COUNCIL ON INSTRUCTION Thursday, July 13, 2017 9:00 am 3:30 pm - - PowerPoint PPT Presentation

COUNCIL ON INSTRUCTION

Policy Workshop

Thursday, July 13, 2017 9:00 am – 3:30 pm Symposium Room PHF Conference Center

Contents

 PART 1: System Overview and Related Information  PART 2: Accreditation, Admission, and Student

Related Policies

 PART 3: Teacher Education Policies  PART 4: General Updates  Part 5: Academic Programs and Related Policies  Part 6: Questions and Wrap UP Overview

Workshop Materials

 PowerPoint Presentation  OSRHE Academic Affairs Staff Listing  OSRHE Academic Affairs Staff Photo Directory  “Who Can Help” by subject and person  OSRHE Policy and Procedures Manual, Chapter 3

(online)

 OSRHE Fall 2017 Meeting Dates  To access workshop materials, click: http://www.okhighered.org/academic-policy-wksp/ Overview

State Regents Website

www.okhighered.org

 Policy Manual  Academic Forms  Admission Standards  High School Approved

Course List

 Course Equivalency Project  Complete College America  Degree Program Productivity

Reports

 Financial Aid  Grant Opportunities  State Regents’ Meeting

Agendas

 Studies and Reports

Overview

Constitutionally Established

 Article XIII-A: All institutions of higher education shall

be integral parts of the State System of Higher Education

 The Oklahoma State System of Higher Education is

the legal structure for providing higher education in Oklahoma

 The Oklahoma State Regents for Higher Education is

the Coordinating Board for the State System

Overview

The State System

 25 Colleges and Universities

• 2 Research Universities
• 10 Regional Universities
• 1 Public Liberal Arts University
• 12 Community Colleges
• 11 Constituent Agencies
• 2 Higher Education Centers

Overview

The State Regents

 Established in 1941 by an amendment to

the constitution, Article XIII-A:

• Consists of 9 members
• Appointed by the Governor
• Confirmed by the Senate
• Appointed to 9 year terms

Overview

Governing Boards

 OSU

• OSU
• Langston
• OPSU
• NEOA&MC
• CSC

 OU

• OU
• CU
• RSU

 RUSO

• ECU
• NSU
• NWOSU
• SEOSU
• SWOSU
• UCO

 Independent Boards

• USAO
• CASC
• EOSC
• MSC
• NOC
• OCCC
• RCC
• RSC
• SSC
• TCC
• WOSC

Overview

Boards of Trustees

 University Center of Southern Oklahoma  University Center at Ponca City  Quartz Mountain Arts and Conference

Center and Nature Park

Overview

Coordination v. Governance

Institutional Governing Board

• Management policy
• Personnel, salaries, duties
• Contract for services
• Custody of records
• Acquire/hold title to property
• Academic, student and

budget administration

• Purchasing
• Captial construction
• Auxiliaries

State Regents

• Functions and Courses of

Study

• Prescribe standards of

education

• Grant degrees
• Recommend funding and

allocate lump sum

• Allocate revolving funds
• Determine student fees
• Coordination, research

planning

Overview

Academic Policy Advisory Councils

General Process for review of academic and other related policy issues:

• Council on Instruction Committee
• Council on Instruction
• Council of Presidents’ Academic & System

Initiatives Committee

• Council of Presidents
• State Regents

Overview

Other Advisory Groups

 Council on Student Affairs

• Dr. Kermit McMurry

 Student Advisory Board

• Dr. Kermit McMurry

 Communicators Council

• Ms. Angela Caddell

 Faculty Advisory Council

• Dr. Debra Stuart

 Economic Development Council

• Ms. Connie Lake

 Council on Information Technology

• Mr. Von Royal

 Council of Business Officers

• Ms. Amanda Paliotta

Overview

Correspondence

Official Institutional Submissions

• Naming delegates
• Programmatic requests or proposals
• Protests and/or challenges
• Policy exception requests

