GUIDELINES FOR DEVELOPMENT OF NEW ACADEMIC PROGRAMS Academic Programs that must be approved by THEC In accordance with Chapter 179 of the Legislative Act creating the Higher Education Commission in 1967, the Commission has the statutory responsibility to review and approve new academic programs, off-campus extensions of existing academic programs, new academic units, and new instructional locations for public institutions of higher education in the State of Tennessee. New academic programs requiring THEC approval are those that differ from currently approved programs in level of degree or major offered, as reflected in the institution’s catalog and the Commission’s academic inventory, subject to specified provisions. An academic program is a for-credit curriculum that leads to a new degree or major, excluding minors, sub-majors, tracks, concentrations, options and/or graduate certificates. Criteria for New Academic Programs that must be approved by THEC At a minimum, proposals for new academic programs must meet the following criteria: Mission Proposed new programs must adhere to the role and scope as set forth in the approved mission of the institution. Curriculum The curriculum should be adequately structured to meet the stated objectives of the program, and reflect breadth, depth, theory, and practice appropriate to the discipline and the level of the degree. The undergraduate curriculum should also include a limited number of courses to satisfy General Education requirements and should be compatible with accreditation, where applicable, and meet the criteria for articulation and transfer. Academic The admission, retention, and graduation standards should be Standards clearly stated, be compatible with institutional and governing board policy, and encourage high quality. Faculty Current and/or anticipated faculty resources should ensure a program of high quality. The number and qualifications of faculty should meet existing institutional standards and should be consistent with external standards, where appropriate. 1 Library Current and/or anticipated library resources should be adequate to Resources support a high-quality program and should meet recognized standards for study at a particular level or in a particular field where such standards are available. Administration/ The organizational placement and the administrative responsibility Organization for the program should be clearly defined and designed to promote success of the program. Support All other support resources—existing and/or anticipated—should be Resources adequate to support a high quality program. This would include clear statements of clerical personnel and/or equipment needs, and arrangements for clinical or other affiliations necessary for the program. Facilities Existing and/or anticipated facilities should be adequate to support a high quality program. New and/or renovated facilities required to implement the program should be clearly outlined by amount and type of space, costs identified, and source of costs. Need and Evidence should be provided that a proposed new program Demand contributes to meeting the priorities/goals of the institution’s academic or master plan, why the institution needs the program, and why the State needs graduates from the program. Student Demand. Evidence of student demand, normally in the form of surveys of potential students and enrollment in related programs at the institution, should be adequate to expect a reasonable level of productivity. Employer Need/Demand. Evidence of sufficient employer demand/need, normally in the form of anticipated openings in an appropriate service area (that may be national, regional, or local), in relation to existing production of graduates for that service area, is required. Evidence may include the results of a needs assessment, employer surveys, current labor market analyses, and future workforce projections. Where appropriate, evidence should also demonstrate societal need and employers’ preference for graduates of the proposed program over persons having alternative existing credentials and employer’s willingness to pay higher salaries to graduates of the proposed program. No Unnecessary Where other similar programs may serve the same potential Duplication student population, evidence should demonstrate that the proposed program is sufficiently different from the existing programs or that 2 access to the existing programs is sufficiently limited to warrant initiation of a new program. The proposal should explain why it is more cost effective or otherwise in the best interests of the State to initiate a new program rather than meet the demand through arrangements, (e.g., collaborative means with another institution, distance education technologies, Academic Common Market, consortia, etc.). Cooperating For programs needing the cooperation of other institutions Institutions (including government, education, health, and business), evidence of the willingness of these institutions to participate is required. Diversity Evidence of the program’s ability to enhance diversity is required. Assessment/and Evidence should be provided to demonstrate that careful evaluation Evaluation of the program being proposed would be undertaken periodically. Information must be provided to indicate the schedule for program assessments or evaluations, (including program reviews associated with Performance Funding), those responsible for conducting such