Y or N) LOCATION Ph.D in UCSB N N Chicana/o Santa Barbara, Studies CA Ph.D in UCB N N Ethnic Studies Berkeley, CA Ph.D in UCSD N N Ethnic Studies 12 VI EXPECTED FACULTY AND RESOURCE REQUIREMENTS A FACULTY Current Faculty List the name, rank, highest degree and estimate of the level of involvement of all current faculty who will participate in the program If the proposed program is at the graduate level, also list the number of master's theses and doctoral dissertations each of these faculty has directed to completion Attach a brief vita for each faculty member listed Name Title FTE Highest Degree # of M.A./M.S & Ph.D directed to completion Yolanda Broyles-Gonzalez Professor 0.75 FTE Ph.D in German Studies from Stanford University M.A./M.S = 25 Ph.D = 25 Julio Cammarota Associate Professor 1.0 FTE Ph.D UC Berkeley's Graduate School of Education M.A./M.S = Ph.D = Rosario Carrillo Assistant Professor 1.0 FTE Ph.D in Education from the University of Michigan, Ann Arbor Professor, Departmen t Head Assistant Professor Antonio Estrada Patrisia Gonzales Assistant Professor Lydia Otero Andrea Romero Anna Ochoa O’Leary Jaime Fatas Cabeza Associate Professor Assistant Professor of Practice Assistant Professor of Practice MAS Department Head, Ph.D in Public Health, graduating from the UCLA School of Public Health M.S = 15 Ph.D =6 1.0 FTE Ph.D in Mass Communications from the University of Wisconsin- Madison M.S = 1.0 FTE Ph.D in History from the University of Arizona M.S = 12 49 FTE Ph.D in Social Psychology from the University of Houston M.S = 50 FTE Ph.D in Anthropology from the University of Arizona M.A = 49 FTE MMA, Berklee College/Boston Conservatory 1.0 FTE Raquel Rubio-Goldsmith Multi-Year Lecturer 0.30 FTE Roberto Rodriguez Assistant Professor 1.0 FTE Graduate degrees in Law and Philosophy at the National Autonomous University of Mexico (UNAM) Ph.D in Mass Communications from the University of Wisconsin, Madison Additional Faculty Describe the additional faculty needed during the next three years for the initiation of the program and list the anticipated schedule for addition of these faculty To sustain the expanded scope of the department and Ph.D program, faculty appointments would be structured around a minimum of three core faculty and three secondary faculty within each thematic area Tenured and tenure track faculty would serve as core faculty in one area (e.g., major advisers for students in those areas), and may serve as secondary faculty in other areas Affiliated Faculty (e.g., with primary appointments in other units) and non-tenure eligible faculty in MA&RS 13 could also serve as secondary faculty in one or more thematic areas We have sufficient faculty to implement the Ph.D program, but we will need more faculty lines to expand the depth and breadth of the program as it grows Currently, we have two faculty in Latino health/wellness, two faculty in critical education, two faculty in migration and the U.S.-Mexico border ,two faculty in culture and history and two faculty in Indigenous knowledge Current FTE Student and Faculty Give the present numbers of FTE students and FTE faculty in the department or unit in which the program will be offered Current Faculty FTE: 8.53 Current Student FTE: 9.5 graduate students in the M.S program Projected FTE Students and Faculty Give the proposed numbers of FTE students and FTE faculty for the next three years in the department or unit in which the program will be offered Proposed New Faculty FTE: 1.0 Proposed New Student FTE: 8.0 C LIBRARY Current Relevant Holdings Describe the current library holdings relevant to the proposed program and assess the adequacy of these holdings The subject of Mexican American Studies is a cross disciplinary field that reaches across many subject areas to include art, border regions, different states, health, and much more There are more than 1,700 subject areas with Mexican American and more than 1000 subject areas with Hispanic Americans, each one unique There are also many different databases that have coverage of Mexican American resources America: History and Life Historical Abstracts Ethnic News Watch Hispanic American Periodicals Index Prisma: Publicaciones y Revistas Sociales y Humanisticas Latin American Women Writers LAPTOC: Latin American Periodicals Tables of Contents Anthropological Literature Chicano Database Arizona –Sonora Documents Online DRSW: Document of Spanish Colonial Documents on Microfilm Hemeroteca Digital de Chihuahua Hispanic American Newspaper, 1880-1980 Latin American Newsstand Arizona newspapers Proquest Historical Newspapers, including the Los Angeles Times Latin American Newspapers Additional Acquisitions Needed Describe additional library acquisitions needed during the next three years for the successful initiation of the program 14 Latina Feminist Group (2001) Telling to live: Latina feminist testimonios Durham: Duke University Press Phillips, Layli (Ed.) (2006) The womanist reader NY: Routledge Heath, S.B & Street, B (2008) Ethnography: Approaches to Language and Literacy Research LeCompte, M.D (1999) Ethnographer’s Toolkit: 7-Volume Paperback Box Set, pp 1-1640 London: AltaMira Press Corbin, J & Strauss, A.C (2007) Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory, pp 1-400 London: Sage Library subscription to the electronic journal, Migration Letters http://www.migrationletters.com/subscription.html ISSN: 1741-8984 e-ISSN: 1741-8992 VIDEO: RANCHO CALIFORNIA (POR FAVOR) (2003) Berkeley Media LLC 59 min, Color, available in DVD VIDEO: MADRES UNIDIAS: PARENTS RESEARCHING FOR CHANGE (2003) Berkeley Media LLC 58 min, Color, available