Must be from President to the Chancellor

Overview

State Regents’ Meetings Fall 2017

 Thursday, September 7  Thursday, October 19  Thursday, December 7

Overview

Daniel Archer Assistant Vice Chancellor for Academic Affairs

Accreditation, Admission and Student Related Policies

3.1 Institutional Accreditation & State Authorization policy

Policy Requirements

 This policy requires that all private degree granting institutions and

• ut-of-state public degree granting public institutions that have a

physical presence in Oklahoma seek authorization from the Oklahoma State Regents for Higher Education to operate in the state.  The policy requires private degree granting institutions and out-of- state degree granting public institutions to:

• Be regionally or nationally accredited by an agency that is recognized by

the United States Department of Education;

• Meet consumer protection standards for operation;
• Utilize an enrollment agreement; and
• Report data.

3.1 Institutional Accreditation & State Authorization policy

Policy Requirements

 The policy requires state system institutions to:

• Submit copies of self-study reports and final evaluation reports in a

timely manner;

• Have a student complaint process; and
• Ensure that its advertisements, brochures, catalogs, web sites, or
• ther publications are not misleading or deceptive.

 Institutions offering courses at physical locations out-of-state shall seek approval and gain authorization from the state agencies or accrediting associations in whose jurisdiction the courses are to be available.  Institutions delivering distance education out-of-state or conducting limited out-of-state activity shall:

3.17 Distance Education and Traditional Off-Campus Courses and Programs

OR **If not covered by SARA Seek State Regents’ approval to participate in the State Authorization Reciprocity Agreement**

State Authorization Reciprocity Agreement

SARA Renewal Issues

 The renewal application must be signed by the chief executive officer or the chief academic officer of the institution.  Upon notice of an approved renewal application, the institution shall submit the renewal fee to NC-SARA within 30 days. A 30-day grace period beyond the institutional renewal date may be granted upon request; however, if renewal is not complete after the 30-day grace period, a late fee of 25% of the institution's renewal fee is applied.  If payment is not made to NC‐SARA within 5 business days after the expiration of the 30‐day grace period, the institution will be removed from the NC‐SARA list of participating institutions.  Institutions denied renewal or not complying with renewal policies within specified timelines may reapply to become a SARA institution 180 days after removal from the SARA participant list.

State Authorization Reciprocity Agreement (SARA)

Purpose

 This policy establishes minimum curricular requirements, criteria, and standards for admission to State System institutions, as well as retention standards. Students admitted into all associate and baccalaureate programs must meet these standards.  The admission process has two criteria:

• Curricular Requirements
• Performance Requirements/ Admission Standards

3.9 Institutional Admission and Retention policy

3.9 Institutional Admission and Retention policy

3.9.3 Admission of First-Time Freshman: Curricular Requirements

3.9 Institutional Admission and Retention policy

Note: OU and OSU are authorized to set higher admission scores when approved by the State Regents. Specific scores for institutions are located in the Academic Affairs Procedures Handbook.

3.9.4 Admission of First-Time Freshmen: Performance Requirements

3.9 Institutional Admission and Retention policy

Note: Scores for institutions are located in the Academic Affairs Procedures Handbook.

3.9.4 Admission of First-Time Freshmen: Performance Requirements

3.9 Institutional Admission and Retention policy

Minimum High School Performance Criteria for Admission of First-Time-Entering Students at Community Colleges and Technical Branches

 For students Seeking Admission to AA, AS, or Baccalaureate Degree Programs, any individual who:

• Is a graduate of a high school accredited by the appropriate regional association or by an

appropriate accrediting agency of the home state or has achieved a high school equivalency certificate based on the GED;

• Has met the curricular requirements as set forth in part 3.9.3. of this policy; and
• Has participated in the ACT program or a similar acceptable battery of tests

is eligible for admission to any of the community colleges and technical branches in the State System.  The five institutions offering AAS degrees, CU, LU, OPSU, RSU, and SWOSU (Sayre) will continue offering these degrees with an open admission policy for students within their geographic service area. Students wishing to transfer from AAS to AS, AA or baccalaureate degree programs must formally apply and meet both the curricular and performance admission standards.

