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CONTACT PERSON FOR THE FOLLOWING COURSE INFORMATION:
Dee Holisky, College of Arts and Sciences, 3-8721, dholisky@gmu.edu

New courses for approval

BIOS 760. Seminar in Molecular Systematics (1-3:1-3:0).
Prerequisites: None.
A seminar with presentations and discussion by students and faculty of research papers and projects.

BIOS 762. Phylogenetic Analysis (4:3:3).
Prerequisites: None.
A consideration of molecular systematics techniques in biology, especially cladistics and phenetics methods. Species concepts, biological nomenclature and classifications will also be discussed. Laboratory will emphasize phylogenetic methods using online sources of comparative data.

BIOS 765. Molecular Systematics (3:3:0).
Prerequisites: None.
Comparative evolutionary techniques applied to molecular data. Use of molecular techniques, molecular, databases, analytical techniques will be covered.

BIOS 767. Molecular Evolution (3:3:0).
Prerequisites: None.
A review of the diversity and organization of genomes and evolutionary processes that operate at the molecular level. Emphasis will be placed on processes of molecular evolution and techniques used to analyze these processes.

BIOS 787. Literature of Astrobiology I: Earth as an Environment for Life's Origin (3:3:0).
Prerequisite: Science degree or permission of the instructor.
This course explores the diverse and growing primary literature of astrobiology with an emphasis on prebiotic physical and chemical environment of the early Earth - the setting for life's origin.

BIOS 788. Literature of Astrobiology II: The Emergence of Life on Earth (3:3:0).
Prerequisite: Science degree or permission of the instructor.
This course considers the primary literature of origin of life research with consideration of both the "bottom up" chemical processes of sythesis and molecular organization, and the "top-down" study of fossil and living oganisms.

New degree concentration

PhD in Biosciences, concentration in Systematics and Evolutionary Biology.
The Systematics and Evolutionary Biology concentration of the Biosciences Ph.D. prepares students for significant contributions in an academic or industrial career. Areas of emphasis include Systematics, Evolution and Biocomplexity.

New degree program

Master of Environmental Management

Background and Organizational Locus
Over the past 30 years environmental concerns have increasingly affected the actions of individuals, the private sector, and public institutions in the United States and throughout the world. One needs only examine the daily newspaper to glimpse the rich variety of current issues that will require knowledge of the environment and management skills to address. In a recent two day period the Washington Post carried articles on at least four issues where environmental management issues were clearly apparent: wetland loss by sea level rise, pollution of Chesapeake Bay by chicken waste, development in flood plains, and building cleaner cars to cut oil usage and air pollution. These topics illustrate the range of issues in which environmental management skills are required to insure the continued health of the environment and our society.

Universities have addressed the real need for environmental problem-solving skills in a variety of ways. Undergraduate courses, minors, and even majors in environmental science or studies have sprung up at many campuses over the past three decades. Many of these programs have been very effective in providing an environmental focus to the traditional liberal arts education. Likewise, graduate programs in environmental science have also become popular at many institutions, helping to satisfy the demand for technically trained individuals with a traditional science or engineering background. Public administration programs are found at numerous institutions that provide training for those in local, state, or federal government. These programs usually provide a terminal master's degree directed at individuals who aspire to be professional managers in the public sector. However, neither the public administration programs nor the environmental science programs alone provide the integrated training needed or desired by many environmental professionals.

We are proposing a Master's Program in Environmental Management that will combine the managerial and administrative skills developed in a traditional Master of Public Administration with the scientific knowledge and understanding normally found as a component of a Master of Science degree. The program will serve as a terminal professional master's for those individuals currently working in or aspiring to work as managers in the environmental field in both government and private industry. The training will involve enhancement of core knowledge, an introduction to methodology and tools, and applications in seminars, electives, and labs.

This degree is intended as a professional degree for those who aspire to leadership positions in the environmental policy arena or who currently work in the field and would like to upgrade their credentials. While GMU currently has research oriented M.S. degrees in natural science fields relating to the environment and general public administration masters degrees, it has no degrees addressing the needs of professional managers and staff who work at the interface between public administration and environmental science. The proposed degree would provide superb and balanced training to both full-time and part-time students who seek or currently occupy positions in this growing nexus. This proposal seeks to ensure that students in the program receive solid grounding in public management and administration as well as in the sciences. It seeks to take advantage of existing course offerings in the College of Arts and Sciences so as to maximize both the efficiency of the program and flexibility afforded to students. Since no thesis is required it will be particularly adaptable to part-time students.

The program will be jointly administered by the Department of Environmental Science and Policy (ESP) and the Department of Public and International Affairs (PIA), both of which are located in the College of Arts and Sciences at George Mason University in Fairfax, Virginia. ESP has its roots in the Ph.D. Program in Environmental Science and Public Policy which was initiated in 1982 by the Department of Biology at GMU. Policy studies have long been a thrust of GMU and the Ph.D. Program in Environmental Science and Public Policy was the first Ph.D. program at GMU to embrace this emphasis. A total of 76 Ph.D. degrees have been awarded since its inception and there are currently some 115 active students. A similar master's level program has awarded 92 degrees since 1990 and currently 40 active students.

Recognizing the size and quality of these graduates programs, the College of Arts and Sciences created ESP as an independent program in January 2001. In July 2001 ESP grew larger with the addition of the Geology undergraduate program. In fall 2001 ESP launched an undergraduate general education environmental science course and attained departmental status. Effective Fall 2002, ESP will have eight tenure stream faculty members with majority appointments and an additional five with minority appointments. There are 5 faculty with restricted full-time appointments. In 2001-2002 there were nearly 3.0 FTE of part-time faculty for instruction within the ESP graduate program and undergraduate programs. ESP awards 10 teaching assistantships which go to support laboratory teaching in both ESP and Biology. In addition to the faculty whose majority appointments reside in ESP, the graduate programs now within ESP have long relied on involvement of faculty from other CAS departments as well as other schools and colleges at GMU. There are currently over 50 faculty affiliated with the program and faculty from eight other units have directed Ph.D. students, making this Ph.D. program one of the most wide-ranging on campus. The mission of ESP is to be in the forefront of environmental science, broadly defined, and to integrate the science, policy, and human dimensions of environmental issues at the graduate and undergraduate levels. To achieve these goals the department offers a broad array of courses which provide both content and tools to students.

The Department of Public and International Affairs is one of the largest academic units at George Mason University with 35 full-time faculty, approximately 1,000 undergraduate majors, and over 230 graduate students in its nationally ranked Master of Public Administration program. The department's mission is to help students obtain key knowledge and skills within a broad liberal arts framework. Keeping in mind the far-reaching changes that have been occurring in the public arena, the department has established three specific goals: first, to help students understand the dynamics of the public arena, critically evaluate current trends, and explore new ways to achieve public values; second, to engage students in public activities so they will appreciate the moral challenges of citizenship and their personal connections to the public world; and third, to help students develop competencies in analysis, teamwork, and communications so that they can participate more effectively in the public arena.

