ARIZONA UNIVERSITY SYSTEM



The University of Arizona

ARIZONA UNIVERSITY SYSTEM

CHIEF ACADEMIC OFFICERS GUIDELINES

FOR

REQUEST FOR IMPLEMENTATION AUTHORIZATION

FOR NEW ACADEMIC DEGREE PROGRAM

[UNIQUE PROGRAM]

Directions:

1. Provide information regarding the proposed program in the format requested on the attached pages.

2. Obtain signatures of the proposed unit administrator and department or committee head and college dean or Director of GIDPs. In some situations, signatures of more than one dean or department head may be required. If the planned program requires commitment of resources from other than the initiating unit, the signature of the collaborating department/committee head and collaborating college dean is also required. Please add additional signature pages if needed. If you have any questions, please contact Patti J. King, CCIT 337, 621-4107.

3. Forward the original and one copy to the college office for the dean’s signature and retain a copy for departmental files.

4. The dean should forward the original to Academic Programs, Attn: Patti J. King, MLK 320, and retain the remaining copy for college files. An electronic version of the documents with appropriate signatures is preferred but not required. Only the signature page should be submitted as a PDF.

5. Documents must be submitted in a timely manner to move through the campus/tri-university/Arizona Board of Regents approval process. UA campus protocols include subcommittee review of the appropriate Undergraduate/Graduate Council; full Undergraduate/Graduate Council review; Provost Management Group review; and Academic Council (deans) review; Instruction and Curriculum Policy Committee or the Faculty Senate and the Faculty Senate. Once through the UA campus protocols, proposals are sent by the Provost’s Office for review to the Chief Academic Officers at Arizona State University and Northern Arizona University as well as to the Board staff at the Arizona Board of Regents, for final review prior to submission to the Arizona Board of Regents for formal approval.

6. Program uniqueness or duplication is determined by means of Classification of Instruction (CIP) codes. Please contact Patti J. King at 621-4107 for details or email pattik@u.arizona.edu for assistance in determining the proper CIP code for the proposed new program before completing this request. She can provide a list of programs (if any) which share the same code within the Arizona University System and assist you with determining unique or duplicative status of the proposed program.

Complete proposal packet consists of:

1. Signature cover page with all appropriate signatures - Please include additional signature pages if needed. The proposal will not be forwarded for review without all appropriate signatures being present.

2. Proposal Document - Respond to each item individually in using “not applicable” where appropriate.

3. Executive Summary - Respond to each item individually using “not applicable where appropriate. Be as concise as possible while providing key points of the proposal. The Executive Summary is submitted to ABOR for inclusion in meeting documents.

NOTE: The establishment of any Academic Degree Program requires approval by the Arizona Board of Regents prior to announcement and implementation. See ABOR Policy 2-203.

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 Studies, College of Social and Behavioral Sciences

________________________________________________________________________

Ph.D. in Mexican American Studies

Title of this proposal: ______________________________________________________

Antonio L. Estrada, MSPH, Ph.D.

Professor and Head

Unit Administrator: (name and title) _______________________________________

Signature: Date:

College Dean: Date:

(Signature)

Executive Dean: ________________________________________ Date: _____________________________

(Signature)

I. PROGRAM NAME AND DESCRIPTION AND CIP CODE

A. DEGREE(S), DEPARTMENT AND COLLEGE AND CIP CODE

Ph.D., Department of Mexican American 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 Studies (MAS) provides an interdisciplinary approach to the study of Mexican American 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 Mexican Americans. The Mexican American Studies faculty embrace the intellectual aims of interdisciplinarity in which we interweave our focal areas: Critical Education, Health/Wellness, Hemispheric Migration, 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 Studies. All required units of credit must be at the graduate level at the University of Arizona or at an accredited institution in consultation with the MAS academic coordinator and the Director of Graduate Studies.

