Section 2.03.02: New Academic Programs

SUBJECT: New Academic Programs
SOURCE: Board Policy Manual 306.01; Memorandum from the Vice Chancellor for Academic, Faculty and Student Affairs to Vice Presidents for Academic Affairs, May 16, 2002; Memorandum from the Chancellor to Presidents, June 18, 2004

POLICY

306.01 CREATION OF ACADEMIC PROGRAMS

New degree programs or new major programs of academic work shall not be added to curricula of an institution unless recommended by the president of the institution concerned, the Chancellor, and the Committee on Academic Affairs and approved by the Board. Ph.D. programs shall be limited to research universities (BR Minutes, 1954-55, pp. 102-03; July, 1996, p. 17).

Programs that provide academic credit but award certificates rather than degrees must be approved based on guidelines issued by the Chancellor. These guidelines will be provided to the presidents and chief academic officers by the Chancellor (BR Minutes, May 2004).

DEGREE PROGRAMS

PREFACE

All proposals for new degree programs must be consistent with the college or university mission, and must be high on the list of academic priorities as delineated in the institution's strategic plan. It is expected that the institution will have already planned for redirected internal resources toward support of the proposed program prior to asking for new resources centrally. Program proposals requesting new state funding should be forwarded to the Chancellor as a part of the annual budget request. This will be the only time program proposals requiring new state funds will be accepted for review.

The Office of Academic Affairs in the System Office will review proposals for new programs in two stages: The preliminary proposal will be reviewed within 30 days of receipt. The formal proposal will be reviewed within 90 days of receipt. The Office of Academic Affairs will review the proposal, taking into account the issues below, as well as other matters germane to the particular institution and proposal, and will recommend whether or not to encourage a Formal Proposal. Before reaching a conclusion, the Office of Academic Affairs may seek clarification or further information from the proposers. Institutions may expect a preliminary or formal proposal to be returned without review if the procedures outlined in this section are not followed, or the information provided is insufficient or unsubstantiated.

PROCEDURES

Procedures for seeking approval for new DEGREE PROGRAMS: The items listed in each section below are not to be considered as exhaustive, rather they are listed to provide an idea of the kinds of information being sought in order to judge the merit of each proposal.

I. Letter of Intent

Institution___________________________Date_____________________________

School/Division_______________________Department_____________________

Name of ProposedProgram__________________________________________

Degree ____________Major ___________________ CIP Code____________

Starting Date _____________

Institutional Mission

Does this program further the mission of your institution?
Will the proposed program require a significant alteration of the institutional mission?
Will the program require the addition of a new organizational unit to the institution (e.g. college, school, division or department)?
Is it likely that a SACS visit for substantive change will be necessary?
How does the proposed program help meet the priorities/goals of your strategic plan?
Will this proposal require an addition or change in your institutionâs strategic plan?
Will the program require an increase in state appropriation within the next five years?
If this is a baccalaureate program, will you be asking for an exception to the 120 hour expectation or to the core curriculum?
Are there program delivery formats that will be new or different for your institution?

Need
Provide a brief justification for why the state needs graduates from this program and for why the University System needs this program. Give a brief justification for why your institution should offer the program.

If the program is applied or professional in nature, describe the kind of data you will use to support the need for the program.

Provide a brief description of whether and why students will enroll in the program. What kinds of data do you intend to use to show student demand for the program?

Students
Estimate the number of students who will graduate annually from the program in the steady state. What percentage will likely be from other existing programs? Which programs will the students come from?

Budget

Estimate the steady-state cost of the program (in current dollars) and indicate the percentages from reallocation, student fees, grants, and outside dollars.
Estimate start-up costs for the program and indicate possible fund sources.

Facilities
If additional facilities are needed, how they will be acquired.

Curriculum and Delivery

Are there special characteristics of the curriculum (as compared to similar programs).
Will the program require new or special student services?
Will the program be attractive to underserved populations?

Collaboration
It should be noted here that efficient use of state resources is an essential ingredient in new program approval. If there is any doubt about how you will address the questions below, a conference in recommended.