in DVD VIDEO: CHILDREN IN NO MAN'S LAND (2008) Working Films (www.workdingfilms.org) 38 min, Color, available in DVD D PHYSICAL FACILITIES AND EQUIPMENT Existing Physical Facilities Assess the adequacy of the existing physical facilities and equipment available to the proposed program Include special classrooms, laboratories, physical equipment, computer facilities, etc The Department of Mexican American and Raza Studies currently has a small room for graduate students We not anticipate needing any special classrooms or labs Additional Facilities Required or Anticipated Describe physical facilities and equipment that will be required or are anticipated during the next three years for the proposed program As the Department grows we will need additional office and research space for faculty and graduate students We also need computers for the graduate students, currently we have five computers 15 E OTHER SUPPORT Other Support Now Available List support staff, university and non-university assistance University Assistance: Veronica Peralta, Business Manager (1.00 FTE) Darcy Roman-Felix, Academic Coordinator (.50 FTE) Tom Gelsinon, Program Coordinator (.50 FTE) Non-University Assistance: None Other Support Needed, Next Three Years List additional staff needed and other assistance needed for the next three years 2.0 FTE Graduate Teaching Assistants/Research Assistants VII FINANCING A SUPPORTING FUNDS FROM OUTSIDE SOURCES List None B NEW ACADEMIC DEGREE PROGRAM BUDGET PROJECTIONS FORM -Complete the budget form available at New Academic Program Budget Projections Form describing the current departmental budget and estimating additional costs for the first three years of operation for the proposed program Please note that these costs for each year are incremental costs, not cumulative costs VIII OTHER RELEVANT INFORMATION Explain Not Applicable 16 Executive Summary Request for Authorization to Implement a New Degree Duplicative Program Ph.D in Mexican American and Raza Studies Program Name/Degree Unique Program Type of Request Requested by Department of Mexican American and Raza Studies CIP Code Purpose of Program 05.0203 Learning Outcomes and Plan for Assessment The doctoral program (PhD) in Mexican American and Raza Studies will provide instructional and research competency on Latinos/Hispanics residing in the United States with an emphasis on the residents of the U.S.-Mexico border region The primary goal of this program is to produce well-qualified scholars that can contribute to the development of this field and beyond Graduates of the program will have the skills necessary to engage in Latino/Hispanic research and public policy formulation and implementation with the ability to critically evaluate and articulate public policy issues of relevance Placement of our graduate students will include institutions of higher education, public policy think tanks, government and state agencies, and non-governmental organizations (NGO’s) that focus on Hispanics/Latinos The primary student outcomes assessments in MAS are the (1) entry and exit survey, (2) annual performance reviews, and (3) the professional portfolio The aim of the student assessment is in part to provide feedback to the student on a regular basis through annual performance reviews and to facilitate professional development through the creation of a professional portfolio The professional portfolio will be another opportunity for the major advisor and faculty committee members to review and provide feedback to the student that will best prepare them for the job market The entry and exit survey include both quantitative questions with Likert type response items and qualitative open-ended questions (see attached) The entry survey will serve to inform the department about the incoming students previous experience and their expectations of their Ph.D program Students will complete the entry survey at the Mexican American and Raza Studies graduate orientation The exit survey will be completed after graduation, students will be asked to go to an internet link to complete the survey The exit survey will serve to provide feedback to the department about the advising and curriculum development in order to lead to improvements and address changes within the department over time The survey results will be compiled on a regular basis and a summary of results will be provided to the departmental faculty 17 Projected Student Demand Job Prospects Sources of Funding Budget Summary Bottom Line Increments + Previous Year Total Yearly Budget 5-year projected annual enrollment Year Year Year Year 10 12 2 cumulative Students/Year Students/Year Students/Year Excellent in Academic Institutions and Public Policy Positions University Sources Year Year Year Year 60,000 60,000 30,000 60,000 90,000 30,000 90,000 120,000 ADDITIONAL INSTRUCTION FOR HOW TO FORMAT THE REPORT In order to ensure consistency, this format should be followed Leave a one-inch margin at the top for pagination of documents at the ABOR Office  ...2 I PROGRAM NAME AND DESCRIPTION AND CIP CODE A DEGREE(S), DEPARTMENT AND COLLEGE AND CIP CODE Ph.D., Department of Mexican American and Raza Studies, College of Social and Behavioral Sciences... culture, and economics of one or more of the Hispanic American immigrant populations within the U.S and Canada, including Mexican- American Studies, Cuban American Studies, Puerto Rican Studies, and. .. PURPOSE AND NATURE OF PROGRAM Program Description: The Ph.D program in Mexican American and Raza Studies (MA&RS) provides an interdisciplinary approach to the study of Mexican American and Raza