Admission and Degree Requirements

Admission Requirements
Applicants should have a bachelor's degree with an overall GPA of at least 3.0. Applicants should have taken at least two semesters of biology and/or chemistry. Applications are accepted for fall admission only and are due by March 15. All applicants must submit the following materials:

• Complete Application for Graduate Study (GMU requirement)
• Non-refundable application fee (GMU requirement)
• Application for Virginia In-State Tuition Rates if seeking in-state tuition (GMU requirement)
• Two copies of official transcripts from each institution attended (GMU requirement)
• Three letters of recommendation (at least two of which should be from former professors, job supervisors or others familiar with the applicant's work)
• A recent resume
• A substantial statement of professional goals and interest in the program. This should also specify whether the student wishes to attend full or part-time.
• Scores from the aptitude portion of the GRE (Applicants with undergraduate GPA of 3.3 or higher may petition for a waiver of GRE requirement)

Degree Requirements
Students must complete a total of 36 credit hours for the M.E.M. This degree is designed to be completed by a full-time student in three semesters, or a part-time student in six semesters. Course work must include the following:

Administration and Policy (AP). A minimum of 12 hours including:

• PUAD 502 Administration in Public and Nonprofit Organizations or PUAD 620 Organizational Theory and Management Behavior
• PUAD 640 Public Policy Process (with sections tailored to ESP)
• EVPP 741 Advanced Topics: Environmental Law
• PUAD 749 Issues in Public Policy: Environmental Policy and Management

Environmental Science (ES). A minimum of 12 hours including:

• EVPP 607 Fundamentals of Ecology (if no course in general ecology already)
• EVPP 677 Applied Ecology and Environmental Management
• EVPP 641 Environmental Science and Public Policy
• EVPP 546 Estuarine and Coastal Ecology or EVPP 550 Waterscape Ecology and Management or EVPP 644 Wetland Ecology and Management

Methods and Statistics (M/S). A minimum of 6 hours of coursework to include:

• PUAD 611 Problem Solving and Data Analysis I (research design)
• PUAD 612 Problem Solving and Data Analysis II (statistics)

Electives. 6 hours. May be chosen from the following list of approved electives. Other courses may be used subject to approval of the Program Committee.

• EVPP 546 Estuarine and Coastal Ecology (if not already taken)
• EVPP 550 Waterscape Ecology and Management (if not already taken)
• EVPP 622 Management of Wild Living Resources
• EVPP 626 Environment and Development in South and East Asia
• EVPP 627 Environmental Policy in Latin America
• EVPP 628 Environment and Development in Africa
• EVPP 630 Methods and Logic of Social Inquiry
• EVPP 644 Wetland Ecology and Management (if not already taken)
• EVPP 650 Environmental Analysis and Modeling
• EVPP 675 Environmental Planning and Administration
• EVPP 741 Advanced Topics: Environment and Society
• EVPP 741 Advanced Topics: Ecological Economics
• EVPP 741 Advanced Topics: Development of U.S. Environmental Policies
• EVPP 741 Advanced Topics: Overview of Biodiversity Conservation
• GEOG 550 Introduction to GIS
• PUAD 509 Justice Organizations and Processes
• PUAD 615 Administrative Law
• PUAD 622 Program Planning and Implementation
• PUAD 657 Association Management
• PUAD 729 Issues in Public Management: Lobbying and Advocacy
• PUAD 741 Policy Analysis
• PUAD 742 Program Evaluation
• MBA 623 Marketing Management
• MBA 712 Project and Cost Management
• MBA 724 Marketing Communication
• MBA 725 Leadership

Program of Study Students will normally pass through the program in one of two ways: full-time or part-time. Before enrollment students would be expected to declare their intention to be either full-time or part-time. Based on that, their program of study would normally follow one of the two Programs of Study given below. A program coordinator would be designated to assist students in the proper enrollment sequence, selection of electives, and any problems or exceptions which emerge in scheduling the required classes.

A full-time student will be expected to graduate from the program in 18 months assuming a summer enrollment of one course. The Program of Study for Full-time Students would be laid out as follows:

A part-time student would be expected to complete the program in 2 ½ years (30 months) assuming two summer enrollments. The Program of Study for Part-time students would be:

This phasing will allow courses to be reliably taught in either spring or fall semesters and conveniently fit into both the Full-time and Part-time Programs of Study.

Part-time students who could not follow this particular sequence could take a more individual pace through the courses as long as the Tier I science, methods, and public policy courses were taken before their counterparts in Tier II below.

These requirements take advantage of the fact that the Department of Public and International Affairs (PIA) currently offers a concentration in environmental science and public policy as part of its MPA degree. It would be relatively simple to incorporate current MPA courses in the proposed degree so as to achieve a high degree of efficiency in the delivery of the degree, while also providing students a great deal of flexibility in the times and places (both Fairfax and Arlington) to take some of the core courses in the curriculum.

PIA would modify one of its sections of PUAD 612 (statistics) each semester to focus on examples and methods of particular interest in environmental policy. Students could take either the designated "environmental" section or another section. PIA would also ensure that environmental policy was included among the cases addressed in the PUAD 640 (Public Policy Process) course. All of the EVPP courses are currently being offered as part of the ESP graduate curriculum.

Expectations for Graduates
Graduates of the Master of Environmental Management program will be expected to:

• possess the conceptual and analytic tools to function in an organization charged with formulating or implementing environmental policy
• possess the ecological knowledge to allow an understanding of the science which bears on environmental policy including the depth and limitations of such science
• be able to communicate effectively both orally and in their writings
• be able to utilize technology effectively and appropriately

Graduates from this program would be well-qualified to seek employment with a variety of local, state, or federal agencies as well as many non-profits and private companies. A range of niches would be available within these organizations including:

• science policy staff manager
• science policy specialist
• environmental and natural resource manager
• environmental analyst -land use planner
• transportation planner
• regional planner

It is anticipated that a majority of the part-time students would probably already have employment in the general field of environmental management and be enrolled in the program to upgrade their credentials to be more effective and advance more rapidly in their organization.

Program Administration
The program would be administered by a Program Coordinator under the guidance of a program committee. The Program Coordinator is anticipated to be a faculty member with a restricted appointment who will also teach one or more courses in the program. Administrative support will be provided by classified staff and wages employees within ESP and PIA.

The Program Committee will consist of four members:

• one ESP faculty member (appointed by the ESP chair/director)
• one PIA faculty member (appointed by the PIA chair)
• one representative of the CAS Dean's office (appointed by the CAS Dean)
• the Program Coordinator

The Program Committee will meet on a monthly basis to advise the Program Coordinator on issues of curriculum and student affairs. The Program Committee will be empowered to make routine decisions regarding program administration and guidelines. However, on major policy changes the full ESP and PIA faculty will be consulted. This will be done if requested by either the ESP or PIA faculty representative.

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CONTACT PERSON FOR THE FOLLOWING COURSE INFORMATION:
Mark Goor, Graduate School of Education, 3-2080, mgoor@gmu.edu

New courses for approval

EDLE 610. Leading Schools and Communities (3:3:0)
Prerequisites: None.
Examines critical functions of leadership and management, complex decision-making of school executives, and constructive relationships between schools and communities. Studies historical, philosophical, and sociological foundations of American education and impact of organizational structure on reform and student achievement. Emphasizes leadership skill development.

EDLE 614 Managing Financial and Human Resources (3:3:0).
Prerequisites: admission to the program and EDLE 610, 612. Corequisite: EDLE 791.
Explores basic functions in financial and human resource management. Examines the legalities, ethics and politics of resource procurement and allocation. Provides authentic experiences that help students to better understand tasks typically performed by school leaders.

