Guidelines for Off-Campus Programs
Oregon State University
Name of Institution
PROPOSAL FOR THE DELIVERY OF
Baccalaureate (B.S.) Degree in Environmental Sciences
Name of Degree or Certificate in Academic Specialty Area
IN THE FOLLOWING LOCATION(S):
Site for Instruction Check City State
Central Oregon Bend Oregon
Warm Springs Indian Warm Springs Oregon
Southwestern Oregon Coos Bay Oregon
Mt. Hood Community Gresham Oregon
Eastern Oregon University La Grande Oregon
1. Indicate date of the Board’s approval of this program and assigned CIP code
OSBHE approval: October 23, 1992; CIP # 300101
2. Department and school/college that would offer the program. Indicate the
institution program coordinator and phone number.
The baccalaureate (B.S.) degree program in Environmental Sciences is an
interdisciplinary program offered by the College of Science. The coordinator for
the Environmental Sciences program is Dr. Patricia Muir, Department of Botany
and Plant Pathology, Oregon State University. The program coordinator for the
extended degree programs in Environmental Sciences is Sandra L. Woods,
Faculty Associate to the Provost: Extended Education, Oregon State University.
Questions may be directed to Dr. Woods at 541-737-6837 or
The extended degree program in Environmental Sciences will be offered in
partnership with community colleges and OSSHE sister institutions. Partnerships
include Central Oregon Community College, Southwestern Oregon Community
College, Mt. Hood Community College, and Eastern Oregon University. The
program will be extended to other sites as partnerships are developed. We are,
therefore, requesting approval to offer Environmental Sciences as a statewide
program. The proposed effective term is Fall Term 1998.
3. Briefly describe the academic program. List all course titles including prefix and
number of credits.
The program seeks to develop scientists with the ability to analyze and understand
environmental systems, to predict environmental change, and to participate in the
management of the environment. The interdisciplinary program contains 25 to 26
course credits in the environmental sciences and humanities core that are designed
to develop the ability and knowledge required to assess and integrate information
across disciplinary boundaries in the sciences and humanities. The curriculum also
contains 27 to 30 credits of advanced courses in a specialization area designed to
give the students an area of academic strength in the physical, biological, or social
sciences. These two groups of courses balance breadth and depth.
The requirement for the specialization area can be met by completing an approved
minor. Alternatively, students may choose an approved course cluster, or work
with advisors to develop an innovative course cluster that would enable the
student to meet a new challenge in the analysis of environmental systems. A
summary of the Environmental Sciences curriculum appears in Appendix A.
4. Indicate in what ways the proposed program at the new location(s) will differ
from the on-campus program.
Except for a more limited selection of courses and options, graduation
requirements for the off-campus program are identical to those for the on-campus
program. The on-campus Environmental Sciences program provides students with
many choices. Within each breadth area, students elect a course from a choice of
four or five classes; the off-campus degree program will likely provide students
with a choice among two or three classes.
5. List any special requirements or prerequisites for admission to the program at the
There are no special requirements of distance learners.
6. Is there an accrediting agency or professional society that has established
standards for this program, and, if so, is the program currently accredited and
what was the last date of accreditation? If accredited, what steps would be needed
to accredit the program at the proposed new location(s)?
The B.S. in Environmental Sciences is not an accredited degree.
7. Evidence of need for the program at the new location(s).
The on-campus Environmental Sciences program has grown rapidly since its
approval in 1992. Currently, over two hundred students participate in the program
The goal of the statewide program in Environmental Sciences is to provide
students who are geographically isolated from a college or university or unable to
attend classes during traditional times with access to a bachelor’s degree program.
This broad interdisciplinary program provides students with the opportunity to
develop a degree program that meets their needs. Because Oregon’s economy is
strongly based on natural resources, preparation of students to enter the workforce
to deal with environmental issues is essential to the economic future of the State.
Figure 1. Growth in Student Enrollment in OSU’s
Environmental Sciences Baccalaureate Degree Program
8. Estimated enrollment and number of graduates over the next five years at each
location? Will any enrollment limitation be imposed at the new location(s); if so,
how will those to be enrolled be selected?