3.9 Institutional Admission and Retention policy

 Students admitted must meet curricular standards as defined in section 3.9.3 and must meet the high school performance criteria as defined in section 3.9.4. The only exceptions are students admitted in the following special admission categories:

A. Special Non-Degree Seeking Student B. Alternative Admission C. Adult Admission D. Home Study or Non-Recognized Accredited or Unaccredited High Schools E. Opportunity Admission Category F. Correspondence Study Enrollment G. Summer Provisional Admission Program (Research and Regional Universities) H. Summer Provisional Admission Program: Curricular Deficiencies (Regional Universities) I. Concurrent Enrollment of High School Students

3.9.6 Special Admission

3.9 Institutional Admission and Retention policy

 Retention GPA requirements:

• A student will be placed on academic probation if the following

standards are not met:  Credit Hours Attempted: GPA Required

• 0-30 semester credit hours

≥ 1.7

• Note: Students are put on academic notice

with a GPA of 1.7 to less than 2.0

• Greater than 30 semester credit hours

≥ 2.0

NOTE: Students dropping below 2.0 are placed on academic probation for one semester. If 2.0 is not achieved in regularly graded coursework (including repeats/academic reprieves), they are suspended.

3.9.8 Retention Standards

3.10 Concurrent Enrollment policy

General Information

 The concurrent enrollment policy criteria, which had not been substantively revised since the 90’s, was previously detailed within the State Regents’ Institutional Admission and Retention policy.  The scope of concurrent enrollment extends beyond admission issues; thus, a new stand-alone Concurrent Enrollment policy was created.  The new policy, which was approved by the State Regents on May 26, 2017, is effective for any high school students wishing to participate in Fall 2017 concurrent enrollment.

Old Policy New Policy (3.10.A.3)

3..(

1. Permission from Parent. 2. Recommendation from High School Counselor. 3. All students must have a signed form from the high school principal stating that he/ she is eligible to satisfy requirements for graduation from high school (including curricular requirements for college admission) no later than the spring of the senior year. 1. Permission from Parent. 2. All students must have a signed form from the high school principal or counselor stating that he/ she is eligible to satisfy requirements for graduation from high school (including curricular requirements for college admission) no later than the spring of the senior year.

3.10 Concurrent Enrollment policy

3.10 Concurrent Enrollment (Senior Admission)

Old Policy New Policy (3.10.3.A.1) 3( Research Universities 1. ACT/SAT at 67 percentile ; OR 2. Unweighted 3.0 GPA and class rank top 33.3% Research Universities 1. ACT/SAT at 67 percentile; OR 2. Unweighted 3.0 GPA and class rank top 33.3% Regional Universities 1. ACT/SAT at 50 percentile; OR 2. Unweighted 3.0 GPA and class rank top 50% Regional Universities 1. ACT/SAT at 50 percentile; OR 2. Unweighted 3.0 GPA and class rank top 50% Community College 1. ACT/SAT at 42 percentile; OR 2. Unweighted 3.0 GPA Community College 1. ACT/SAT at 42 percentile; OR 2. Unweighted 3.0 GPA

3.10 Concurrent Enrollment (Junior Admission)

Old Policy New Policy (3.10.3.A.1) Research Universities 1. ACT/SAT at 83 percentile ; OR 2. Unweighted 3.5 GPA Research Universities 1. ACT/SAT at 67 percentile; OR 2. Unweighted 3.0 GPA and class rank top 33.3% Regional Universities 1. ACT/SAT at 72 percentile; OR 2. Unweighted 3.5 GPA Regional Universities 1. ACT/SAT at 50 percentile; OR 2. Unweighted 3.0 GPA and class rank top 50% Community College 1. ACT/SAT at 58 percentile; OR 2. Unweighted 3.5 GPA Community College 1. ACT/SAT at 42 percentile; OR 2. Unweighted 3.0 GPA

3.10 Concurrent Enrollment (Homeschool Admission)

Old Policy New Policy (3.10.3.A.2) Admission eligibility is contingent upon age. Home schooled students and students from unaccredited high schools shall have completed enough high school coursework to be equivalent to an individual who is classified as a junior or senior at an accredited high school.