EDLE 616 Curriculum Development and Evaluation (3:3:0).
Prerequisites: Admission to program and EDLE 610, 612, 614. Corequisite: EDLE 791.
Examines the relationship of the written, taught, and tested curriculum and identifies critical leadership decisions that can positively impact student achievement. Identifies components of effective curriculum guides and constructs a curriculum guide for personal use.

EDLE 618 Supervision and Evaluation of Instruction (3:3:0).
Prerequisites: Admission to the program and EDLE 610, 612, 614, 616. Corequisite: EDLE 791.
Provides a theoretical and practical overview of the supervision and evaluation of instruction. Provides theoretical and practical overview of the supervision and evaluation of instruction. Introduces domains of supervision and inquiry into current issues and best practices in supervision. Uses practical, interactive exercises to assist in developing skills in the clinical process and developmental approach to supervision.

EDLE 620 Organizational Theory and Leadership Development (3:3:0).
Prerequisites: Admission to the program and EDLE 610, 612, 614, 616, 618. Corequisite: EDLE 791
Studies basic organizational theories and models of leadership and management. Emphasis on shared leadership in professional environments, communication skills, systems thinking, and the process of personal and organizational change. Bridges theory to practical applications in educational settings.

EDLE 634 Contemporary Issues in Education Leadership (3:3:0).
Prerequisites: Admission to the program.
Examines current and emerging issues and trends impacting education. Inquiring into demographic shifts; globalization; technology; data-based decision-making; inclusion of diverse learners in American schools; and recent research on student achievement when influenced by race, gender, and poverty.

EDLE 636 Adult Motivation and Conflict Management in Education Settings: A Case Study Approach (3:3:0).
Prerequisites: Admission to the program.
Uses case studies learning approach and simulations to examine conflict mediation and resolution skills and safety and security issues. Focuses on character and ethics education in schools, coaching and mentoring, and adult motivation to support positive behaviors in work settings.

Modified courses for approval

EDCI 520. Assessment and Curriculum in Bilingual/ESL Settings
Change course title to: Assessment in Bilingual/ESL Settings

EDCI 777. Research into Practice
Change course title to: Research to Practice

EDCI 797. Advanced Topics in Education
This course is offered over two terms and must have a GT grade type to allow grades of IP.

EDIT 790. Practicum in Instructional Technology
Change credit from fixed 6 credits to variable 1-6 to reflect program requirements.

EDLE 612 Education Law (3:3:0)
Change prerequisites to: "Prerequisites: EDLE 610 and admission to the program. Corequisites: EDLE 791." Change course description to read: "Provides legal foundations of U.S. public schools. Examines general principles of statutory and case law and applies judicial decisions to educational environments. Focuses on legal responsibilities, constraints, and opportunities of public school officials. Includes a component of Special Education law."

EDLE 791. Internship in Education Leadership
Change course title to: Internship. Change credit to fixed 3 credit. Change prerequisites to: "Admission to the program and EDLE 610. Corequisite: EDLE 612. This course must be taken in the second term of the program." Change course description to read: "Offers a wide range of practical experiences and professional challenges in authentic education settings. Activities emphasize strategic, instructional, organizational, political, and community leadership."

EDUC 998. Doctoral Dissertation Proposal
Change credit from variable 1-6 to 1-3 to reflect program requirements.

New certificate for approval

Post-master's Counseling Licensure Certificate Program (PCLC)

Background And Rationale For Request Of University Post-master's Counseling Licensure Certificate Program
For Licensure Qualification In School Counseling And Community Agency Counseling The Counseling and Development [C&D] Program currently offers courses towards school counseling and community agency counseling licensure for post-master's degree students. The C&D program has a history of students who already have their master's degrees in counseling or a related field who make inquiries and enroll in various courses through "Non-Degree" enrollment in order to qualify for licensure in either school counseling or community agency counseling. At the present time the courses these students take are randomized and individualized. There is not an identified cluster of classes, nor a program umbrella with a specified number of courses to which these students apply. Rather, they apply to a program entitled, "Non-Degree," which is ambiguous and not well-defined. This proposal aims to systematize a coherent 15-credit University Certificate Program for students interested in qualifying for licensure in either specialization.

For each of the specialization licensure tracks there are specific requirements. In school counseling it is required that students take specific courses that are determined by the Virginia Department of Education. For (censure as a Licensed Professional Counselor the Commonwealth of Virginia requires a total of 60 credit hours in specific content areas, which is more than the current course requirements for a master's Degree program. At the present time the only regional program that has an established post-master's degree certificate program to accommodate the needs for licensure is Johns Hopkins University, which is located in Maryland. The establishment of a structured 15?credit University Post?master's Counseling Licensure Certificate Program [PCLC] that will meet this need with an organized and coherent program rather than an individualized set of courses will have the potential to increase enrollment and interest. Furthermore, the University Post-master's Counseling Licensure Certificate Program [PCLC] will have a clearly defined outcome (the certificate) beyond simply meeting credit requirements to qualify for licensure.

Kind of Program
University Post-master's Counseling Licensure Certificate Program [PCLC] with a specialization that will lead towards licensure in Community Agency Counseling or School Counseling. Students will be assigned a faculty advisor and design their program of studies in conjunction with their advisor based on their individualized needs and interest. The certificate program will be a 15-credit program that will include the following:

3-6 credits from the following courses (depending on needs of individual students)

• EDCD 606: Counseling Children and Adolescents (3 credits)
• EDCD 611: Introduction to Ethical and Legal Issues in Counseling (2 credits)
• EDCD 626: Principles and Practices of School Counseling (3 credits)
• EDCD 628: Counseling Leadership, Social Change and Advocacy (3 credits)
• EDCD 652: Introduction to Substance Abuse Counseling (3 credits)
• EDCD 654: Counseling, Ethics & Consultation in Community Agencies (3 credits)
• EDCD 656: Diagnosis & Treatment Planning for Mental Health Professionals (3 credits)
• EDCD 658: Couples & Family Counseling (3 credits)

3-6 credits from the following courses (depending on needs of individual students)

• EDCD 895: Seminar in Emerging Issues in Counseling (3 credits)
• EDCD 896: Advanced Multicultural Counseling (3 credits)
• EDCD 897: Advanced Group Counseling (3 credits)

3-6 credits from the following courses (depending on needs of individual students)

• EDCD 597: Special Topics

Will include courses such as:

• Diagnosis and Treatment Planning in Mental for Mental Health Professionals (1 credit)
• Issues of Loss (1 credit)
• School Violence (1 credit)
• Counseling At-risk Youth (1 credit)
• Urban Issues in Counseling (1 credit)
• Eating Disorders (1 credit)
• Counseling Children with Cancer (1 credit)
• Multicultural/Multilingual Education (1 credit)
• Clinical Supervision in Counseling (3 credits)

3-6 credits (if needed; may be substituted with other classes in other cluster courses)

• EDCD 755: Practicum in Counseling
• EDCD 791: Internship in Counseling

Audience
Post-master's degree students seeking licensure in either Community Agency Counseling or School Counseling.