Minimum of:

39 units of course work in the major subject:

18 units (6 courses) in Core classes

3 units (1 course) in the Research Methods requirements

18 units (6 courses) within the chosen Doctoral Plan of Study from list provided

9 units (minimum) in the minor subject

18 units (minimum) of dissertation

Required Core Classes: 18 units

MAS 509: Mexican Immigration (O’Leary; Otero)

MAS 575a: The Education of Latinas/Latinos (Cammarota; Carrillo)

MAS 560: Mexican American Historical Perspectives (Otero; Rodriguez)

MAS 596N: Chicana/o Indigeneity (Broyles-Gonzalez; Gonzales)

MAS 525: Topics in Latina/o Health (Estrada; Wilkinson-Lee)

MAS 580A: Research Methods with Mexican Americans (Estrada; Wilkinson-Lee) or

MAS 582A: Advanced Topics in Qualitative Research Methods A (Carrillo)

Research Methods: 3 units

3 units of Qualitative or Quantitative Research Methods Courses:

MAS 580B: Advanced Quantitative Research Methods with Mexican Americans (Estrada; Wilkinson-Lee; Romero) or

MAS 582B: Advanced Topics in Qualitative Research Methods B (Carrillo; Cammarota)

Elective Courses: Select 18 Units within the chosen doctoral plan of study, from the list provided or with doctoral approval (at least 3 courses in MAS). 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, Hemispheric Migration, History and Culture, and Indigenous Knowledge.

MAS 508: The Mexican American: Cultural Perspectives (Gonzales; Rodriguez)

MAS 535: Mexican Traditional Medicine (Gonzales)

MAS 596G: Public History of Mexican Americans (Otero)

MAS 565: Critical Race Theories for Policy and Practice (Cammarota)

MAS 566: Decolonial Chicana Theory (Carrillo)

MAS 570: The Feminization of Migration: Hemispheric Perspectives (O’Leary)

MAS 585: Mexicana/Chicana Women’s History (Broyles-Gonzalez; Otero)

MAS 587: Chicana Gender Perspectives (Romero; Carrillo; Wilkinson-Lee)

MAS 5XX: Latina/o Adolescents (Wilkinson-Lee; Romero)

MAS 6XX: Special topics in Mexican American Studies (repeatable up to 6 units)

Minor:

Students may obtain a minor within Mexican American 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 Studies requirements for the Ph.D. include:

1. M.S. or M.A. degree from an accredited institution.

2. Pre-candidacy meeting, during which the faculty committee appointed by the Graduate Director of Mexican American Studies, considers the suitability for continuation in the Ph.D. program.

3. Written and oral comprehensive examinations covering the major and minor areas of study for advancement to the Ph.D. program.

4. Foreign Language Requirement.

5. 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 Studies currently offers a B.A. and M.S. degrees. The Department is now requesting authority to implement a doctoral program in Mexican American Studies.

Current MAS Graduate Level Courses and Instructors:

MAS 508: The Mexican American: A Cultural Perspective (Gonzales; Rodriguez)

MAS 509: Mexican Immigration (O’Leary; Otero)

MAS 525: Topics in Latino Health (Estrada; Wilkinson-Lee)

MAS 535: Mexican Traditional Medicine (Gonzales)

MAS 560: Chicana/o History (Otero)

MAS 565: Critical Race Theories for Policy and Practice (Cammarota)

MAS 566: Chicana Decolonial Theory (Carrillo)

MAS 570: The Feminization of Migration: Global Perspectives (O’Leary)

MAS 575a: The Education of Latinas/Latinos (Cammarota; Carrillo)

MAS 580a: Research Methods with Mexican Americans (Estrada; Wilkinson-Lee)

MAS 585: Mexicana/Chicana Women’s History (Broyles-Gonzales; Gonzales)

MAS 587: Chicana Gender Perspectives (Carrillo; Gonzales; Romero)

MAS 589: Interdisciplinary Scholarship: Conducting Literature Reviews (Carrillo)

MAS 595g: Public History of Mexican Americans (Otero)

The Department of Mexican American Studies has over twenty affiliated faculty members whose appointments in their respective departments and colleges strengthen the proposed Ph.D. program through elective course offerings, mentoring, and serving on dissertation committees as needed. These affiliated faculty are from the departments of History, Sociology, the School of Anthropology, the School of Journalism, the Center for Latin American Studies, Spanish and Portuguese, Women and Gender Studies, Public Health Policy and Management, Epidemiology, Community Health Sciences, the Norton School of Family and Consumer Sciences, and Family and Community Medicine. Colleges represented by our affiliated faculty include the College of Humanities, the College of Social and Behavioral Sciences, the College of Public Health, the College of Medicine, the College of Agriculture and Life Sciences,, and the College of Education. Collaborative programs across the University of Arizona include:

• Teaching & Teacher Education (GIGA Grant) – Toni Griego-Jones, Ph.D.