reviews, and how the results are to be used. Where appropriate, professional organizations that accredit programs should be identified and any substantive change that may require a SACS review should be indicated. Cost/Benefit The benefit to the State should outweigh the cost of the Program. Institutions should estimate the effect on funding caused by the implementation of the program. Detailed costs should be provided on forms required for consideration of new programs. These details should include reallocation plans, grants, gifts, or other external sources of funding/partnerships. Evidence that program costs may be met from internal reallocation or from other non-state sources such as gifts and grants, instead of being met from additional Formula dollars, will be viewed favorably. Academic Programs/Actions that do not require THEC approval but must be approved by the System Academic Affairs office 1. Establishment of any Graduate Certificate of Credit included in the Academic Inventory. 2. Establishment, addition, deletions, consolidations or other changes involving concentrations or sub-majors within an existing academic program. 3. Substantive revision of the curriculum of an existing academic program. 3 4. Renaming an existing academic program. 5. Consolidation of existing academic programs. 6. Inactivation or termination of academic programs. 7. Curriculum modifications that increase required hours for a degree to more than 120 for the baccalaureate degree. 8. Current on-ground programs that will be converted to a fully online delivery format. Procedures • Intent-to-Plan Notification Prior to the establishment of a new academic program, the Chancellor or Vice President must notify the UT System Vice President for Academic Affairs and Student Success. Actions requiring THEC approval must be introduced by the UT Vice President for Academic Affairs and Student Success by sending THEC an “intent-to-plan” notice. This notification should be accomplished as early as possible in the planning phase. The “intent-to-plan” notice should include the following: 1. The nature, purpose and scope of the intended action. 2. The expected date upon which the completed proposal will be submitted. 3. The intended implementation date. 4. A statement of total estimated cost for the proposal and anticipated source of funding. • Campus Approval A proposal for a new academic program should follow campus approval protocols. Normally, these include check-offs (as appropriate) by the department, college, undergraduate/graduate council, faculty senate, academic/student affairs officer, etc. • Proposal Development and Process After THEC is notified of the institution’s “intent-to-plan,” the campus must complete a formal proposal. A template has been developed and is included as Appendix A. Drafts of the proposal should be shared with the Vice President for Academic Affairs and Student Success as they evolve. The Vice President for Academic Affairs and Student 4 Success works with THEC throughout the process. The template should be used with all program proposals—those that require THEC approval and those that require only System Academic Affairs approval. • External Review All proposals for new graduate academic programs require a written consultant report. Proposals for Master’s degree programs will ordinarily be reviewed by one external consultant; proposals for doctoral programs will be reviewed by two external consultants. Consultants will file a written report on the quality of the proposed program and respond to any other relevant questions or issues addressed to them by UT System or THEC staff. A site visit is typically required. Some undergraduate proposals also will need to be subjected to external evaluation. In seeking this external review, campuses should work with the Vice President for Academic Affairs and Student Success as early as possible during the development of each proposal. While it is the responsibility of the campus to provide and support such consultants, the selection will be made by the UT Vice President for Academic Affairs and Student Success and THEC staff, in consultation with the institution. All costs associated with an external review are borne by the institution submitting the proposal. • Board of Trustees and THEC Approval After completion of the campus approval process, proposals will be submitted to the UT Board of Trustees through the Vice President for Academic Affairs and Student Success. Subsequent to Board approval, proposals are transmitted to THEC for final approval. The Vice President for Academic Affairs and Student Success will maintain communication with the THEC staff relative to the proposal until formal action has been taken. The Vice President for Academic Affairs and Student Success will apprise the campus of the program’s status throughout the process. Note: New academic programs or units that do not require BOT or THEC approval should follow the same format as those for which BOT and THEC approval are required (see Appendix A). 