Purpose and Need of Program
There is a need for students after finishing their master's degree program in Community Agency Counseling or a related field to take additional credits (the current total requirement in Virginia and most other states is 60 credits) to meet the Commonwealth of Virginia requirements for licensure as a Licensed Professional Counselor. In addition, some individuals who have completed their master's degrees in counseling and are working in community settings are interested in becoming school counselors. This requires taking specialized courses that meet state regulations. The University Post?master's Counseling Licensure Certificate Program [PCLC] would fulfill needs for both of these specializations.

Sources of Revenue
Continuation of student tuition and GSE funding

Administration
Program Coordinator of the C&D Program

Timetable
Nov - GSE PDET review
Dec - GMU Graduate Council review
Jan/Feb Advertisement and recruitment for new students
Fall 2002 - new program starts

Modified degree program for approval

MEd in Education Leadership

Proposed Framework for Program Modifications
Generally, the proposed program will reduce the total number of credits for a master's degree and offer an alternative academic option. Specifically, the restructured program will require 30 credits for graduation, a decrease from 36-39 credits, and will create two course work components:

• a 21-credit licensure component for individuals who already hold a master's degree and are seeking licensure only. This component will consist of six 3-credit courses, plus a 3-credit internship in which selected internship experiences are integrated as required activities into each of the six courses.
• an additional 9 credits for individuals who desire to complete the master's degree in Education Leadership.

Rationale for Program Restructuring
The EDLE faculty's decision to restructure the program was the result of considering the following issues:

• a longer-than necessary program limits our ability to help alleviate the grave shortages of principals in PreK-12 schools. Personnel in the VA DOE provided encouragement for restructuring our principal preparation program.
• the courses needed to be up-dated to better focus on and reflect the changing knowledge, skills, and experiences needed by EDLE students who are aspiring candidates for leadership positions in the 21st century.
• the existing program structure complicates the procedures for licensure of individuals who already hold a master's degree. In the current program structure, those EDLE students who earned an advanced degree prior to entering the program also must complete the EDLE master's courses before they can apply for administrator licensure. (An academically approved master's degree in any area of study, not specifically in Education Leadership, meets one of the requirements for obtaining an administrator license in Virginia.)
• the existing 36-39-credit master's degree/licensure program contains more credits than necessary to offer the required licensure competencies mandated by the Virginia Department of Education (DOE).
• the current program is not competitive with regional offerings by other universities.

Notification of EDLE Students About Proposed Program Changes
Currently enrolled EDLE students were notified of the proposed restructured program and possible modifications to their course requirements.

Initially, the Program Coordinator and Program Resource Specialist discussed the restructuring concept and its possible impact on students' programs of study with administrative representatives from all 9 school divisions served by the EDLE program. With the support and encouragement of the division representatives students then were notified of the proposed changes.

• Notification of Cohort Students. During a regularly scheduled class session, the EDLE Program Resource Specialist met with all cohort students who would be impacted by the restructuring. Details about the proposed restructuring plan, rationale, and specific modifications to their course requirements and course sequencing were discussed in depth with these students. There was a consensus among all cohort members to support the proposed program restructuring.
• Notification of Campus Students Not in Cohorts. A statement about the proposed restructuring was constructed by the EDLE Program Coordinator, in consultation with the Graduate School of Education's Associate Dean for Academics, and read to all students in EDLE campus classes. Students who desired to graduate in the fall 2002 semester or later were asked to contact their academic advisor for guidance in course selections before registering for their spring 2002 courses. EDLE faculty, with support from the EDLE Program Assistant, analyzed students' academic records and made individualized enrollment suggestions based on their remaining requirements for graduation.

Old and New Program Courses

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CONTACT PERSON FOR THE FOLLOWING COURSE INFORMATION:
Peter Becker, School of Computational Sciences, 3-3619, pbecker@gmu.edu

New courses for approval

BINF 634 Bioinformatics Programming (3:3:0).
Prerequisite: Graduate standing and computer programming experience or permission of instructor.
Data representation, control structures, file input/output, subroutines, regular expressions, debugging, introduction to relational databases. An emphasis on bioinformatics applications including DNA sequence analysis, parsing FASTA and GenBank files, processing BLAST output files, SQL or equivalent query language.

BINF 734 Advanced Bioinformatics Programming (3:3:0).
Prerequisite: BINF 634 or permission of the instructor.
Selected topics including algorithm design, complex data structures, object-oriented programming, relational databases, designing modules, graphics programming, web programming. Students will complete a bioinformatics programming project.

BINF 798 Research Project (3:0:0).
Prerequisites: Twelve graduate credits and permission of instructor.
Project chosen and completed under the guidance of a graduate faculty member, which results in an acceptable technical report.

BINF 799 Master's Thesis (1-6:0:0).
Prerequisites: Twelve graduate credits and permission of instructor.
Project chosen and completed under the guidance of a graduate faculty member, which results in an acceptable technical report (master's thesis) and oral defense. Graded S/IP.

New degree program for approval

MS in Bioinformatics

BACKGROUND
The mission of the School of Computational Sciences (SCS) is to provide quality graduate education, research and development in the sciences emphasizing the central role of computational methodologies in the biological, physical, mathematical, and data sciences. The educational and research programs of SCS are highly interdisciplinary, with an emphasis on theoretical science, computer simulation, data studies, and hardware design and development. The objective of the SCS is to provide Virginia, and the nation as a whole, with world-class resources for attacking the interdisciplinary research problems that characterize the challenges faced as we move into the new millennium.

Recent advances in molecular biology have produced an avalanche of data, including DNA sequences and genetic maps that cover thousands of genes whose functions are poorly understood or completely unknown. These advances are having profound effect on the biological sciences, and have resulted in the development of the new discipline of bioinformatics. Bioinformatics utilizes computational approaches to create complex models of biological activity, including attempts elucidate the functions of genes and their interactions in genetic pathways. On a broader scale, major social benefits are expected from the exploitation of the wealth of new knowledge becoming available concerning the genetic mechanisms of life and related processes. For example, we expect major advances in medicine, functional genomics, and environmental sciences, and we anticipate a general increase in basic knowledge in all areas of biology. These benefits are increasingly dependent on the application of information technology to the analysis of biological information.

George Mason University was a pioneer in this area by creating in 1992 one of the first Ph.D. programs with an emphasis in bioinformatics. Our current program has already received international attention . Since 1992, the field of bioinformatics has evolved, both in scope and importance to modern biology . To reflect the importance that the field of bioinformatics has attained, the School of Computational Sciences has recently proposed a stand-alone Ph.D. in bioinformatics as a formalization and extension of the existing bioinformatics track in the Computational Sciences and Informatics Ph.D. program.

In 1999, SCS initiated an M.S. track in Bioinformatics under the University's Masters of New Professional Studies (MNPS) Program. There are approximately 24 active students in the MNPS program, and the initial class will graduate in 2002. Based on the success of the MNPS program and the continued growth of the Ph.D. program in Bioinformatics, we believe that the transition to a stand-alone M.S. in Bioinformatics will address an important need for bioinformatics training and will significantly strengthen GMU's overall academic program in Bioinformatics.