• Border Studies Program – Javier Duran, Ph.D.

• Joint MS/MPH Degree with the Mel and Enid Zuckerman College of Public Health – Doug Taren, Ph.D.

• Immigration Law Clinic – Nina Rabin, J.D.

• Udall Center – Judy Ganz, Ph.D.

• National Center for Translation and Interpretation – Roseanne Gonzales, Ph.D.

• Women’s Center of Excellence – Francisco Garcia, MD, MPH

• Southwest Institute for Research on Women (SIROW) – Sally Stevens, Ph.D.

• UA Cancer Center – Maria Elena Martinez, Ph.D.

• School of Information Resources and Library Science (SIRLS) – Patricia Montiel-Overall, Ph.D.

• Center for the Study of Higher Education - Cecilia Rios-Aguilar, Ed.D.

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.

All of our existing graduate courses have been redesigned to fit the Ph.D. program. Additional courses needed include:

MAS 580B: Advanced Topics in Quantitative Research Methods (Estrada; Wilkinson-Lee). This course uses advanced statistical programs like SPSS to examine important trends among Mexican Americans in the United States. Public data sets will be used that contain health, educational, and social characteristics of Mexican Americans and other Hispanic groups. Graduate students will learn how to develop research questions, hypotheses in order to analyze and interpret quantitative research data. Students who complete this course will be grounded in quantitative statistical methods used in the social and behavioral sciences in examining Mexican Americans.

MAS582A: Advanced Topics in Qualitative Research Methods A (Carrillo; Gonzales)

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, post-structuralism, 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.

MAS 582B: Advanced Topics in Qualitative Research Methods B (Carrillo; Cammarota)

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. 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 5XX: Latina/o Adolescents (Wilkinson-Lee; Romero)

This course addresses adolescence from cultural-ecological and socio-ecological approaches to understanding developmental processes and outcomes among Latino youth, with special attention to the multiple contextual factors associated with ethnic identity. Students explore developmental theories with the goals of an integrated understanding of physical development, social behavior, and belief structures. This course also addresses social and psychological issues of particular interest for Latino adolescents: sexuality, discrimination, ethnic and gender identity, conflict and violence, academic/career aspirations, resilience and positive youth development, and individual, familial, and sociohistorical context. This course includes reviews of empirical studies that utilize quantitative and qualitative approaches in order for students to recognize and identify rigorously designed and conceptually drive studies that will contribute to our understanding of Latino adolescents’ developmental processes and outcomes.

MAS 6XX: Special Topics in Mexican American Studies (Taught by MAS Core Faculty on Rotating Basis). This seminar examines critical topics in Mexican American Studies, to be announced each semester. This course is repeatable for up to 6 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 do at the conclusion of this program of study?

• Students will learn how to conduct original research and produce new knowledge about Mexican Americans.

• 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.

• Students will comprehend various social and cultural theories that explain the factors influencing the experiences of Mexican Americans.

• Students will contextualize the experience of Mexican Americans through the hemispheric perspective of the Americas.

• Students will be exposed to a variety of community and social justice learning experiences.

• Through their research agenda, students will cultivate cooperative, intellectual, and political relationships with university, government, and community leaders.

• 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.

B. Provide a plan for assessing intended student outcomes.

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 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 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 Studies will provide interdisciplinary instruction and research competency in the areas of health/wellness, hemispheric migration, 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 Studies is to produce well-qualified, interdisciplinary scholars that can contribute to the development of Chicana/o or Latina/o Studies and other disciplines across the United States and the world. The placement for our graduate students is enhanced by the increasing demand for Latina/o Studies programs in colleges and universities across the nation and Europe.

