SOUTH DAKOTA BOARD OF REGENTS Academic and Student Affairs Consent AGENDA ITEM: 5 C (3) DATE: August 7-9, 2018 ****************************************************************************** SUBJECT New Certificate: SDSM&T Certificate in Esports CONTROLLING STATUTE, RULE, OR POLICY BOR Policy 2:23 Program and Curriculum Approval BACKGROUND / DISCUSSION South Dakota School of Mines & Technology (SDSM&T) requests authorization to offer a certificate in Esports. The purpose of the certificate is to encourage STEM graduates to develop workplace skills through Esport (i.e., electronic sports) activities. The certificate uses Esports to support the development of professional attributes, such as emotional intelligence, teamwork, and communication. The proposed certificate directly aligns the curriculum and extra-curricular activities to develop these professional attributes through the study and practice of Esports. SDSM&T notes multiple studies indicating workplace demand for the specific skills by the coursework in the certificate. IMPACT AND RECOMMENDATION SDSM&T requests authorization to offer the certificate on the Rapid City campus. The certificate consists of 12 credit hours of undergraduate courses and requires the creation of one new course. SDSM&T is not asking for additional resources to offer the program. Board office staff recommends approval of the program. ATTACHMENTS Attachment I New Certificate Request Form: SDSMT Esports (Undergraduate) ****************************************************************************** DRAFT MOTION 20180807_5-C(3): I move to authorize SDSM&T to offer the certificate in Esports as presented.
ATTACHMENT I 2 SOUTH DAKOTA BOARD OF REGENTS ACADEMIC AFFAIRS FORMS New Certificate Use this form to propose a certificate program at either the undergraduate or graduate level. A certificate program is a sequence, pattern, or group of academic credit courses that focus upon an area of specialized knowledge or information and develop a specific skill set. Certificate programs typically are a subset of the curriculum offered in degree programs, include previously approved courses, and involve 9-12 credit hours including prerequisites. In some cases, standards for licensure will state explicit requirements leading to certificate programs requiring more than 12 credit hours (in such cases, exceptions to course or credit requirements must be justified and approved). The Board of Regents, Executive Director, and/or their designees may request additional information about the proposal. After the university President approves the proposal, submit a signed copy to the Executive Director through the system Chief Academic Officer. Only post the New Certificate Form to the university website for review by other universities after approval by the Executive Director and Chief Academic Officer. UNIVERSITY: SDSM&T TITLE OF PROPOSED CERTIFICATE: Esports (Electronic Sports) INTENDED DATE OF IMPLEMENTATION: Fall 2018 PROPOSED CIP CODE: UNIVERSITY DEPARTMENT: Social Sciences/Humanities UNIVERSITY DIVISION: University Approval To the Board of Regents and the Executive Director: I certify that I have read this proposal, that I believe it to be accurate, and that it has been evaluated and approved as provided by university policy. Institutional Approval Signature President or Chief Academic Officer of the University Click here to enter a date. Date 1. Is this a graduate-level certificate or undergraduate-level certificate (place an X in the appropriate box)? Undergraduate Certificate Graduate Certificate 2. What is the nature/purpose of the proposed certificate? The overarching goal of the certificate program is to encourage STEM graduates to develop the skills (e.g., workplace skills) generated from a deeper understanding of the elements of Esport activities. Esports are a form of competition using video games. The games often take the form of organized, multiplayer competitions. The specific courses proposed for the certificate program will aid in accomplishing the above goal.
ATTACHMENT I 3 The certificate will support the development of professional attributes, such as emotional intelligence, teaming, and communicating with a diverse range of interlocutors that STEM curricula are strained to inculcate. Recent research initiatives by the American Society of Engineering Education suggest that STEM programs are refining co-curricular activities, social events, and competitions to support the development of such attributes. The proposed certificate directly aligns the curriculum and extra-curricular activities to develop these professional attributes through the study and practice of Esports. 1 3. Provide a justification for the certificate program, including the potential benefits to students and potential workforce demand for those who graduate with the credential. Over the past 20 years so called Esports (electronic sports) has exploded with the largest growth in the 18-34 year old demographic. Furthermore, science, technology, engineering and math (STEM) undergraduate students are often high percentages within this demographic. Recent studies have shown the value of Esports participation on cognitive and noncognitive skills. 2 In addition, participation in Esports has been attributed to increased adaptability, resourcefulness and communication skills. 3 Evidence also suggests that a collaborative and competitive video game environment can be an effective STEM teaching tool. 4 The certificate program is designed to have STEM students gain competency in valuable skills associated with Esports. Specifically, these skills include computer programming(csc 150/150L, CSC 170, CBE 117, CBE 250), art/graphics (CEE 117/117L, IENG 248/248L), human factors (HUM 375, IENG 321/321L, HUM 376), and social aspects (SOC 100, PSYC 101, HUM 376) (including leadership and teaming). It is estimated that Esports generated $500M in global revenues in 2016, reaching a global audience of 385 million people. 5 Companies specializing in the placement of STEM professionals within the Esports industry has followed the growth in revenue and popularity. 4 Students completing the certificate program will position themselves to be more marketable within the Esports employment growth sector. Given the relative newness of Esports traditional workforce projection services generally do not adequately capture employment trends. The following quotation reflects a recent estimate of Esports employment growth potential. The U.S. video game industry employs more than 220,000 individuals according to new data released today by the Entertainment Software Association (ESA). Video Games in the 21 st Century: The 2017 Report states that the U.S. video game industry is creating highpaying jobs and generating revenue for communities across the nation. Employment in the video game industry grew at an annual rate of 2.9 percent, more than double the rate of the U.S. job market. Employees in the industry earned an average compensation of $97,000 per year in 2015 nearly double the average U.S. household income. 6 1. Transforming Undergraduate Education in Engineering Phase II: Insights from Tomorrow s Engineers. The American Society for Engineering Education. Phase II Report (2017) 6-9. http://tuee.asee.org/phase-ii/ 2. V.J. Shute, M. Ventura, F. Ke, The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills, Computers and Education, 80 (2015), 58-67. 3. M. Barr, Video games can develop graduate skills in higher education students: A randomised trial, Computers and Education, 113 (2017), 86-97. 4. S. Smith and S. Chan, Collaborative and Competitive Video Games for Teaching Computing in Higher Education, Journal of Science Education and Technology, 26 (2017), 438-457.