5 Appendix A April 2007 Format for Proposals for New Academic Programs The University of Tennessee Campuses must notify the Vice President for Academic Affairs of their intent to propose a new program. This should be done as early as possible in the planning phase for new programs. THEC requires early notification that specifically references the institution’s Mission Statement. Drafts of proposals should be shared with THEC as they evolve. All proposals for new graduate programs require a written consultant report, and some undergraduate proposals also will need to be subjected to external evaluation. In seeking this external review, campuses should work with the Vice President for Academic Affairs as early as possible during the development of each proposal. At a minimum, each consultant report must specifically address the general THEC policies shown in bold in the new academic proposal format document. 6 The University of Tennessee PROPOSAL FOR THE INITIATION OF A NEW DEGREE PROGRAM Submitted by ________________________________ Institution Submitting Proposal ________________________________ Date of Submission Name of College, School, or Division Name of Department/Academic Unit A NEW PROGRAM LEADING TO THE DEGREE OF: Title of Degree as on Diploma Title of Major With Sub-Majors (Concentrations, Options, etc.) In: ___________________________ CIP/THEC Code Formal Degree Abbreviation Degree Designation on Student's Transcript (Indicate how degree, major, etc. will be recorded) Proposed Starting Date 7 ABSTRACT DEGREE PROGRAM Institution: Division/Department, etc. Program leading to Degree of: with a Major in: With Sub-Majors in: __________________________________________________ Proposed Start-up Date: Total Credit Hours Required for Major: New Courses Proposed: Number of New Courses: Number of New Course Credit Hours: Estimated Headcount Enrollment, FTE's, Graduates and Faculty for New Program Fall Fall Fall Full-Time FTE Faculty Full-Time Part-Time Equated Year Headcount Headcount Students Graduates Current New 1 2 3 4 5 New Costs Generated by Program: Year 1 Year 2 Year 3 Year 4 Year 5 Accrediting Organization (if applicable): ____________________________________ Target Date for Accreditation: ____________________________________________ 8 Program Description. A. Mission - The program should be consistent with the approved Mission Statement of the institution. Institutional commitment of resources should be consistent with the centrality and level of priority as described in the program proposal. 1. Present the goals of the program and relate each to the institution's Mission Statement and other pertinent documents (e.g., master plan). From your campus's most recently approved Mission Statement, include the specific citation under which this program is being proposed. (i.e., under which campus goal(s) or objective(s) will the proposed program's goal(s) fit?) 2. Present the specific objectives of the program. The objectives should be stated in a manner to provide for later performance review and evaluation by the institution. For example, objectives may include specification of the target clientele along with projected student outcomes: academic, professional, personal, societal and any other intended outcomes in areas such as research and public service. 3. Take care to show how the proposed program is consistent with THEC statewide MasterPlan. B. Curriculum - The curriculum should be adequately structured to meet the stated objectives of the program and should reflect the breadth, depth, theory, and practice appropriate to the discipline and the level of the degree. The curriculum should comply with accreditation standards, where applicable. The undergraduate curriculum should also include a limited number of courses to satisfy General Education requirements and should be compatible with accreditation, where applicable, and meet the criteria for articulation and transfer. Academic Standards–The admission, retention, and graduation standards should be clearly stated, be compatible with existing policies, and be designed to encourage high quality. Description of program as it will appear in catalogue or bulletin: 1. Present a general description of the degree program and delineate the admissions, retention and graduation requirements. 2. List the core and sub-major course requirements and electives, indicating course number and credit hours. 9 3. Present a typical curriculum for one program cycle, including one for each sub-major where applicable. 4. Present course descriptions for all new courses proposed. C. Evaluation - Evidence should be provided to demonstrate that careful evaluation of the program will be undertaken periodically. Information must be provided to indicate the schedule for program assessments or evaluations (including program reviews associated with Performance Funding), those responsible for conducting them, and how the results are to be used. Where appropriate, professional organizations that accredit programs should be identified and any substantive change that may require a SACS review should be indicated. Graduate Programs. New graduate programs will be evaluated according to the principles set forth in Tennessee Council of Graduate Schools’ "Components of Quality for Master’s Programs” and " Components of Quality for Doctoral Programs.” Specify the methods, instruments and standards that will be used in the future to ascertain the extent to which each of the objectives of the program is implemented. Indicate, in addition: 1. who will be responsible for the evaluation; 2. the frequency of evaluation; 3. who will receive the evaluation results. D. Accreditation: Give the name of the professional organization that accredits programs of the kind proposed. Indicate: 1. if and when accreditation will be sought or, 2. if not sought, why not. E. Related undergraduate programs within your institution. 