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 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 doctoral program in Mexican American 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 |And MAS offers |

|A thriving economy that continues to grow |The Social Justice Education Project that provides training in Mexican|

| |American studies to increase high school retention rates and |

|and |graduation. |

| |A joint program in Teacher and Teacher Education to train teachers to |

|To mitigate the K-12 schooling crisis with regards to Mexican American|work in Hispanic/Latino schools. |

|students | |

|To increase articulation between K-12 and community colleges. |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 |The Transformative Teacher Education Project that has been created and|

|American population in the state of Arizona and the nation. |provides a relevant curriculum for K-12 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. |

|To understand the dynamics and policies of migration in the state of |The Binational Migration Institute that gathers scientific data on |

|Arizona. |migration issues and trains undergraduate and graduate students in |

| |research and policy as part of its mission. |

|To alleviate the shortage of healthcare professionals servicing the |A joint M.P.H/M.S. degree program that focuses on health and wellness |

|growing Mexican and Mexican American communities in the state and the |among Latinos. |

|nation. | |

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 marketing survey to assess the interest and need for a Ph.D. in Mexican American Studies from students and potential employers. 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: MAS students, MAS affiliated faculty, MAS community affiliates, southwestern regional 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 1 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 2 classes in Mexican American Studies with a range from 0 classes to more than 5 classes.

There was equally strong interest in each of the specialty areas proposed for the Ph.D. in Mexican American Studies: health/wellness (52.2%); hemispheric migration (64.3%); critical education (72.4%); history and culture (72.9%); and Indigenous knowledge (57.6%).

Respondents who already have a Ph.D. reported strong support for the marketability of graduates with a Ph.D. in Mexican American Studies (70.5% say very marketable). Additionally, 61% report that they would be very likely to hire a graduate of our program.

Another measure of student demand is the number of graduate students who have declared MAS as a Ph.D. minor. Over the past 3 years the Department has provided seven minor degrees in Mexican American Studies. These students had their home departments in Teaching and Teacher Education (5) and Epidemiology (2).

1. What is the anticipated student enrollment for this program? (Please utilize the following tabular format).

Students admitted to the graduate program in Mexican American Studies must first complete requirements for the Master of Science degree. Through a qualifying examination students will be allowed to continue with the Ph.D. in Mexican American Studies. Graduate students are expected to advance to candidacy for the Ph.D. during fall semester of the fourth year. This should allow sufficient preparation to complete the program within 6 years. Students who hold a masters degree from an accredited institution will be allowed to pursue the Ph.D. in Mexican American Studies with consultation by the Director of Graduate Studies. Based on previous experience we anticipate that at most half of the masters students will continue on with the Ph.D.

|5-YEAR PROJECTED ANNUAL ENROLLMENT |

| |1st yr. |2nd yr. |3rd yr. |4th yr. |5th yr. |

|No. |4 |8 |12 |16 |20 |

|Student | |4 Students/Year |4 Students/Year |4 Students/Year |4 Students/Year |

|Majors | | | | | |

2. 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’s Ph.D. in Mexican American 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. 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 statistics, the need for a Ph.D. in Mexican American 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.

The marketing survey we conducted indicated that 84% of the respondents felt that there was a lot of need for a Ph.D. in Mexican American 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 Studies. We feel that this is a strong indication of the need for a Ph.D. in Mexican American 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 Studies. Thus, we feel that there would be a strong pipeline for future applicants into the program.