3.10 Concurrent Enrollment (Acceptable Admission Exams)

Old Policy New Policy (3.10.3.A.1) 1. Only the national ACT or SAT exams are acceptable. The following are acceptable admission exams:

• 1. National ACT or an acceptable national

preparatory ACT instrument that is listed in the Academic Affairs Procedures Handbook;

• 2. One residual ACT per year (from November 1

to October 31), which is only valid at the institution at which it was administered; or

• 3. A national SAT or an acceptable national

preparatory SAT instrument that is listed in the Academic Affairs Procedures Handbook.

3.10 Concurrent Enrollment (Course Placement)

Old Policy New Policy (3.10.3.B.1)

• 1. Attain the requisite ACT

subject score.

• 1. Attain the requisite ACT subject score;
• 2. Attain the requisite SAT subject score; or
• 3. Satisfy an entry level assessment and

course placement measure that is in accordance with the institution’s State Regents approved assessment plan.

3.10 Concurrent Enrollment (Workload)

Old Policy New Policy (3.10.3.B.2)

• 1. The workload (high school and

college combined) cannot exceed 19 credit hours; however, students wishing to exceed these limits may petition the selected higher education institution.

• 2. Does not explicitly exclude non-

academic courses from the work load calculation.

• 1. The workload (high school and

college combined) cannot exceed 19 credit hours; however, students wishing to exceed these limits may petition the selected higher education institution.

• 2. Non-academic high school units

are excluded from the workload calculation.

3.10 Concurrent Enrollment Policy (Off-Campus Courses)

New Policy

• 1. An institution wishing to offer off-campus concurrent enrollment

will be required to meet the standards in policy section 3.10.6. These standards include:

• 2. Specifying that the expectations in off-campus concurrent

courses should be the same as on-campus courses;

• 3. Adhering to HLC’s faculty qualification requirements;
• 4. Providing an orientation and professional development for

faculty;

• 5. Evaluating faculty; and
• 6. Creating an MOU between the higher education institution and

the off-campus location.

3.10 Concurrent Enrollment policy

Remains the Same

 High school students concurrently enrolled in college courses may continue concurrent enrollment in subsequent semesters if they achieve a college GPA of 2.0 or above on a 4.0 scale.  Students falling below 2.0 GPA on a 4.0 scale are not eligible for subsequent semester concurrent enrollment.

NOTE: Concurrent enrollment student transcripts are not to have academic suspension or notice denotations for those students who fall below the retention standard.

3.10 Concurrent Enrollment Tuition Waiver (not academic policy)

Budget and Fiscal Affairs policy (4.18.5.k.3)

 Oklahoma high school seniors.  Up to six credit hours of tuition only per semester (including summer).  Only for students who have completed the junior year and have not graduated.  Home-schooled students eligible for one academic year only.

3.12 Grading Policy

General Information

 Purpose: establish a uniform system of grading for State System Institutions.  Defines symbols and grading terms.  Outlines the transcript as the official document issued by an institution with student information that is a complete and accurate reflection of a student’s academic career.  Academic Forgiveness Provisions:

• Repeated
• Academic Reprieve
• Academic Renewal

 Reporting Academic Standing (retention standards/ requirements, cumulative GPA and retention/ graduation GPA). Note all academic probation/ suspensions.

3.14 Granting of Degrees policy

 The diploma shall bear the seal of the State Regents and shall contain the signatures of the chairman, the secretary, and the Chancellor (Diplomas awarded shall bear the names of officers

• f the State Regents serving in the current fiscal year).

 For the institution, the diploma shall bear the signatures of the chairman of the governing board, the president of the institution, and one academic officer.  A sample diploma shall be provided annually, by December 1, to the State Regents’ office. Please scan and email a sample diploma to darcher@osrhe.edu by December 1.