DESCRIPTION OF PROPOSED PROGRAM
Program Mission
The innovative M.S. in Bioinformatics proposed here addresses the growing national and regional demand for trained computational biologists. Local corporations expected to hire graduates of the program include Celera, TIGR, Human Genome Sciences, and Gene Logic, as well as many other firms in the region's robust biotechnology community. The proposed degree combines a solid foundation in biotechnology with computational skills relevant to bioinformatics. The flexibility of the degree structure permits students to custom-design their curriculum under an advisor's guidance, making the M.S. in Bioinformatics especially relevant for students employed in today's diverse Northern Virginia high-technology workplace. The proposed M.S. degree is intended for:

• Students seeking advancement in their current bioinformatics career.
• Students with a background in biological science or computing who are planning to enter the field of bioinformatics.
• Students en route to the Bioinformatics Ph.D. degree.
• Students in the Bioinformatics Ph.D. program whose career plans change, and would benefit from the availability of a Master's degree.

All courses are offered in the late afternoon or early evening to accommodate students with full-time employment outside the university. Persons employed at area biotechnology organizations may take up to six credits (out of 31) for bioinformatics work done on the job under the guidance of a faculty member. This work-related project may be applied either as a 3-credit research project or as a 6-credit master's thesis.

GMU has already developed a thriving, interdisciplinary doctoral program in Bioinformatics as a concentration within the Computational Science and Informatics (CSI) degree. The proposed new Masters degree is based upon a similar set of academic principles. The new M.S. program includes a core of fundamental bioinformatics classes as well as a flexible set of elective courses covering a wide range of topics in molecular biology, computational biology and software development. The majority of these classes are offered by SCS. Thus, the new degree utilizes an extensive base of existing coursework associated with the SCS bioinformatics graduate program.

Program Objectives
Bioinformatics refers to the application of information technology to the storage, retrieval and analysis of information about biological sequences, structures and functions. As such, bioinformatics is an inherently multidisciplinary specialty that requires a background in both biology and computing. The M.S. in Bioinformatics is designed to meet the challenge of preparing students with diverse backgrounds for the field of bioinformatics. At the time of completion, students should be able to:

• Evaluate quantitatively the performance of bioinformatics algorithms and tools.
• Analyze, visualize, and interpret biological data.
• Design and implement new computational methods to solve problems in bioinformatics.
• Work collaboratively in interdisciplinary groups.

Admission Criteria
To be considered for admission to the M.S. program in Bioinformatics, each applicant should have the following:

• A baccalaureate degree in biology, computer science, or related science.
• A grade average of B or better during the last 60 hours of the undergraduate program.
• Three letters of recommendation, preferably from academic references or from references in industry or government who hold advanced degrees and are familiar with the applicant's professional accomplishments.
• A detailed statement of career goals and aspirations.
• For a student whose native language is not English, a minimum score of 575 on the TOEFL. (A minimum score of 600 is required for applicants who wish to be considered for a graduate teaching assistantship.)
• Submission of scores from the Graduate Record Examination (GEN).

Candidates for admission are expected to have completed undergraduate courses in molecular biology, computer programming, probability and statistics, and calculus. Students with deficiencies in one or more of these areas may be advised to take additional courses from the undergraduate curriculum, according to their intended areas of emphasis and specific backgrounds.

Satisfaction of the entrance requirements will be determined by the SCS Graduate Program Coordinator in consultation with the M.S. Faculty Oversight Committee described below.

Program Structure
The general academic requirements for completion of the M.S. in Bioinformatics are organized into several areas:

• Bioinformatics Core Courses -- foundational courses in modern biotechnology, tools and method for bioinformatics analysis, and methods for creating customized bioinformatics tools.
• Electives -- advanced courses in biotechnology, computational science, and bioinformatics.
• Seminar/Colloquium -- 1 credit hour.
• Thesis or Work-related project.

All students will undertake either a master's thesis or a research project that allows them to gain more extensive experience in the development of large-scale bioinformatics systems. The research project may be based on a work-related project performed under the supervision of a faculty member. The research project is one of the innovative features of the proposed degree program that is likely to be attractive to many students in the local high-technology workplace. We provide a more detailed summary of the curriculum requirements for the proposed degree below.

Curriculum Requirements
Candidates for the M.S. degree in Bioinformatics must successfully complete 31 credit hours as follows:

1. 12 credit hours of Bioinformatics Core Courses as follows:

• MBI 533 Biotechnology I (3:1:6)
• BINF 630 / MBI 530 Bioinformatics Methods (3:3:0) (to be cross-listed with BIOL 580)
• BINF 634 Bioinformatics Programming (3:3:0) (new course)
• BINF 734 Advanced Bioinformatics Programming (3:3:0) (new course)

2. 12-15 credit hours selected from three areas: (i) Bioinformatics and Computational Biology, and (ii) Biology and Biotechnology, and (iii) Computational Science, with least three credits from advanced courses in Bioinformatics and Computational Biology. Electives may be chosen from the following lists, or from other courses as approved by advisor:

Bioinformatics and Computational Biology (at least 3 credits)

• BINF 730 Biological Sequence Analysis (3:3:0)
• BINF 731 Protein Structure Analysis (3:3:0)
• BINF 732 Genomics (3:3:0)
• BINF 733 Gene Expression Analysis (3:3:0)
• BINF 739 Topics in Bioinformatics (3:3:0)
• CSI 734 Computational Neurobiology (3:3:0)
• CSI 735 Computational Neuroscience Systems (3:3:0)

Bioscience and Biotechnology

• BINF 701 Biochemical Systematics (3:3:0)
• BIOL 568 Advanced Topics in Molecular Genetics (3:3:0)
• BIOL 574 Population Genetics (3:3:0)
• BIOL 575 Selected Topics in Genetics (3:3:0)
• BIOL 579 Molecular Evolution and Conservation Genetics (3:3:0)
• BIOL 680 Experimental Design and Analysis for the Life Sciences (4:3:3)
• MBI 534 Biotechnology II (3:1:6)
• MBI 535 Biotechnology III (3:1:6)
• MBI 536 Biotechnology IV (3:1:6)
• MBI 537 Forensic DNA Science I (3:1:6)
• MBI 538 Forensic DNA Science II (3:1:6)
• MBI 539 Forensic DNA Science III (3:1:6)
• MNPS 700 The New Professionalism in Bioinformatics: Bioethics (3:3:0)

Computational Science

• CSI 672 / STAT 652 Statistical Inference (3:3:0)
• CSI 678 / STAT 658 Time Series Analysis and Forecasting (3:3:0)
• CSI 700 / MATH 685 Numerical Methods (3:3:0)
• CSI 703 Scientific and Statistical Visualization (3:3:0)
• CSI 709 Data Mining and Knowledge Discovery (3:3:0)
• CSI 710 Scientific Databases (3:3:0)
• CSI 773 / STAT 663 Statistical Graphics and Data Exploration (3:3:0)
• INFS 614 Database Management (3:3:0)
• STAT 554 Applied Statistics (3:3:0).
• STAT 662 Multivariate Statistical Methods (3:3:0)
• STAT 664/SYST 664 Bayesian Inference and Decision Analysis (3:3:0)

3. Either 3 credits of BINF 798 Research Project or 6 credits of BINF 799 Master's Thesis. If the student chooses the Research Project, then the requirement for Electives (category 2 above) is increased to 15 credits.

4. 1 credit hour of Seminar or Colloquium in Bioinformatics:

• BINF 704 Seminar in Bioinformatics (1:1:0)
• CSI 898 Research Colloquium in Bioinformatics (1:1:0)

Sample Course Schedules
Students enrolled in the interdisciplinary M.S. program in Bioinformatics will be presented with many options as they work with their advisor to design an appropriate curriculum, based on their background and interests. We present below a few possible sample course schedules based on different student's interests.