If there are similar programs in your service area, how will the proposed program affect them?
Do you plan a collaborative arrangement with another institution or entity?

Other
Are there other elements of the proposed program that might give the staff greater insight into the overall value of this program to the University System strategic plan?

II. Formal Proposal

PROCEDURES

Once the Preliminary Proposal has been approved, the institution will be invited to submit a Formal Proposal, which should follow the format outlined on the following pages.
The Office of Academic Affairs will review the proposal, taking into account the appropriateness of the degree, as reflected by the issues listed for Preliminary Proposals and by the sufficiency and persuasiveness of information submitted in all categories of the Final Proposal, and will recommend whether or not to place the proposal on the agenda of the Board of Regents' Committee on Education. Before reaching a conclusion, the Office of Academic Affairs may seek clarification or further information from the proposers.
The Office of Academic Affairs will, as it deems appropriate, seek the advice of outside consultants in evaluating a program proposal.

III. System-wide Review

As part of the process for reviewing preliminary and formal proposals, the Office of Academic Affairs will disseminate to all University System of Georgia institutions, on a regular basis, a list of program proposals under consideration, and will invite interested parties to request a copy of the proposal for review and comment. Information received through this process will be considered in evaluating the proposal.

IV. Follow-up Review

Should the program be approved, it will, during its fourth year of operation, undergo a review by the University System of Georgia Office of Academic Affairs. This review will evaluate how well the program is meeting the expectations that were laid out in the formal proposal.

University System of Georgia
Format for New Program Proposal

(Submit three copies)