3.14.4 Diplomas

3.15 Undergraduate Degree Requirements policy

Establishes requirements for the following

 Associate in Arts or Associate in Science general education  Associate in Applied Arts general education  Baccalaureate general education  Baccalaureate requirements and standards  General education framework  Policy has tables with specific hours/ requirements

General Information

 This policy establishes definitions, principles, criteria, and guidelines to assist institutional officials in the classification of postsecondary students as in-state/ out-of-state students.  The policy details in-state/ out-of-state status issues concerning dependent and independent persons, documented foreign nationals, undocumented students, uniformed services and

• ther military service members, and full-time professional

practitioner/ workers.  The State Regents recently approved revisions to the In state/ Out-of-State Status of Enrolled Students policy on April 20, 2017.

3.18 In-State/Out-of-State Status

• f Enrolled Students policy

Legislation

 Two years ago, changes were made to the State Regents’ In- State Out-of-State Status of Enrolled Students policy to align with Senate Bill 138 and Section 702 of the Veterans Access, Choice and Accountability Act of 2014, which was codified in 38 U.S.C. 3679.  Recently, Congress passed Public Law 114-315, which modifies 38 U.S.C. 3679(c). These amendments go into effect for courses, semesters, or terms beginning after July 1, 2017.

3.18 In-State/Out-of-State Status

• f Enrolled Students policy

Spouse or Dependent Child of an Active Duty Service Member (background before recent statutory updates):

 Members of the uniformed services, along with their dependent children and spouse, who provide evidence that they are full-time active duty status of more than thirty (30) days in the uniformed services stationed in Oklahoma or temporarily present through military orders.  Regardless of the residency of the student, the dependent children or spouse of a person who is currently serving as a member of the active uniformed services of the United States on full-time active duty status of more than thirty (30) days for whom Oklahoma is the home of record.

3.18 In-State/Out-of-State Status

• f Enrolled Students policy

New Requirement for a Spouse or Dependent Child of an Active Duty Service Member

To comply with the amendments to U.S.C. 3679(c):

 A person using transferred Post-9/ 11 G.I. Bill benefits (38 U.S.C. § 3319) who lives in Oklahoma (regardless of his/ her formal state

• f residence) and the transferor is a member of the uniformed

service who is serving on active duty (regardless of the transferor’s home of record) will be eligible for in-state status.

3.18 In-State/Out-of-State Status

• f Enrolled Students policy

Fry Scholarship (before recent statutory updates):

 A surviving spouse or child receiving the Fry Scholarship who resides in Oklahoma and enrolls at a state system institution within 5 years of an active duty service member’s death in the line of duty after serving 90 days or more (regardless of the student’s formal state of residence or the home of record of the deceased service member).

3.18 In-State/Out-of-State Status

• f Enrolled Students policy

New Requirement Fry Scholarship Recipients

To comply with the amendments to U.S.C 3679(c):  A surviving spouse or child receiving the Fry Scholarship who resides in Oklahoma and enrolls at a state system institution within 5 years of an active duty service member’s death in the line of duty after serving 90 days or more (regardless of the student’s formal state of residence or the home of record of the deceased service member).

3.18 In-State/Out-of-State Status

• f Enrolled Students policy

3.20.1 Purpose

Assessment of students fulfills two purposes: (1) improvement

• f teaching and learning; and (2) accountability and

institutional effectiveness.

 Course Placement  General Education  Program Outcomes  Student Satisfaction

3.20 Student Assessment and Remediation policy

3.20.4 Entry Level Assessment and Course Placement

 Students scoring below the ACT subject score minimum level will be reviewed with additional information, as approved by the State Regents, to determine the level of readiness for college- level course work. Another test is not required.  Institutional entry level assessment programs should include an evaluation of past academic performance, educational goals, study skills, values, self-concept and motivation. A test is not required.

3.20 Student Assessment and Remediation policy

3.20.4.B Basic Academic Skills Requirements

 Students must begin remediation of basic academic skills deficiencies during the first semester and continue until prepared for college-level course work in the respective subject area.  Zero-level remediation courses are not required.