Example 1: Student Interested in Computational Biology Research

Fall Year 1:

• MBI 533 Biotechnology I (3 credits)
• BINF 630 Bioinformatics Methods (3 credits)
• BINF 634 Bioinformatics Programming 3 credits

Spring Year 1:

• BINF 732 Genomics (3 credits)
• BINF 734 Advanced Bioinformatics Programming (3 credits)
• BIOL 568 Advanced Topics in Molecular Genetics (3 credits)

Fall Year 2:

• BINF 704 Seminar in Bioinformatics (1 credit)
• BINF 730 Biological Sequence Analysis (3 credits)
• CSI 703 Scientific and Statistical Visualization (3 credits)

Spring Year 2:

• BINF 799 Master's Thesis (6 credits)

Total: 31 credits

Example 2: Student Interested in Bioinformatics Database Design (Project Option)

Fall Year 1:

• MBI 533 Biotechnology I (3 credits)
• BINF 630 Bioinformatics Methods (3 credits)
• BINF 634 Bioinformatics Programming (3 credits)

Spring Year 1:

• BINF 732 Genomics (3 credits)
• BINF 734 Advanced Bioinformatics Programming (3 credits)
• INFS 614 Database Management (3 credits)

Fall Year 2:

• BINF 730 Biological Sequence Analysis (3 credits)
• CSI 709 Data Mining and Knowledge Discovery (3 credits)
• BINF 704 Seminar in Bioinformatics (1 credit)

Spring Year 2:

• CSI 810 Scientific Databases (3 credits)
• BINF 798 Research Project (3 credits)

Total: 31 credits

Example 3: Student Interested in Forensics Biosciences Applications

Fall Year 1:

• BINF 630 Bioinformatics Methods (3 credits)
• BINF 634 Bioinformatics Programming (3 credits)
• MBI 533 Biotechnology I (3 credits)

Spring Year 1:

• BINF 704 Seminar in Bioinformatics (1 credit)
• MBI 537 Forensic DNA Science I (3 credits)
• STAT 662 Multivariate Statistical Methods (3 credits)

Fall Year 2:

• BINF 730 Biological Sequence Analysis (3 credits)
• BINF 734 Advanced Bioinformatics Programming (3 credits)
• MBI 538 Forensic DNA Science II (3 credits)

Spring Year 2:

• BINF 799 Master's Thesis( 6 credits)

Total: 31 credits

Relation to Other GMU Programs
The proposed program complements current GMU programs related to Bioinformatics at all levels.

MNPS in Bioinfortmatics: The proposed M.S. in Bioinformatics is a natural evolution of the successful Bioinformatics track currently offered under the University-wide Masters of New Professional Studies (MNPS) program. The proposed M.S. program consolidates the current MNPS Bioinformatics track with other courses offered through in the Ph.D. program, providing a more comprehensive combination of biotechnology and information technology courses, as well as additional course electives in biology and computational science. Upon state approval of this proposal, no more students will be admitted into the MNPS Bioinformatics track.

M.S. in Biology: The proposed M.S. program will expand the range of graduate courses available to students in the Biology M.S. program, while providing a distinct educational experience to students seeking an advanced degree in Bioinformatics. The proposed program differs from the Biology M.S. by its primary focus on the computational methods of bioinformatics, including software development methods and the in-depth study of algorithms that support bioinformatics applications.

Ph.D. in Bioinformatics: The proposed M.S. program will serve as a direct entry point for the proposed Ph.D. in Bioinformatics program. We therefore expect an increase in student enrollment at both the Masters and Ph.D. level, since many students taking the M.S. in Bioinformatics can be expected to continue their studies toward the Ph.D. at GMU. The two new courses, BINF 634 Bioinformatics Programming and BINF 734 Advanced Bioinformatics Programming, will serve as additional electives in the Bioinformatics Ph.D. program. The two existing courses required in this program, MBI 533 Biotechnology I and BINF 630/MBI 530 Bioinformatics Methods will not apply toward the 48-hour course total for the Bioinformatics Ph.D.

Ph.D. in Biosciences: The courses offered through the M.S. in Bioinformatics program will support of the recently approved Biosciences Ph.D. program's requirements for introductory bioinformatics courses.

Undergraduate Bioinformatics Minor: Undergraduates at GMU will benefit from the opportunity to take BINF 630 as part of Bioinformatics minor (BINF 630 will be cross-listed with BIOL 580 (Computer Applications in the Life Sciences: Bioinformatics), required for the Bioinformatics minor). In addition, it may be possible for selected undergraduates to take MBI 533 and BINF 634 as part of the undergraduate minor in Bioinformatics.

Comparison with Other Programs in Virginia
No other Virginia institution of higher learning currently offers the M.S. degree in Bioinformatics. Virginia Tech is planning to develop a graduate program in Bioinformatics. Currently, Virginia Tech offers Bioinformatics degree options in Bioinformatics in conjunction with existing Masters degree programs within several academic departments.

Comparison with Other Programs in Washington, D.C. Region
George Washington University has recently announced a M.S. degree in Genomics and Bioinformatics. The GWU program combines a set of biology courses and computer sciences courses, but does not offer the specific bioinformatics courses available through our program. Johns Hopkins University offers a Master of Science in Computer Science with an option in bioinformatics or an Advanced Certificate for Post-Master's Study in computer science with a concentration in bioinformatics. In both cases, the JHU program augments a traditional Computer Science program with optional courses in computational biology. In contrast to both of these programs, the proposed M.S. in Bioinformatics at GMU is intended to serve students whose primary professional interest is in the area of biological applications of computational analysis. As such, our proposed program includes more depth and a broader range of bioinformatics analysis courses than the GWU or the JHU programs.

Relevance of Proposed Degree for Northern VA
The Commonwealth of Virginia has a significant interest in increasing the number of skilled workers in bioinformatics in order to attract additional biotechnology companies to Virginia. Recent examples include the American Type Culture Collection (ATCC), which moved to Prince William County in 1997, and the Howard Hughes Medical Institute, which is building a computational biology center in Loudoun County that is expected to employ up to 300 scientists. Such companies depend on the availability of highly skilled employees, as well as the availability of continued professional education opportunities at all levels.

The Fairfax County Economic Development Authority (FCEDA) plans to open an 8,500-square foot bioinformatics incubator in early 2002, with the goal of accelerating the growth of start-up companies involved in bioinformatics. The incubator will be a catalyst for growth of the bioinformatics and biotechnology industry in Fairfax County and Northern Virginia and further diversify the Fairfax County economic base. According to the president of the FCEDA, " [B]ioinformatics in the Fairfax County of 2010 [will] be the same economic force that telecommunications and the Internet have been for the last decade, and the Springfield incubator will be central to that vision". The proposed M.S. program will directly support such economic growth in Northern Virginia.

Faculty
Currently, there are 10 SCS faculty members who teach in the Bioinformatics doctoral and MNPS programs, in addition to several affiliate faculty from other academic units and outside organizations. Since these faculty members are actively participating in a doctoral program, they are fully qualified to advise and instruct Master's level students. Additional details for the core faculty are provided in Appendix C. Consolidating current faculty resources associated with the existing MNPS and Ph.D. programs in Bioinformatics will provide adequate faculty to address the needs of the new M.S. students.