Employment Opportunities for Graduates of the Program

Students’ interdisciplinary training is a tremendous advantage in the job market that is increasingly defined by academic departments searching for scholars who can effectively transverse disciplinary boundaries. Job listings in recent years are seeking candidates with interdisciplinary training in ethnic studies. The Ph.D. in Mexican American Studies will produce students qualified to teach and conduct research in a wide range of programs. These include: 1) traditional Chicano/Chicana, Latina/Latino, and Mexican American Studies; 2) traditional humanities and social science departments such as sociology, political science, history, anthropology and Spanish; and 3) interdisciplinary programs such as American studies, ethnic studies, women’s studies, cultural studies and public health. Latino Studies programs have been institutionalized in many U.S. and European campuses, and they continue to be instituted in major universities, state universities, liberal arts colleges, and in community colleges. The demand for faculty positions is increasing in interdisciplinary departments as well as in traditional disciplines calling for candidates with training in Mexican American/Latino Studies. If the past three years are any indication, employment opportunities for graduate students in the program are substantial. Increasing demand for Latina/o studies programs throughout the nation has generated many job announcements that can be found in “Hispanic Outlook,” Hispanics and Higher Education,” and the “Chronicle of Higher Education.” Similarly, the Inter-University Program for Latino Research (IUPLR), an organization of 23 Hispanic/Latino research centers, frequently posts assistant professor positions in Latino/Chicano/Mexican American studies. As well, the National Association of Chicana/Chicano Studies (NACCS) posts job opportunities and their annual national conference provides a job market. Through our many connections with these organizations and Listservs employment opportunities for graduates of the program will remain strong for the next 3 years and beyond. Graduates of the program can also be placed outside of academia. Our philosophy is that graduate education plays a vital role in public and educational policy and does not serve only to produce professors. Students’ will be equipped to be employed in government, research institutes and in non-profit organizations. Moreover, career opportunities for our graduates exist in administration, counseling, law, health, media, museum staffing, and management.

3. 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. |4 |4 |4 |4 |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 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 under-represented at the University of Arizona.

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 do 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 top-performing 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 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 Masters degree program.

V. EXISTING PROGRAMS AT OTHER CAMPUSES

A. EXISTING PROGRAMS IN ARIZONA –

A.

B. 1. 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 Studies is a unique degree and does not duplicate existing programs at other Arizona public universities. The Ph.D. program in Transborder Studies at ASU will compliment the Ph.D. in Mexican American Studies, not duplicate its efforts, focus, or curricula.

2. 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 Studies is a unique degree and does not duplicate existing programs at other Arizona private universities.

| |PROGRAM |PRIVATE INSTITUTION |NCA |PROGRAM |

| | | |ACCREDITATION? |ACCREDITATION? |

| | | |(Y or N) |(Y or N) |

|1 |None | | | |

B. PROGRAMS OFFERED IN OTHER WICHE STATES

1. 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? |

| | |LOCATION |(Y or N) |(Y or N) |

|1 |Ph.D. in Chicana/o |UCSB |N |N |

| |Studies |Santa Barbara, CA | | |

|2 |Ph.D. in Ethnic Studies |UCB |N |N |

| | |Berkeley, CA | | |

|3 |Ph.D. in Ethnic Studies |UCSD |N |N |

VI. EXPECTED FACULTY AND RESOURCE REQUIREMENTS

A. FACULTY

1. 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.

|Core MAS Faculty |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 |M.A./M.S. = 25 |

| | | |University. |Ph.D. = 25 |

|Julio Cammarota |Associate |1.0 FTE |Ph.D UC Berkeley's Graduate School of | M.A./M.S. = 2 |

| |Professor | |Education. |Ph.D. = 2 |

|Rosario Carrillo |Assistant |1.0 FTE |Ph.D. in Education from the |New Faculty |

| |Professor | |University of Michigan, Ann Arbor. | |

|Antonio Estrada |Professor, |1.0 FTE |MAS Department Head, Ph.D. in Public Health,|M.S. = 15 |

| |Department | |graduating from the UCLA School of Public |Ph.D. =7 |

| |Head | |Health. | |

|Patrisia Gonzales |Assistant |1.0 FTE |Ph.D. in Mass Communications from the |M.S. = 1 |

| |Professor | |University of Wisconsin- Madison. | |

|Lydia Otero |Associate |1.0 FTE |Ph.D. in History from the University of |M.S. = 12 |

| |Professor | |Arizona. | |

|Andrea Romero |Associate |.49 FTE |Ph.D. in Social Psychology from the University|M.S. = 4 |

| |Professor | |of Houston. | |

|Anna Ochoa O’Leary |Assistant |.50 FTE |Ph.D. in Anthropology from the University of |M.A. = 3 |

| |Professor of | |Arizona. | |

| |Practice | | | |

|Jaime Fatas Cabeza |Assistant |.49 FTE |MMA, Berklee College/Boston Conservatory |None |

| |Professor | | | |

| |of Practice | | | |

|Ada Wilkinson-Lee |Assistant |1.0 FTE |Ph.D. in Family Studies and Human Development |New Faculty |

| |Professor | |from the University of Arizona | |

|Raquel Rubio-Goldsmith |Multi-Year |0.30 FTE |Graduate degrees in Law and Philosophy at the |M.S. = 10 |

| |Lecturer | |National Autonomous University of Mexico | |

| | | |(UNAM). | |

|Roberto Rodriguez |Assistant |1.0 FTE |Ph.D. in Mass Communications from the |New Faculty |

| |Professor | |University of Wisconsin, Madison. | |

Affiliated faculty have agreed to provide mentoring and to serve on dissertation committees as necessary. They also will provide elective courses for our majors. The following is a list of affiliated faculty with their rank, department and/or college, highest degree, and specialty area(s).