ATTACHMENT I 4 5. M-H Nguyen, Jobs and careers in Esports and video gaming industry continue to grow, Business Insider, December 8, 2017. http://www.businessinsider.com/esports-gaming-jobs-careers-2017-12 6. S.E. Siwek, U.S. Video Game Industry Expands to 50 States, Supporting 220,000 Jobs, and $30.4 Billion in Revenue. 2017, http://www.theesa.com/wp-content/uploads/2017/02/esa_economicimpactreport_design_v3.pdf 4. Who is the intended audience for the certificate program (including but not limited to the majors/degree programs from which students are expected)? Given the STEM focus of every major on the SD Mines campus any engineering or science student could participate in the certificate program. The program has been designed to maximize flexibility for all SD Mines students, regardless of major/degree programs. The intention is for the certificate to serve as a standalone credential that adds value to a student s major course of study. 5. List the courses required for completion of the certificate in the table below (if any new courses are proposed for the certificate, please attach the new course requests to this form): 2 Prefix Number Course Title Credit Hours New (yes, no) CSC 150/150L Computer Science I OR 3 No CSC 170 Programming for Engineers and Scientists 3 No OR CBE 117 Programming for Chemical and Biological 1 No Engineers AND CBE 250 Computer Applications in Chemical 2 No Engineering PSYC 331 Industrial and Organizational Psychology 3 No IENG 321/321L Ergonomics/Human Factors Eng./Lab OR 3(2-1) No HUM 375 Computers in Society 3 No IENG 248/248L Engineering Graphics & Computer Modeling 2 No OR CEE 117/117L Introduction to CADD/Lab 2(1-1) HUM 376 Esports and Simulations: Overview 1 Yes Subtotal 12 The new course was included with the certificate program because no other course currently exists to serve as a capstone course. In addition, the new course will provide necessary context for the other courses that are part of the certificate program. 6. Student Outcome and Demonstration of Individual Achievement. 3 2 Regental system certificate programs typically are a subset of the curriculum offered in degree programs, include existing courses, and involve 9-12 credits for completion. Deviations from these guidelines require justification and approval. 3 Board Policy 2:23 requires certificate programs to have specifically defined student learning outcomes.
ATTACHMENT I 5 A. What specific knowledge and competencies, including technology competencies, will all students demonstrate before graduation? The knowledge and competencies should be specific to the program and not routinely expected of all university graduates. Acquire a base of knowledge about the computing and graphic design elements behind video gaming Develop facility with understanding and leveraging team dynamics in collaborative and competitive environments Build communication skills effective with highly diverse audiences through the practice of Esports on remote, global platforms Gain insights into the sociological and psychological factors at play in the collaborative and competitive environments associated with Esports teams. B. Complete Appendix A Outcomes using the system form. Outcomes discussed below should be the same as those in Appendix A. 7. Delivery Location. 4 A. Complete the following charts to indicate if the university seeks authorization to deliver the entire program on campus, at any off campus location (e.g., UC Sioux Falls, Capital University Center, Black Hills State University-Rapid City, etc.) or deliver the entire program through distance technology (e.g., as an on-line program)? Yes/No Intended Start Date On campus Yes Choose an item. 2018 Yes/No If Yes, list location(s) Intended Start Date Off campus No Choose an item. Choose an item. Distance Delivery (online/other distance delivery methods) Yes/No No If Yes, identify delivery methods 5 Intended Start Date Choose an item. Choose an item. B. Complete the following chart to indicate if the university seeks authorization to deliver more than 50% but less than 100% of the certificate through distance learning (e.g., as an on-line program)? 6 4 The accreditation requirements of the Higher Learning Commission (HLC) require Board approval for a university to offer programs off-campus and through distance delivery. 5 Delivery methods are defined in AAC Guideline 5.5. 6 This question responds to HLC definitions for distance delivery.
ATTACHMENT I 6 Distance Delivery (online/other distance delivery methods) Yes/No If Yes, identify delivery methods Intended Start Date No Choose an item. Choose an item. 8. Additional Information: Additional information is optional. Use this space to provide pertinent information not requested above. Limit the number and length of additional attachments. Identify all attachments with capital letters. Letters of support are not necessary and are rarely included with Board materials. The University may include responses to questions from the Board or the Executive Director as appendices to the original proposal where applicable. Delete this item if not used.