3.20 Student Assessment and Remediation policy

3.20.5 General Education Assessment

 This assessment is designed to measure the student's academic progress and learning competencies in areas such as communication, critical thinking, mathematics, reading, and writing.  More than the general education course selection in the first half

• f the degree program.

3.20 Student Assessment and Remediation policy

3.20.6 Program Learning Outcomes

 Select instruments to assess learning outcomes for each degree

• program. Should assess higher level thinking skills in applying

learned information. When available and appropriate, nationally standardized instruments will be used.  All findings will be reported in program reviews as indicated in Academic Program Review policy. Results from nationally standardized instruments will be reported in the Annual Student Assessment Report.

3.20 Student Assessment and Remediation policy

3.20.7 Student Engagement and Satisfaction

 Student and alumni perceptions are important in the evaluation of academic and campus programs and services. Such perceptions are valuable because they provide an indication of the students' subjective view of events and services which collectively constitute their undergraduate experiences.

3.20 Student Assessment and Remediation policy

3.20.7 Student Engagement and Satisfaction

 Evaluations of student satisfaction can be accomplished via surveys, interviews, etc. Resultant data will be used for the improvement of programs and services.  Current practices include NSSE, CCSSE, BCSSE, FSSE, SSI, SRI, IDEA Student Ratings of Instruction, SENSE.

3.20 Student Assessment and Remediation policy

3.20.8 Assessment Plan and Reporting

 To achieve the purposes of this policy and to accomplish effective and innovative State System assessment, every institution will maintain a current assessment plan that includes a minimum of the assessments required in this policy.  The plan will be submitted to the State Regents for approval every five years or when substantive changes are made. Report all changes to staff to determine if substantive.

3.20 Student Assessment and Remediation policy

3.20.8 Assessment Plan and Reporting

 Annually, institutions shall submit to the State Regents a student assessment report containing information related to this policy and the institution’s approved plan. Refer to the Academic Affairs Procedures Handbook for details regarding the reporting requirements.  Due December 1, 2017.

3.20 Student Assessment and Remediation policy

3.11 Undergraduate Transfer and Articulation policy

 This policy is designed to facilitate the transfer of students between and among community colleges and universities within the State System, and transfer of technical coursework for students through the Statewide Articulation Agreement with Oklahoma technology centers.  Required GPAs for admission of transfer students can vary across the

• system. Use the Academic Policies Procedures Handbook to review

details.  Transcripts of records from colleges and universities accredited by HLC or

• ther regional associations will be given full value.

 Transcripts of record from degree granting institutions accredited by national association are subject to review and may transfer on a course- by-course basis.  Recent revisions to this policy were approved by the State Regents on May 26, 2017.

General Issues

3.11 Undergraduate Transfer and Articulation policy

 "Transcript" for the purpose of this policy is defined as the official document issued by a state system institution or an Oklahoma technology center with student information that is a complete and accurate reflection of a student's academic career. At minimum, an

• fficial transcript must include essential elements as referenced by

the American Association of Collegiate Registrars and Admission Officers Academic Record and Transcript Guide. Detailed information is available in the State Regents’ Academic Affairs Procedures Handbook and online.  We are working detailing the required data elements and creating a transcript template.

Revisions: Transcript Definition Updated

3.11 Undergraduate Transfer and Articulation policy

Revisions: Career Tech Transfer

 The recent revisions allow State System institutions to accept Oklahoma technology center transfer course work through a Statewide Technical Course Articulation Agreement.  The Statewide Articulation Agreement includes a lot of technical courses which meet technical degree requirements at participating State System of Higher Education institutions, which will be accepted in transfer from Oklahoma technology centers towards a college technical certificate, an associate in applied science degree, or a technology baccalaureate degree.

3.11 Undergraduate Transfer and Articulation policy

Revisions: Review Process for Career Tech

Coursework

 An institution that wishes to have technical courses included in the Statewide Articulation Agreement shall have the president submit the proposal to the Chancellor for State Regents’ consideration.  State Regents staff will manage the content faculty review and evaluation process for the proposed technical courses to be inventoried in the Statewide Technical Course Articulation Agreement.  After review, staff will submit the faculty-recommended technical courses to the State Regents for approval.