M.S. Faculty Oversight Committee
A three-member Faculty Oversight Committee will review the progress of students towards the M.S. degree in Bioinformatics. They will also assist the Graduate Coordinator in the review of applicants to the program. An individual master's degree advisor will be assigned to each student at the time of acceptance into the program based on the scientific interest the student indicates on the application.

EVALUATION OF PROGRAM EFFECTIVENSS
Student achievement in the existing Ph.D. program is measured in a number of ways, as is the overall quality of the program. Many of the same assessment tools would be used in relation to the proposed M.S. degree in Bioinformatics. Existing assessment measures, along with their frequency of implementation and relevant benchmarks, include:

• Annual reviews of students' academic progress. This includes both coursework relative to requirements and review of thesis if the student has selected that option.
• Annual review of graduates' academic outcomes.
• Annual exit interviews with graduates to assess satisfaction with the program. This will be analyzed in conjunction with data collected during entrance interviews to gain additional insight into student satisfaction relative to expectations.
• Annual monitoring of rate of acceptance to Ph.D. programs.
• Annual data collection regarding success in obtaining or enhancing employment.
• Annual alumni satisfaction surveys (at least 85% satisfied or very satisfied).
• Meeting enrollment targets (maintaining minimum of 60 students, beginning in the third year).

The CSI Ph.D. program routinely reviews feedback from its program assessment tools and revises policies, curriculum, and recruitment efforts accordingly. This practice would continue with the M.S. degree in Bioinformatics. All data would be made available for incorporation into departmental and university-wide assessment documents.

JUSTIFICATION FOR PROPOSED PROGRAM
Student Demand
There is evidence indicating strong student demand for the proposed degree. The current Bioinformatics track under the MNPS program has generated a high level of interest from potential students. In the last two years, over 250 inquiries have been received about the MNPS Bioinformatics track. We expect that the M.S. in Bioinformatics will attract an even larger set of potential students, because it will be more closely associated with the Ph.D. program in Bioinformatics.

We are projecting an initial enrollment of approximately 15 students in the program's first full year (2003-2004), 29 students in the second year, 39 students in the third year and 47 student in the fourth and subsequent years. These figures are based on an assumed mix of 30% full-time students and 70% part-time students. We also assume a retention rate of 95%. Details of the calculation are provided in Appendix A, which contains the Summary of Projected Enrollments in Proposed Program. This estimate is based on a number of factors, including the benchmark provided by the rate of enrollment of students into the current MNPS track in Bioinformatics (approximately 12 per year), and the pent-up regional demand for the new master's degree. It is also anticipated that many students currently enrolled in the Computational Techniques and Applications certificate program offered by SCS will find the new M.S. degree an attractive academic goal to pursue upon completion of the certificate. The proposed degree would also serve as a terminal degree for Bioinformatics doctoral students who do not complete the Ph.D. program (note, however, that this may require the student to take some additional courses).

Many of the new students (as opposed to current SCS students) enrolling in the M.S. program will be members of the local workforce who are interested in career advancement, but are perhaps not inclined to make the commitment to a Ph.D. program at this time.

New GMU graduates with bachelor's degrees in undergraduate majors such as computer science and biology, or those with an undergraduate minor in bioinformatics (proposed by CAS), may also be potentially interested in the degree proposed here due to its interdisciplinary nature. We expect a significant number of these students to apply to the new program.

Demand for Graduates
The post-genome biology will be dominated by computational approaches to handling data as well as to computing new relationships within the data. It is anticipated that the computer will become the single most important piece of equipment in the biology lab, and the next generation of biology researchers will need to be trained in basic bioinformatic approaches.

A study for the National Academy of Science found that between 1996 and 1997 the number of distinct bioinformatics positions advertised nationally rose 68.6 percent, while the number of qualified graduates from formal or informal bioinformatics training programs were sufficient to fill only 15 percent of those vacancies The difficulties associated with filling bioinformatics positions is reflected in the salaries: For the same time period the starting salary for bioinformatics M.S. averaged over $65,000 while the average for the life sciences was about half that figure. The demand continues to grow, with some projections suggesting that the bioinformatics industry might be $2.5 billion by 2005, a 12-fold increase from today's level, requiring as many as 20,000 additional trained workers .

These conclusions are supported by several additional reports, including one from the National Research Council, which states that the employment market for bioinformatics and information technology in general is "tight and likely to remain so for the immediate future", with "specialists in bioinformatics in great demand relative to supply ." In 1999, the number of people working in the biotechnology industry in the U.S. was estimated to be 153,000, a 9 percent increase over the previous year. A joint report from the National Institutes of Health and the National Science Foundation states that "students who are not trained in integrated, multidisciplinary research are at a disadvantage ." The NIH has recognized the critical need for training in bioinformatics to support the continued explosive growth in biotechnology.

Regionally, the demand for this degree is quite high. GMU is close to the NIH, the USDA, and the EPA, and each agency is represented by students in the current graduate program. Additionally, the Northern Virginia and Washington, D.C. metropolitan areas host one of the largest concentrations of biotechnology companies in the USA. And, as mentioned above, the Fairfax County Economic Development Authority (FCEDA) plans to open an 8,500-square foot bioinformatics incubator in early 2002, with the goal of accelerating the growth of start-up companies involved in bioinformatics. All of these activities create a strong regional demand for workes with advanced training in Bioinformatics.

Our belief is that the proposed M.S. program in Bioinformatics addresses these needs, and will prove to be a highly competitive and demanded program.

CONCLUSION
Establishment of the proposed M.S. in Bioinformatics degree program would be advantageous to George Mason University, the Commonwealth of Virginia, and to the Washington, D.C. region. This program represents a consolidation of current resources devoted to the MNPS track in Bioinformatics and the Ph.D. program in Bioinformatics. As such, George Mason has the resources in place to support this innovative, interdisciplinary degree, including faculty, library facilities, computer labs, networking, and general technology support. The proposed degree program is unique in Virginia and would complement the range of academic offerings in Bioinformatics at GMU.

It is anticipated that the M.S. in Bioinformatics will also enhance enrollments in the already highly successful Bioinformatics Ph.D. program by providing students with a significant intermediate step below the doctoral level. There is substantial evidence suggesting strong student demand for this new degree program. Sources of applicants will include graduates of Mason's undergraduate programs in computer science, biology, and the new minor in bioinformatics. Graduates from other area schools with one of these majors may also find the M.S. degree in Bioinformatics an attractive degree in a region dominated by biotechnology-related industries and government facilities. Graduates from the proposed M.S. program will have many opportunities to seek or continue employment in the biotechnology field in the Northern Virginia region. As the only school in the state to offer this innovative degree, George Mason is well-positioned to enjoy significant student demand and in so doing to prepare students for challenging and exciting careers.

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CONTACT PERSON FOR THE FOLLOWING COURSE INFORMATION:
Stephen Nash, School of Information Technology & Engineering, 3-1654, snash@gmu.edu

New courses for approval

EC 521. Managerial Economics adn Decisions of the Firm (3:3:0)
Crosslist with MBA 603.

EC 522. Financial Reporting and Decision Making (3:3:0)
Crosslist with MBA 613.