1. Productivity of your institution's related degrees: Indicate the number of undergraduate/graduate degrees awarded, student credit hours generated and majors enrolled in the program specialty or in a related specialty over the past three years. (Refer to CIP/THEC Minor Taxonomy if possible.) 2. Accreditation status of related programs: Indicate whether the program in the specialty is accredited. If it is not accredited, indicate why it is not. 10 F. Demand/Need for the Program - Present evidence in the categories presented below. Evidence should be provided that a proposed new program contributes to meeting the priorities/goals of the institution’s academic or master plan, why the institution needs that program, and why the state needs graduates from that particular program. Evidence should show program need sufficient to justify institutional allocation/reallocation of state resources. Categories chosen should be appropriate to the field of the proposed program. For categories not selected, indicate why they are not appropriate. 1. Academic or institutional need evidence: One may show here, for example, how the new program is needed to academically complement and support a cluster of other existing programs or to advance the study of the field proposed. 2. Student Demand - Evidence of student demand, normally in the form of surveys of potential students and enrollment in related programs at the institution, should be adequate. Survey(s) may be presented. Include a copy of the questionnaire(s), a description of the population sampled, the data compiled, and the interpretation of that data. (The population sample should be congruent with the program objectives and with the service area of the sponsoring institution.) 3. Employer Need - There should be evidence of sufficient employer need, normally in the form of anticipated openings in an appropriate service area (which may be national, regional, or local--depending on the program being proposed), in relation to existing production or graduates for that service area. Evidence may include the results of a needs assessment, employer surveys, current labor market analyses, and future workforce projections. Where appropriate, evidence should also demonstrate societal need and employers’ preference for graduates of the proposed program over persons having alternative existing credentials and employers’ willingness to pay higher salaries to graduates of the proposed program. a. Appropriate workforce studies (local, regional, statewide, or national) may be used. Doctoral programs should show justification in all geographical areas above. (1.) For surveys made by the institution, include a copy of the survey(s), a description of the population sampled, the data compiled, and the interpretation of that data. (The population surveyed should be congruent with the program objectives and with the service area of 11 the sponsoring institution.) (2.) For surveys made by external agencies (e.g., local, regional, and national surveys), include survey results, interpretation and application of results to the program proposed, and reference citation to the document in which the survey has been published. b. Letters of direct employer support may be used. Include letters indicating the availability of positions for graduates of the proposed programs signed by executives authorized to make employment decisions. Letters of encouragement, congratulations, or good will from business, industry, or others may be included but have little significance in demonstrating employer need. c. Societal need evidence: An example of such evidence is the need for nurse clinicians to meet some calculated ratio of nurses to patients or to population which is considered to be professionally desirable or ideal. d. Other evidence of need: If appropriate, present evidence of types of need not included above. G. Diversity & Access - The program should not impede the state’s commitment to diversity and access in public higher education. A statement should be provided as to how the proposed program would enhance diversity and access. H. Estimated size of Program 1. Estimates of headcount and full-time equated enrollment and number of graduates: Complete Table 1 below: TABLE 1 SIZE OF PROGRAM Full-Time Major Part-Time Major Total FTE Total Program Year Headcount Fall Headcount Fall Enrollment Fall Graduates Year 1 Year 2 Year 3 Year 4 Year 5 Provide yearly estimates as follows: Associate Degrees = 3 years; Bachelor's Degrees = 5 years; Master's Degrees = 3 years; Doctoral Degrees = 4 years. 2. Basic assumptions used in estimating size of program: Assumptions should 12 be related to the justification of need in Section F and to other supportive data such as the size of similar programs in other institutions in the state. If the program is designed to articulate with other areas of programming, describe the Articulation Agreements and (other) institutions required for the projected articulation. I. No Unnecessary Duplication - Where other similar programs may serve the same potential student population, evidence should be demonstrated that the proposed program is sufficiently different from the existing programs or that access to the existing programs is sufficiently limited to warrant initiation of a new program. The proposal should explain why it is more cost effective or otherwise in the best interests of the state to initiate a new program rather than meet the demand through other arrangements (e.g., collaborative means with another institution, distance education technologies, Academic Common Market, Distance Learning Technologies, Consortia). Location of Comparable Programs in Tennessee: 1. list comparable programs (public and private) by institution; 2. explain in detail why the objectives of the proposed program cannot be met by each of the listed programs. Note: Size projections should be conservative; THEC will compare projections vs. actual data and programs not meeting projections will be closely monitored. J. Faculty - Current and/or anticipated faculty resources should ensure a program of high quality. The number and qualifications of faculty should be consistent with external standards where appropriate. 