3.11 Undergraduate Transfer and Articulation policy

Revisions: Requirements for Career Tech Transfer

Credit

 A Student who successfully completes Oklahoma technology center courses and/ or programs listed on the Statewide Technical Course may earn college transfer credit in only those technical courses approved if he/ she:  Provides an official transcript from the technology center that includes all essential elements to document the completed technical course(s);  Achieves a minimum passing grade, as determined by the accreditation, licensure, or other programmatic requirements of the State System institution, for technical course work listed on the Statewide Technical Course Articulation Matrix, clearly documented

• n an official technology center transcript; and

 Has been admitted to the participating State System institution.

3.11 Undergraduate Transfer and Articulation policy

Revisions: Transcripting Career Tech Transfer Work

All Career Tech Transfer work awarded though the Statewide Agreement will be:

 posted on the official college transcript as a grade of "S" or "P" at the receiving institution; and  identified by source and method on the official college transcript.

Purpose and General Issues

 The purpose of the Contractual Arrangements Between Higher Education Institutions and Other Entities policy is to ensure that appropriate assurances and sufficient information are received to document institutional compliance with the standards and requirements within State Regents policy and within Higher Learning Commission (HLC) Criteria, Assumed Practices, and Obligations of Affiliation.  This policy addresses contractual relationships with a variety of entities, not just tech centers.  Contractual arrangements are limited to technical programs (AAS and technical certificates).  All credit awarded through contractual arrangements shall be identified by source and method on the transcript.

3.6 Contractual Arrangements Between Higher Education Institutions & Other Entities policy

3.6.5.B Quality Assurance

 To ensure that institutions have the proper oversight to effectively administer such agreements with an unaccredited and/ or non-degree granting entity, an appropriately qualified full-time faculty must have direct control over the entirety of the program.  Institutions shall adhere to HLC standards for faculty to have

• ne degree level above the level teaching and be approved by

the academic officers; however, exceptions to degree level are allowed if the institution defines a minimum threshold and evaluation process to make such appointments.

3.6 Contractual Arrangements Between Higher Education Institutions & Other Entities policy

3.6.5.B. Quality Assurance

 An Institution can only offer degrees via a contractual arrangement in content areas in which it employs qualified full- time faculty and the institution must designate a full-time faculty to oversee the contract.  All contractual arrangements shall be included in the annual institutional program assessment activities.  Reporting Requirements:

• Annual list of programs in contact;
• Annual list of contractual courses; and
• Annual summary report including enrollment, retention and

graduation, student and program assessment, financial arrangements, marketing, costs, and accomplishments.

3.6 Contractual Arrangements Between Higher Education Institutions & Other Entities policy

Overview

 The purpose of the policy is to provide a framework to evaluate learning that takes place outside of the formal higher education structure.  The framework provides a systematic and comparable means through which students might be awarded credit for prior learning.  Credit for prior learning must be validated by successful completion of 12 or more credit hours at the awarding institution before placed on the student’s official transcript.  Credit for prior learning, once recorded at a State System institution, is transferable on the same basis as if the credit had been earned through regular study at the awarding institution.

3.16 Credit for Prior Learning policy

Academic Affairs Procedures Handbook

Handbook Overview

 Other Helpful Information:

• Definitions
• Reports and due dates
• Accreditation Procedures for Recognition
• Closed schools/ record information
• Intensive English Program list
• Forms and Reference Information
• ACT/ SAT Concordance Table

 Procedures Handbook is updated annually or as necessary through the COI.  Your input is needed if helpful information is missing or something needs to be changed/ corrected – please contact Daniel Archer.