Institution ___________________________Date_______________________

School/Division_______________________Department__________________

Name of Proposed Program__________________________________________

Degree ____________Major ___________________ CIP Code___________

Starting Date _____________

Program Description and Objectives:
The program description, written in a one or two page abstract, is a summary of the proposed program. It should be in a format suitable for presentation to the Board of Regents and should include the following: the objectives of the program; the needs the program would meet; an explanation of how the program is to be delivered at the undergraduate and/or graduate levels; and information related to costs, curriculum, faculty, facilities, desegregation impact, and enrollment. Indicate the degree inscription which will be placed on the student's degree upon his/her completion of this program of study. In the program description, it must be clear that the proposed program is central to the institution's mission and a high priority within the institution's strategic plan.
Justification and need for the program
1. Indicate the societal need for graduates prepared by this program. Describe the process used to reach these conclusions, the basis for estimating this need, and those factors that were considered in documenting the program need.
2. Indicate the student demand for the program in the region served by the institution. What evidence exists of this demand?
3. Give any additional reasons that make the program desirable (for example, exceptional qualifications of the faculty, special facilities, etc.)
4. Include reports of advisory committees and consultants, if available. For doctoral programs, the institution should involve at least three authorities in the field (outside of the institution) as consultants, and should include their reports as a part of the proposal.
5. List all public and private institutions in the state offering similar programs. Also, for doctoral programs, list at least five institutions in other southeastern states that are offering similar programs. If no such programs exist, so indicate.
Procedures used to develop the program.
Describe the process by which the institution developed the proposed program.
Curriculum
List the entire course of study required and recommended to complete the degree program. Give a sample program of study that might be followed by a representative student. Indicate ways in which the proposed program is consistent with national standards.
1. Clearly differentiate which courses are existing and which are newly developed courses.
2. Append course description for all courses (existing and new courses).
3. When describing required or elective courses, list all course prerequisites.
4. Indicate whether courses in a proposed masters program are cross-listed as undergraduate courses and, if so, what safeguards are employed to ensure that courses taken as undergraduates are not repeated or that requirements are significantly different for graduate students and undergraduates enrolled in the same course.
5. Provide documentation that all courses in the proposed curriculum have met all institutional requirements for approval.
6. Append any materials available from national accrediting agencies or professional organization as they relate to curriculum standards for the proposed program.
7. When internships or field experiences are required as part of the program, provide information documenting internship availability as well as how students will be assigned and supervised.
8. Indicate ways in which the proposed program is consistent with national standards.
9. List student outcomes associated with this program.
Inventory of faculty directly involved.
For each faculty member, give the following data.
1. Name, rank, academic discipline, institutions attended, degrees earned;
2. Current workload for typical semester, including specific courses usually taught; explain how workload will be impacted with the addition of proposed program;
3. Scholarship and publication record for past five years;
4. Professional activity;
5. Expected responsibilities in this program;
6. If it will be necessary to add faculty in order to begin the program, give the desired qualifications of the persons to be added, with a timetable for adding new faculty and plan for funding new positions.
Outstanding programs of this nature in other institutions.
List three outstanding programs of this nature in the country, giving location name, and telephone number of official responsible for each program. Indicate features that make these programs stand out. When available, append descriptive literature of the outstanding program. Indicate what aspects of these outstanding programs, if any, will be included in your program.
Inventory of pertinent library resources.
Indicate--in numbers of volumes and periodicals--available library resources (including basic reference, bibliographic, and monographic works as well as major journal and serial sets; include any on-line resources) which are pertinent to the proposed program. How do library resources compare to those at institutions listed in section 6? What additional library support must be added to support the proposed program, and what is the plan for acquiring this support?
Describe the desired qualifications of the students who will be recruited and admitted to the proposed program, including ethnic populations that will be targeted.
Facilities
Describe the facilities available for the proposed program. How do these facilities and equipment compare to those of excellent programs elsewhere? What new facilities and equipment are required, and what is the plan for acquiring these facilities and equipment?
Administration
Describe how the proposed program will be administered within the structure of the institution.
Assessment
Indicate the measures that will be taken to assess the effectiveness of the program and the learning outcomes of students enrolled.
Accreditation
Where applicable, identify accrediting agencies and show how the program meets the criteria of these agencies. Append standards and criteria to the proposal. Provide evidence that the institution has notified SACS of its intent to apply for a change in degree level, if appropriate.
Affirmative Action impact
Indicate what impact the implementation of the proposed program will have on the institution's desegregation and affirmative action programs. Include information relating to faculty, staff, administrators, and students in this section.
Degree inscription
Indicate the degree inscription which will be placed on the student's diploma upon his completion of this program of study. Be sure to include the CIP code for the program.
Fiscal and Enrollment Impact, and Estimated Budget.
Complete the following pages to indicate the expected EFT and head count student enrollment, estimated expenditures, and projected revenues for the first three years of the program. Include both the redirection of existing resources and anticipated or requested new resources. Institutional commitment of funds should be consistent with the centrality and level of priority that are assigned to the program in the proposal. Second and third-year estimates should be in constant dollars--do not allow for inflationary adjustments or anticipated pay increases. Include a budget narrative that is descriptive of significant line items and the specific redirection of resources envisioned.

                                       
		           	     FY_______    FY_______    FY_______
			             First Year  Second Year   Third Year
I. ENROLLMENT PROJECTIONS
    (indicate basis for projections
     in narrative)
   A. Student majors
    1. Shifted from other programs     _______   _______     _______
    2. New to institution              _______   _______     _______
 
    Total Majors                       _______   _______     _______
 
   B. Course sections satisfying program requirements
    1. Previously existing             _______   _______     _______
    2. New                             _______   _______     _______
 
    Total Program Course Sections      _______   _______     _______
 
   C. Credit Hours generated by those courses
    1. Existing enrollments            _______   _______     _______
    2. New enrollments                 _______   _______     _______
 
    Total Credit Hours                 _______   _______     _______
 
   D. Degrees awarded                  _______   _______     _______
                                       (yr 2)      (yr 3)      (yr 4)
 
II. COSTS                EFT  Dollars     EFT  Dollars     EFT  Dollars
   A. Personnel--reassigned or existing positions
    1. Faculty           _______ _______  _______ _______  _______ _______
    2. Part-time Fac.    _______ _______  _______ _______  _______ _______
    3. Grad. Assist.     _______ _______  _______ _______  _______ _______
    4. Administrators    _______ _______  _______ _______  _______ _______
    5. Support staff     _______ _______  _______ _______  _______ _______
    6. Fringe benefits           _______          _______          _______
    7. Other personnel costs     _______          _______          _______
 