1. Faculty currently employed: Complete Table 2 below, providing the requested information on all currently employed faculty who will teach one or more of the courses in the major. Do not include faculty who will teach support courses such as general education curriculum requirements. 13 TABLE 2 CURRENT FACULTY Highest Total Years Years Area of Full-Time or Degree Teaching Teaching in Degree Part-Time in Name of Faculty Earned Experience this Institution Specialty Program Total FTE Current Faculty in Program: 2. Faculty resumes (place in an appendix): For each faculty member in above table, provide resumes which include the following information: a. Name, academic rank, educational background, academic specialty, and academic and other related experience. b. Publication citations for the past five years. c. Professional activities and awards. d. For graduate programs, indicate the amount of experience in teaching graduate courses and in directing theses or dissertations. 3. New Faculty required: Complete Table 3 below providing information on the desired credentials of each new faculty needed to implement the program. TABLE 3 NEW FACULTY Number of Highest Anticipated Area of Full-time or Faculty Degree Rank/Experience Degree Year of Program % Part-time Needed Earned Desired Specialty to Be Employed in Program Total FTE New Faculty Needed in Program: K. Administration/Organization - The organizational placement and the administrative responsibility for the program should be clearly defined and designed to promote success of the program. 14 Administrative Resources. 1. Location of program in administrative structure: a. Indicate if a new organizational unit will be created for this program. b. Specify the name of the department and/or division housing the new program. c. Show how this department, etc. is located in the larger organizational structure of the institution. 2. Program Administrator: a. Indicate the title (for example, Chairperson, Director, Coordinator) of the person who will have immediate responsibility for administering the program. b. If this administrator is yet to be hired, indicate the projected hiring date. c. Indicate the percentage of time required of the administrator. L. Library Resources - Current and/or anticipated library resources should be adequate to support a high-quality program. 1. If available, compare an appropriate library standard for quality and quantity to the projected library resources of the proposed program. Identify the source of the standard used. 2. Indicate the projected budget for library expenditures by the institution for the proposed program over the next five years. M. Support Resources - All other support resources–existing and/or anticipated–should be adequate to support a high-quality program. This would include clear statements of non-faculty personnel needed, equipment needed, and arrangements for clinical or other affiliations necessary for the program. 1. Cooperating Institutions--For those programs needing the cooperation of other institutions (including government, education, health, and business), evidence of the willingness of the other institutions to participate is required (if applicable): a. List any clinical or internship affiliations (for example, hospitals or clinics for nursing programs) required for the program and identify those 15 agencies with which arrangements have been made to provide these experiences. b.. Append letters from the above agencies indicating their willingness to affiliate with the institution. 2. Facilities - Existing and/or anticipated facilities should be adequate to support a high-quality program. New and/or renovated facilities required to implement the program should be clearly outlined by amount and type of space and the costs identified. a. Indicate any new instructional facilities (lecture rooms, laboratories, etc.) and/or faculty offices needed for the program. b. Indicate how these new facilities will be provided. c. Indicate if Capital Outlay requests related to this program will be submitted this year or within the next five years. 3. Instructional Equipment: Itemize any specialized instructional equipment needed for the program and provide the cost of each item over $500. 