Enrollment estimates were made based upon our history with the Liberal Studies
degree program. Our partnership with Central Oregon Community College has
resulted in over 70 graduates, most during the past five years. The Environmental
Sciences program is expected to result in similar enrollments in Bend and at
Eastern Oregon University. The programs at Mt. Hood Community College,
Southwestern Oregon Community College, and the Warm Springs Indian
Reservation are likely to be smaller. Enrollment in the Environmental Sciences
program is expected to reach approximately 70 FTE students within the next five
years. There will be no anticipated enrollment limitations placed on the program.
9. List any similar programs offered at the proposed or nearby location(s).
Few baccalaureate degrees are offered on a statewide basis for students that are
place- and time- bound. While baccalaureate degrees in Liberal Studies are
available at many sites, there is a clear need for science-based curricula in the
10. List the names and qualifications of faculty (regular and adjunct) who will be
involved in delivering the program to the proposed location(s). Indicate if new
faculty will be needed to initiate the program in new location(s) and what
commitment the institution is making to meet these needs.
No new faculty will be needed to deliver the program to the proposed locations.
Courses will be taught by existing faculty by incorporating technologies and using
non-traditional course scheduling for face-to-face classes (such as weekend or
11. Estimate the number and type of support staff needed to provide the program at
the new location(s).
Currently, support for each of the OSU Statewide sites is provided centrally. The
OSU Statewide initiative will result in an increase in staff within the Office of
Continuing Higher Education (an advisor and a clerical assistant). Each of these
staff members will devote about 15% of their time to the Environmental Sciences
Facilities, Equipment, Library, Student Services
12. Describe any special facilities in terms of buildings, laboratories, and equipment
necessary to offer the program at each of the proposed location(s).
No new facilities are required.
13. Indicate how library needs will be met at the proposed new location(s).
Students enrolled in programs at a distance from OSU have access to OSU library
services including access to the OSU online catalog and research databases,
reference assistance, and document delivery of journal articles. Access to the
library's online catalog and research databases to which the library subscribes is
available via the internet to all OSU students. Students may contact the Distance
Education Librarian and/or subject specialist reference librarians via telephone or
e-mail for consultations. First-class mail, fax, or electronic delivery via the
internet are used to expedite delivery of these items. Books and other items
owned by OSU libraries are delivered to the students via first-class or priority
mail. Interlibrary loan transactions are facilitated by OSU's inter-library loan
office; including the expedient delivery of journal article copies, books, or
thesis/dissertations borrowed from other institutions.
OSU librarians will collaborate with the librarians at partnering institutions
regarding collection development in support of the program. Library services for
distance learners at OSU are described in detail on the World Wide Web at this
14. Indicate how students at the new location(s) will receive student services such as
academic advising, financial aid assistance, registration for courses, access to
Student services will be provided by the staff of the Office of Continuing Higher
Education (much of the academic advising, registration assistance, etc.). Students
in the statewide degree programs will receive many of their services from existing
OSU Student Services units. Services such as examination proctoring, liaison with
instructors for distribution of course materials, and liaison with the OSU Distance
Education Librarian will be conducted by staff members within the Office of
Continuing Higher Education. Students will register through OSU’s telephone
registration process. In addition, students will have access to advising and other
OSU services through the WWW and by use of 800-telephone numbers to connect
with on-campus services as needed.
15. Describe the schedule for delivery of the program; include term(s) and years,
day(s) of week, time(s) of day, total number of hours of Ed-Net instruction for the
entire program. Indicate preferred times for scheduling all classes.
It is expected that instruction via Ed-Net will be only one of several technologies
and modes used to deliver course work to (or from) the off-campus site.
Asynchronous and face-to-face methods will be employed, as appropriate.
Courses will be delivered using mixtures of on-site instruction, Ed-Net, ITFS,
video workbooks, and Web courses. Most courses will include multiple delivery
methods. Face-to-face, Ed-Net, or ITFS instruction usually will be conducted in
the late afternoon, evening, or weekend.
16. Are copyrighted materials to be used in the program being cleared for use?
17. Indicate the type/amount of training instructors have or will receive regarding
use of Ed-Net.
Two sets of workshops will be provided for faculty and course work development.