TOTAL EXISTING PERSONNEL COSTS   _______          _______          _______
 
   B. Personnel--new positions
    1. Faculty           _______ _______  _______ _______  _______ _______
    2. Part-time Fac.    _______ _______  _______ _______  _______ _______
    3. Grad. Assist.     _______ _______  _______ _______  _______ _______
    4. Administrators    _______ _______  _______ _______  _______ _______
    5. Support staff     _______ _______  _______ _______  _______ _______
    6. Fringe benefits           _______          _______          _______
    7. Other personnel costs     _______          _______          _______
 
  TOTAL NEW PERSONNEL COSTS      _______          _______          _______
 
                               FIRST YEAR       SECOND YEAR      THIRD YEAR
   C. Start-up Costs (one-time expenses)
    l. Library/learning
       resources         __________       __________       __________
    2. Equipment         __________       __________       __________
    3. Other (________)  __________       __________       __________
 
   D. Physical Facilities: construction or
      major renovation   __________       __________       __________
 
   TOTAL ONE-TIME COSTS  __________       __________       __________
 
   E. Operating Costs
      (recurring costs--base budget)
    1. Supplies/Expenses __________       __________       __________
    2. Travel            __________       __________       __________
    3. Equipment         __________       __________       __________
    4. Library/learning
       resources         __________       __________       __________
    5. Other (________)  __________       __________       __________
 
   TOTAL RECURRING COSTS __________       __________       __________
 
   GRAND TOTAL COSTS     __________       __________       __________
 
III.  REVENUE SOURCES
 
   A. Source of Funds
    1. Reallocation of
       existing funds    __________       __________       __________
    2. New student
       workload          xxxxxxxxxx       xxxxxxxxxx       __________
    3. New tuition       __________       __________       __________
    4. Federal funds     __________       __________       __________
    5. Other grants      __________       __________       __________
    6. Student fees      __________       __________       __________
    7. Other (________)  __________       __________       __________
       Subtotal          __________       __________       __________
   New state allocation
   requested             __________       __________       __________
 
GRAND TOTAL REVENUES     __________       __________       __________
 
B.  Nature of funds
    1. Base budget       __________       __________       __________
    2. One-time funds    __________       __________       __________
 
GRAND TOTAL REVENUES     __________       __________       __________

CERTIFICATE PROGRAMS

In accordance with the policy approved by the Board of Regents on May 19, 2004, the following procedures have been developed to ensure that the offering, reporting and coordination of certificate programs will result in:

certificates that are consistent with the mission of the offering institution;
certificates that meet local needs and spend scarce state resources wisely;
more accurate information reported to the University System Office and subsequently to the federal government; and
a more systematic oversight function for the University System Office.

Certificates Requiring Review and Approval
Currently, University System of Georgia institutions offer a variety of certificate programs. Many of these certificates are not associated with degrees, but are intended to be an award verifying the satisfactory completion of a prescribed program of study at the postsecondary education level. These certificates require University System Office review and approval, and must meet all the criteria listed below.

Certificates proposed and offered by an institution will be consistent with the mission of the institution.
Certificates will be consistent with the degree programs offered by the institution.
The institution offering the certificate will maintain enrollment and completion data as part of the students' record.
The certificate is a "stand-alone" award, and its completion has meaning for students and adds value to their experience.
Certificates of fewer than 9 or greater than 59 semester credit hours will require additional justification for approval.
Pre-bachelor's certificates will include core curriculum courses only if these courses are relevant to and necessary for completion of the certificate. Students must meet all learning support requirements before enrolling in the core courses.
Certificates will not be a "backdoor" to admission to an institution. (See http://www.usg.edu/academics/handbook/section3/301-310/301-310.phtml#3.02)

These certificates require that students meet the admission requirements of the institution and that the courses offered will not exceed the level of courses offered by the institution (e.g., a two-year institution may not award a graduate certificate).