4. Support Personnel: Indicate any additional clerical or other support personnel required to operate the program, including the position, employment status (Full-time/Part-time), salary and year to be appointed for each person to be hired. N. Cost/Benefit - The benefit to the state should outweigh the cost of the program. Institutions should estimate the effect on funding caused by the implementation of the program. Detailed costs should be provided on forms required for consideration of new programs. These details should include reallocation plans, grants, gifts, or other external sources of funding/partnerships. Evidence that program costs may be met from internal reallocation or from other non-state sources such as gifts and grants, instead of being met from additional Formula dollars, will be viewed favorably. Cost Estimates and Sources of Funding. 1. Estimates of Cost: Provide the information requested in the Excel spreadsheet contained at the end of this template, using the following definitions and instructions. Program cost information must accurately reflect one-time and recurring costs over the implementation cycle. Text and information for the spreadsheet should project new costs to: 16 a. include all those costs incurred as a consequence of initiating the new proposed program; b. indicate new costs for complete program cycle plus one year (bachelor’s = 5 years; master’s = 3 years; doctorates = 4 years); c. project personnel costs inclusively for every implementation year (i.e., not just each person's first year of employment); d. define recurring costs as actual new costs above what the institution would bear without the program being proposed; e. if existing full-time faculty are partially reassigned to the proposed program, project all costs for part-time faculty needed to replace them in the existing program(s); f. the first fiscal year in which additional funds are to be expended is considered to be the same year in which enrollment is expected to begin; g. revenue sources should be identified and cited to the extent possible. THEC monitors new programs during their initial years, so it may be necessary to adjust both costs and revenues. O. Costs/Productivity of Recently-Initiated Programs - Institutions with existing programs that fall markedly short of projected goals as approved in program proposals should submit an explanation of the shortfall and a discussion of the future expectations to accompany program progress reports. 1. List all programs approved by THEC for your institution for the previous ten (10) years. 2. For each listed program, show its approval date, implementation date, and its annual projected (from the approved proposal) and actual FTE enrollments and graduates. 3. For each listed program, show its annual projected cost (from the approved proposal) and actual budget. P. Consultant - All proposals for new graduate programs require a written consultant report, and some undergraduate proposals also will need to be subjected to external evaluation. In seeking this external review, campuses should work with the Vice President for Academic Affairs and Student Success as early as possible during the development of each proposal. 17 1. List the names of advisers used in planning the new program or give the names and addresses of 3 consultants from outside the state who might review the program. 2. If a consultant has been used, append consultant reports, along with his/her resume, to the program proposal. 3. List the names and positions of the members of the planning or advisory committee used to develop the proposal. 18 THEC Financial Estimate Form Please Enter the Name of the Institution Here Please Enter the Name of the Proposed Program Here Five-year projections are required for baccalaureate and post-baccalaureate programs and certificates. Three-year projections are required for associate degrees and undergraduate certificates. Projections should include cost of living increases per year. Year 1 Year 2 Year 3 Year 4 Year 5 I. Expenditures A. One-time Expenditures New/Renovated Space $ $ $ $ $ Equipment $ $ $ $ $ Library $ $ $ $ $ Consultants $ $ $ $ $ Travel $ $ $ $ $ Other $ $ $ $ $ Sub-Total One-time $ $ $ $ $ B. Recurring Expenditures Personnel Administration Salary $ $ $ $ $ Benefits $ $ $ $ $ Sub-Total Administration $ $ $ $ $ Faculty Salary $ $ $ $ $ Benefits $ $ $ $ $ Sub-Total Faculty $ $ $ $ $ Support Staff Salary $ $ $ $ $ Benefits $ $ $ $ $ Sub-Total Support Staff $ $ $ $ $ Graduate Assistants Salary $ $ $ $ $ Benefits $ $ $ $ $ Tuition and Fees* (See Below) $ $ $ $ $ Sub-Total Graduate Assistants $ $ $ $ $ Operating Travel $ $ $ $ $ Printing $ $ $ $ $ Equipment $ $ $ $ $ Other $ $ $ $ $ Sub-Total Operating $ $ $ $ $ Total Recurring $ $ $ $ $ TOTAL EXPENDITURES $ $ $ $ $ (A+B) *If tuition and fees for Graduate Assistants are included, please provide the following information. Base Tuition and Fees Rate $ $ $ $ $ Number of Graduate Assistants Year 1 Year 2 Year 3 Year 4 Year 5 II. Revenue Tuition and Fees1 $ $ $ $ $ 2 Institutional Reallocations $ $ $ $ $ 3 Federal Grants $ $ $ $ $ 4 Private Grants or Gifts $ $ $ $ $ 5 Other $ $ $ $ $ TOTAL REVENUES $ $ $ $ $ Notes: 1. In what year is tuition and fee revenue expected to be generated and explain any differential fees. Tuition and fees include maintenance fees, out-of-state tuition, and any applicable earmarked fees for the program. 2. Please identify the source(s) of the institutional reallocations, and grant matching requirements if applicable. 3. Please provide the source(s) of the Federal Grant including the granting department and CFDA number. 4. Please provide the name of the organization(s) or individual(s) providing grant(s) or gift(s). 5. Please provide information regarding other sources of the funding.
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