The first focuses on selection of appropriate media and modes for course delivery
based on class content and learning objectives. A second set of workshops focuses
on specific aspects of coursework development using the media, mode, or
18. What Networks are proposed for use (Network I, II, III)?
Ed-Net is only one of several technologies to be used in delivering the proposed
program to the proposed sites. In addition to Ed-Net II, it is expected that
PictureTel or similar compressed video systems and ITFS will come on-line this
academic year. Other methods of delivery include Web and CD-based courses.
Also, the use of “audioconferencing” through the OSU audio bridge in
conjunction with video tape (video workbooks) delivery of courses is likely to be
used as a delivery source.
19. What special technical requirements for course delivery will be needed (e.g.,
computer accessibility, videotapes, slides)?
Facilities at Central Oregon Community College, Southwestern Oregon
Community College, Mt. Hood Community College, Warm Springs Indian
Reservation, and Eastern Oregon University are adequate for program delivery.
20. Indicate if site coordination has occurred and list name(s) of on-site facilitator(s).
Coordination with presidents, vice presidents, deans, and department heads at
each of the proposed sites has occurred. Facilitators for each of the sites is listed
Site On-Site Facilitator/Technical Support
Central Oregon Community College James Obert
Southwestern Oregon Community College Terry Weaver
Mt. Hood Community College Jackie McCrady
Warm Springs Indian Reservation James Obert
Eastern Oregon University Linda Schreiner
21. Indicate the estimated cost of the program for the first four years of its operation,
following the format found on the last page of this document. If federal or other
grant funds are required to launch the program (see Items II-C and II-D), what
does the institution propose to do with the program upon termination of the
grant? Will the allocation of going-level budget funds in support of the program
have an adverse impact on the program? If so, in what ways? If the program will
be financed from existing resources, specifically state:
What the budgetary unit will be doing as a result of the new program that is not
now done, in terms of additional activities, and
What these new activities will cost and whether financed or staffed by shifting of
assignments, within the budgetary unit or reallocation of resources within the
institution. State which resources will be moved and how this will affect those
programs losing resources.
The program is being developed without Federal or other grant funds. However, we
are continuing to solicit funds to accelerate course development for distance
delivery. Proposals are currently being considered by the U.S. Department of
Education, GTE, and the Pew Charitable Trusts.
The interdisciplinary Environmental Sciences curriculum requires delivery of a
minimum of fourteen courses over a two year period (Appendix A). The budget
was prepared assuming delivery of twenty courses over two years. Course
development and delivery is distributed among many units to allow the statewide
program to be taught in-load with central support for faculty and coursework
development. No new classes are required. Off-campus students will be
incorporated in on-campus classes or asynchronous material will be developed
(funded by central resources) to allow additional off-campus sections to be taught.
This budget is built upon the assumption that course development will be centrally
funded. Course delivery will be the responsibility of academic units and will be
reflected in their FTE and budgets.
The budget was constructed for the development of 3 existing courses for distance
delivery in each of years 1, 2, and 3 and 1.5 courses in the 4th year.
The budget assumes delivery costs for 1 interactive TV or ITFS course in year 1
with 2 courses per year in years 2, 3, and 4.
Costs for course development were taken from the “Distance Education Program
Business Plan” by Jon Root (1997). It assumes that courses are taught by faculty
within the Colleges of Science, Liberal Arts, Agricultural Sciences, Forestry, and
Oceanic and Atmospheric Sciences. Average salaries were used.
The development and technology delivery costs of a televised course was assumed
as $14,903/course. The cost for development and delivery of asynchronous
courses (video-workbook and web) was assumed to average $22,017/course. (It
was assumed that the number of video-workbooks would be twice the number of
full web courses.)
The course development and delivery costs were increased at 5% per year to
Catalog descriptions of the program are included for reference. Also included is a
table describing the course needs for program development. A indicates that the
course is currently available. It may be taught by a community college or by OSU.
A indicates that a course from the list must be available to distance learners. For
the breadth requirements, the courses shown in bold are restricted electives within
both the Environmental Sciences and Natural Resources1 degree programs, and
thus serve more students.
A group of faculty within the College of Science are working together to
recommend the best group of courses for development and distance delivery. This
will include a WIC course, an observational experience, and specialization. If a
new specialization for the Environmental Sciences program is developed for
distance delivery, the specialization will come to the Curriculum Council for
The Natural Resources (B.S.) degree program is being separately proposed for statewide