The definitions listed below describe the types of certificates requiring approval. These definitions are the same as those used in reporting data to the federal government. In the definitions, "pre-baccalaureate"(undergraduate), "post-baccalaureate" (graduate), "post-master's," and "post-first-professional" refer to the level of the courses in the curriculum, not the qualifications or background of the student. It is assumed that any pre-requisite courses or degrees will be specified for students.

Pre-Baccalaureate (Undergraduate) Certificates
1. Fewer than 30 semester credit hours (less than one year). Degree acronym is CER0.
2. 30-59 semester credit hours (at least one year, but less than two). Degree acronym is CER1.
Post-Baccalaureate (Graduate) Certificates
1. Post-Baccalaureate Certificate - a certificate beyond the bachelor's degree that does not meet the requirements for a master's degree. Degree acronym is CERG.
2. Post-Master's Certificate - a certificate beyond the master's degree that does not meet the requirements for a doctoral degree. Degree acronym is CERM.
3. Post-First-Professional Certificate - a certificate beyond the first professional degree. Degree acronym is CERP.

Implementation Guidelines

The following implementation guidelines should be followed:

An institution is required to get approval from the System Office to establish, rename, discontinue, or terminate all pre-baccalaureate level certificate programs and all post-baccalaureate level certificates.
Existing certificates not listed in Degrees and Majors Authorized as of May, 2004, must be submitted to the System Office for review and approval by June 1, 2005.

Certificates Not Requiring Review and Approval
Some certificates offered by University System of Georgia institutions are a self-contained set of courses associated with or embedded in a degree. These certificates do not require approval if they are available only to students admitted to and enrolled in a program leading to a degree, and are awarded only when students are awarded the degree.

Typically, these certificates can be described as:

An award given for the satisfactory completion of a group of courses embedded in a degree program. Example 1: students choose their degree electives based on the stated course requirements for an embedded certificate. Example 2: students take required courses in a degree program that complete the course requirements for an embedded certificate.
An award given by a department, school or college rather than the institution.

Procedures for seeking approval for CERTIFICATE PROGRAMS

Board of Regents of the University System of Georgia

Certificate Proposal Form (MS Word® document version)

Institution _________________________________________________	Date _____________

Name of Proposed Certificate __________________________________________________

CIP Code ___________________________    Certificate Acronym *__________________

Number of Credit Hours of Core Curriculum Courses __________

Total Credit Hours of Certificate ___________	

Starting Date _________________________________________

Briefly describe the certificate program. List the course requirements for the certificate, including all prerequisites. Clearly distinguish between existing courses and newly developed courses. Will learning support course work be required? Specify the admission/placement requirements for entry into the certificate program.
Is the certificate program consistent with the mission of the institution?
Provide evidence of the need for and interest in this certificate program. Estimate the number of students who will complete this certificate annually. Briefly explain the method used to estimate this number.
Estimate the annual cost of the certificate program and indicate the percentages from reallocation, student fees, grants, and outside dollars.
Are there any special facilities needs to support the certificate program?
If other postsecondary institutions offer similar programs in your service area, how will the proposed program affect them? How will it affect your program? Do you plan a collaborative arrangement with another institution or entity?
If admission requirements are not the same as those for entry into degree programs, how will you ensure that students are not enrolling in this certificate program as a way of circumventing admission requirements and HOPE?
Has this certificate program met the institution's criteria for approval of certificates and been reviewed and approved by faculty committee(s) responsible for the curriculum?
Please include any other information you want considered.

*Use CER0 for all undergraduate certificates of fewer than 30 hours.
Use CER1 for all undergraduate certificates of greater than 30 hours.
Use CERG for all post-bachelor's (graduate) certificates.
Use CERM for all post-master's certificates
Use CERP for all post-first-professional certificates.

Certificate Proposal Form (MS Word® document version)

Last Updated: 06/22/2004

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Section 2.03.02: New Academic Programs

POLICY

PROCEDURES