|Affiliated MAS Faculty |Title and Department/College |Highest Degree and Specialty Areas |

|Cecilia Rios-Aguilar |Assistant Professor, Center for the Study of Higher|Ed.D., Latinos and Education, Funds of Knowledge |

| |Education. College of Education | |

|Alberto Arenas |Associate Professor, Center for the Study of Higher|Ph.D., Education, Sustainability and Education, |

| |Education, College of Education |Vocational Ed. |

|Paloma Beamer |Assistant Professor, Environmental Health |Ph.D., Environmental Health |

| |College of Public Health | |

|Sonia Colina |Associate Professor, Dept. of Spanish and |Ph.D., Translation, Spanish Phonology |

| |Portuguese, College of Humanities | |

|Javier Duran |Associate Professor, Dept. of Spanish and |Ph.D., Border Studies, Cultural Studies, |

| |Portuguese, College of Humanities |Chicano/Latino Narrative |

|Celestino Fernandez |Professor, Dept. of Sociology |Ph.D., Immigration, Education of Minority Students,|

| |Social and Behavioral Sciences |Popular Culture |

|Juan R. Garcia |Professor, Dept. of History |Ph.D., U.S. History, Mexican American Studies |

| |Social and Behavioral Sciences | |

|Adela Licona |Assistant Professor, Dept. of English |Ph.D., Feminist & Chicana Theory, Cultural & Queer |

| |College of Humanities |Studies, Rhetoric, Composition |

|Ana Maria Lopez |Professor and Assoc. Dean for Outreach and |MD, MPH , Medical Director AZ Telemedicine Program,|

| |Multicultural Affairs, College of Medicine |Latino Health |

|Oscar Martinez |Professor, Dept. of History |Ph.D., U.S.–Mexico Border History and Migration |

| |Social and Behavioral Sciences | |

|Patricia Montiel Overall |Assistant Professor, School of Information |Ph.D., Education, Library Science, Second Language |

| |Resources and Library Science |Acquisition |

| |Social and Behavioral Sciences | |

|Alfred Quiroz |Professor, Dept. of Art |MFA, Chicano Art |

| |College of Fine Arts | |

|Cecilia Rosales |Associate Professor, Health Policy and Management. |MD, MPH, Border Health Policy, Health Disparities, |

| |College of Public Health |Migration and Health |

|Eliane Betina Rubinstein-Avila |Associate Professor, Dept. of Language, Reading and|Ed.D., Language and Literacy, Immigration and |

| |Culture, College of Education |Education, Urban Education, Bilingual/Multilingual |

| | |Education |

|Sandra Soto |Associate Professor, Dept. of Women and Gender |Ph.D., Queer Studies, Chicana Studies |

| |Studies | |

| |Social and Behavioral Sciences | |

|Toni Griego-Jones |Associate Professor, Dept. of Teaching and Teacher |Ph.D., Preparing Teachers to Educate Latino |

| |Education, College of Education |Students |

|Chuck Tatum |Professor, Dept. of Spanish and Portuguese |Ph.D., Literature, Chicano Studies |

| |College of Humanities | |

|Celeste Bustamante |Assistant Professor, Dept. of Journalism, |Ph.D., Journalism, Border issues |

| |Social and Behavioral Sciences | |

|Damien Baca |Assistant Professor, Dept. of English, |Ph.D., Rhetoric |

| |College of Humanities | |

|Scott Carvajal |Associate Professor, Community Health |Ph.D., MPH, Latino Health Disparities |

| |Sciences,College of Public Health | |

|Maria Elena Martinez |Associate Professor, UA Cancer Center |Ph.D., MPH, Cancer |