EC 531. Law and Public Policy in E-commerce. (3:3:0)
Crosslist with PUBP 726.

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CONTACT PERSON FOR THE FOLLOWING COURSE INFORMATION:
Andres Fortino, School of Management, 3-1872, afortino@gmu.edu

New courses for approval

MSBM 650 Legal and Ethical Aspects of Bioscience Management (3:3:0)
Prerequisite: Admission to the Bioscience Management Program or permission of instructor.
Introduces contemporary legal and ethical doctrines as applied to the life sciences organization and industry and examines how they can be applied to guide and enhance the decision-making processes of managers in a global economy. Intellectual property issues are discussed.

MSBM 703 Best Practices in R&D Management (3:3:0)
Prerequisite: Admission to the Bioscience Management Program or permission of instructor.
Deals with both management of R&D within the corporation and with outside funding agencies. Management of an R&D project portfolio, third and fourth generation R&D management practices, the climate for R&D funding, including government policy, both from the perspective of the firms and institutions receiving funding and the agencies funding projects. The corporate, institutional and governmental perspectives are presented and studied.

MSBM 720 Analysis of the Bioscience Industries (3:3:0)
Prerequisite: Admission to the Bioscience Management Program or permission of instructor.
Develops knowledge of the status of the bioscience and bioinformatics industry and its companies and segments. Students analyze bioscience companies using Porter's Five Forces Model, examine industry segments, and create an electronic database with their findings and analysis.

MSBM 735 Bioscience Management Capstone Project (3:3:0)
Prerequisite: Admission to the Bioscience Management Program or permission of instructor.
Teams undertake a strategic evaluation and plan for a bioscience driven business initiative. The teams present their results including 1) an analysis of competitive forces and the value chain, 2) recommendation, including changes in goals and organizational design, 3) a plan of action integrating marketing, human resource development, organizational theory, finance, and Bioscience product research and development, and 4) an implementation plan using theories of communication and change management, to include the business case and a business plan.

MSBM 745 Bioscience Product Development and Risk Management (3:3:0)
Prerequisite: Admission to the Bioscience Management Program or permission of instructor.
Explores best practices in product development in the life sciences (bioinformatics, bioscience, genomics, biotechnoloy and pharmaceutical). Students analyze practices in terms of gaining competitive advantage in an industry where the new technologies and economic models for products are constantly being developed. Life science projects and product development efforts are categorized and analyzed with a view to develop and maintain the most favorable project/product asset portfolio to successfully carry out business goals and strategies. The effect of bioscience project investments on the financial worth and performance of an organization is analyzed. Bioscience industry segments and companies are analyzed from a perspective of choosing appropriate partnerships.

MSBM 750 Global Aspects of Bioscience Management (3:3:0)
Prerequisite: Admission to the Bioscience Management Program or permission of instructor.
Students spend a week in an international residency under faculty leadership. The class deals with issues in the globalization of the life science industries, international markets for life science products and global developments in R&D, the virtual global organization, and project management across cultures are the primary focus. Corporate site visits are combined with presentations by professors from non-USA universities and presentations by relevant practitioners.

New degree program for approval

Master of Science in Bioscience Management

Program Overview of the Proposed Program
The Bioscience Management Program was developed by the School of Management in response to industry demand. The program will educate managers of organizations that conduct research and develop products and services in the basic sciences, especially those focused on the biological and medical sciences. The program is intended for bioscience project managers, research managers, chief scientists and executives with product research and development responsibilities in the pharmaceutical, bioformatics, genomics, biomedical and biotechnology industries.

The program is intended to develop expertise in the art and craft of management with an emphasis on management of the bioscience enterprise. The program was developed in collaboration with the College of Arts and Sciences at George Mason University. This program and its curriculum represent an innovative community of learning in the Bioscience Management field. Based on market research conducted by the School, the innovative curriculum is designed to meet the unique educational needs and schedules of bioscience managers and executives in scientific enterprises.

The curriculum is designed to prepare future bioscience leaders with knowledge, skills, and abilities that serve as a basis for continuous professional growth based on experience. The degree focuses the attention of students on theory, practice, and research, preparing them with an interdisciplinary foundation for analysis, decision, and interpersonal competencies in continuous quality improvement, teamwork, and use of technology within the context of managing the scientific enterprise.

This 36-credit hour part-time program can be completed in 20 months. The curriculum is interdisciplinary and incorporates concepts from business, management, economics, finance, organizational behavior, leadership, and the bioscience disciplines. In the second academic year the student will complete a bioscience management capstone project.

There is a demand for graduates of this program in organizations that conduct bioscience product research and development and in agencies that have funding or regulatory responsibilities for the industry.

Courses for the Program of Study
The program consists of:

1. Core courses from SOM in the major functional business areas such as Accounting, Finance, Management, Marketing, and Operations; stressing the management skills required to manage an organization in the Bioscience industry.
2. Elective courses relevant to Bioscience management from other schools at GMU; stressing bioscience application areas - to include courses related to research and development, intellectual property rights, biotechnology, and bioinformatics.

Course List

Prerequisites: Baccalaureate degree with at least one course in Statistics.

Core Courses from SOM (18 hours)

• MBA 603 (3 Credits) Managerial Economics and Decisions of the Firm
• MBA 613 (3 Credits) Financial Reporting and Decision Making
• MBA 623 (3 Credits) Marketing Management
• MBA 643 (3 Credits) Managerial Finance
• MBA 653 (3 Credits) Organizational Behavior and Human Resource Management
• MBA 712 (3 Credits) Project Management

Application Area Courses (18 hours)

Bioscience Management

• MSBM 703 (3 credits) Best Practices in R&D Management
• MSBM 720 (3 Credits) Analysis of the Bioscience Industries
• MSBM 745 (3 Credits) Bioscience Product Development and Risk Management
• MSBM 650 (3 credits) Legal and Ethical Aspects of BioscienceManagement

Organizational Leadership

• MSBM 735 (3 Credits) Bioscience Management Capstone Project
• MSBM 750 (3 Credits) Global Aspects of Bioscience Management

Proposed Curriculum Academic

Year I Spring semester

• MBA 613 (3 Credits) Financial Reporting and Decision Making
• MBA 603 (3 Credits) Managerial Economics and Decisions of the Firm

  Total credits= 6 Cumulative credits = 6

SummerSession

• MBA 653 (3 Credits) Organizational Behavior
• MBA 643 (3 Credits) Managerial Finance

  Total credits= 6 Cumulative credits = 12

Academic Year II Fall Semester

• MBA 623 (3 Credits) Marketing Management
• MBA 712 (3 Credits) Project Management

  Total credits= 6 Cumulative credits = 18

Winter Intersession

• MSBM 735 Bioscience Management Capstone Project (3) -- Start

  Total credits= 3 Cumulative credits = 21

Spring Semester

• MSBM 745 Life Science Product Development and Risk Management (3)
• MSBM 703 Best Practices in R&D Management (3)

  Total credits= 6 Cumulative credits = 27

Summer Semester

• MSBM 720 Analysis of the Bioscience Industries (3)
• MSBM 650 Legal and Ethical Aspects of Bioscience Management (3)
• MSBM 735 Bioscience Management Capstone Project (3) - End
• MSBM 750 Global Aspects of Bioscience Management (3)

  Total credits= 6 Cumulative credits = 36

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