| |College of Medicine | |

|Carlos Gonzales |Associate Professor Clinical, Dept. of Family and |MD, FAAN, Traditional Medicine, Latino Health, |

| |Community Medicine, |Indigenous Knowledge |

| |College of Medicine | |

|Francisco Garcia |Associate Professor ,Women’s Center of Excellence, |MD, MPH, Latina Health |

| |Maternal and Child Health | |

| |College of Public Health | |

2. 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 two core faculty and two 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 MAS could also serve as secondary faculty in one or more thematic areas. We have sufficient faculty to implement the Ph.D. program. Currently, we have two faculty in Latino health/wellness, two faculty in critical education, two faculty in hemispheric migration, two faculty in culture and history and two faculty in Indigenous knowledge.

3. 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: 9.53

• Current Student FTE: 9.5 graduate students in the M.S. program

4. 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.

• No new faculty are proposed for the next 3 years.

• New FTE students for the next 3 years: 6.0 (12 students at .50FTE)

C. LIBRARY

1. 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 an interdisciplinary 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

2. Additional Acquisitions Needed -- Describe additional library acquisitions needed during the next three years for the successful initiation of the program.

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

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 ()

38 min, Color, available in DVD

D. PHYSICAL FACILITIES AND EQUIPMENT

1. 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 Studies currently has a small room for graduate students. We do not anticipate needing any special classrooms or labs.

2. 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 graduate students. We also will need new computers for the graduate students, currently we have five computers. Others will be obtained through external grant funding.

E. OTHER SUPPORT

1. 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: Internships are available at the following Community-based organizations:

• Derechos Hermanos

• El Rio Community Health Center

• La Frontera

• Tucson Hispanic Chamber of Commerce

• Brewster Center

2. Other Support Needed, Next Three Years -- List additional staff needed and other assistance needed for the next three years

50. FTE Graduate Teaching Assistant Stipends to accommodate three .50FTE

GTA’s.

VII. FINANCING

A. SUPPORTING FUNDS FROM OUTSIDE SOURCES -- List.

• Additional support for the program will come from external grants. These grants will provide research assistantships for graduate students in the program. Presently, two NIH grants are under review. If funded, these grants can support three to five .50FTE graduate students. An additional NIH grant has been scored and will be resubmitted spring 2011.

• The Binational Migration Institute can provide funding for two .50FTE graduate research assistants.

• The Social Justice Education Project can provide funding for one .50FTE graduate research assistant.

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.

The Department’s present graduate teaching assistant allocation is $54,352. For Ph.D. students the rate is $30,000/year or $15,000/year for .50FTE and $7500/year for .25FTE. For ABD students the rate is $33,000/year or $16,500/year for .50FTE and $8,250 for .25FTE. Based on our previous experience with the Master of Science program only half of the incoming students will require financial support in the form of GTA’s or GRA’s. Please see Business Plan for details.

VIII. OTHER RELEVANT INFORMATION --Explain.

Not Applicable.

Executive Summary

Request for Authorization to Implement a New Degree Duplicative Program

|Program Name/Degree |Ph.D. in Mexican American Studies |

|Type of Request |Unique Program |

|Requested by |Department of Mexican American Studies |

|CIP Code |05.0203 |

|Purpose of Program |The doctoral program (PhD) in Mexican American 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, interdisciplinary 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. |

|Learning Outcomes and Plan for Assessment |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 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. |

|Projected Student Demand |5-year projected annual enrollment |

| |Year 1 |Year 2 |Year 3 |Year 4 |Year 5 |

| |4 |8 |12 |16 |20 |

| | |4 Students/Year |4 |4 Students/Year |Cumulative |

| | | |Students/Year | | |

|Job Prospects |Excellent in Academic and non-Academic Institutions. |

|Sources of Funding |University Sources |

|Budget Summary Bottom Line |Year 1 |Year 2 |Year 3 |

|Increments |None |21,000 |30,000 |

|+ Previous Year |54,000 |54,000 |75,000 |

|Total Yearly Budget |54,000 |75,000 |105,000 |

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.

Academic Program_Implement_Unique_Packet_Revised_4-18-2006

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