Making Changes to the PLA Matrix

3.16 Credit for Prior Learning policy

http://www.osrhe.edu/admin-fac/academic-forms/

Teacher Education Policy

• Dr. Goldie Thompson

Director of Oklahoma Teacher Connection

Areas to be Covered

    

3.21.3 Criteria for Admission 3.21.4 The 4x12 and Other Requirements 3.21.6 Guidelines for Teacher Preparation Faculty 3.21.7 Guidelines for Participation on Residency Year Committees 3.22 Oklahoma Teacher Connection

Teacher Education Policy

Teacher Education

 Alignment with the Office of Educational Quality and

Accountability (OEQA) policy.

 3.21.3 Criteria for admission to a teacher education

program in Oklahoma:

 3.0 or higher in all Liberal Arts and Sciences courses  PRAXIS Core Academic Skills for Educators  Oklahoma General Education Test (OGET)

Teacher Education Policy

Teacher Education

 

3.21.4 Stresses the completion of the 4x12 degree requirements: English, Mathematics, Science and Social Studies. Other requirements:

Oklahoma Subject Area Tests (OSAT)  Clinical Field Experience – Minimum 45 hours/12 week student

teaching internship

 Numerous Evaluations and Assessments  Portfolio Requirements – Teacher Competencies, State and

National Standards, as well as Dispositions

 Oklahoma Professional Examination (OPTE)

Teacher Education Policy

Teacher Education

 3.21.6 Guidelines for Teacher Preparation Faculty

 Teach regularly scheduled classes in a state accredited

school(s) and/or perform a professionally appropriate role at the school site(s) which involves direct contact with students. A minimum of 10 clock hours per school year.

 Faculty members are expected to incorporate their varied

common school classroom experiences into their teacher preparation program.

 Empowering students with teaching skills and strategies for

diverse classrooms.

Teacher Education Policy

Teacher Education

 3.21.7 Guidelines for Participation on Residency Year

Committees

 A residency committee may consist of a mentor teacher(s),

principal / assistant principal(s), other administrator(s), or a higher education faculty member inside or outside the teacher education unit.

 Teacher education faculty members participating on

residency committees are expected to have expertise and experience in the teaching field of the resident teacher.

Teacher Education Policy

Teacher Education

 3.22 Oklahoma Teacher Connection

 Recruitment, retention and placement of teachers in the

public schools of the State of Oklahoma

 Funding of grants for campus-based recruitment,

retention and placement programs

 OTC Collegiate Grant Program

 Establishment and development of recruiting programs

for potential teachers – including pre-collegiate curricular courses

 Teach Oklahoma  Lead Oklahoma  Educators Rising

Teacher Education Policy

Oklahoma Mathematics Success Initiative

Math Success Initiative

http://www.okhighered.org/complete-college- america/math-success.shtml

Goal 1: Improve mathematics preparation

• f students entering college.

Goal 2: Reform mathematics remediation to be more effective. Goal 3: Strengthen mathematics preparation for all majors.

Strategic Priorities

• 1. Improve transition between high school math

preparation and college math performance.

• 2. Reform remediation to be more effective by improving

vertical alignment and offering corequisites and modules.

• 3. Improve course placement by using multiple

assessments.

• 4. Create multiple pathways that are standardized by

discipline.

• 1. Transition between high school and college
• Identify root causes to lack of math preparation
• Develop tools to use at the local level
• Encourage an on-going process for

communication

• Offer math in the 12th grade

• 2. Reform remediation
• Complete College America Corequisite at Scale

Initiative

• State Regents approved guidelines (June 2016)
• Institutional work plans (Nov. 2016)
• Support for math and English faculty

(spring/summer 2017)

• Implement in 2017-2018 at scale

Corequisite at Scale

State Regents commitment to CCA

• 90% of all remedial students attend an institution that
• ffers a corequisite model
• Over 75% of remedial students enroll in corequisite

remediation

• Gateway completion rates improve 100-150% over

baseline by race, age and Pell status

• 3. Improve course placement
• Revised Assessment and Remediation policy

does not require another test and allows multiple measures

• CCA Multiple measures webinar

(May 2017)

• ACT Course Placement Study

(Fall 2017)

• 4. Create multiple pathways

Math Pathways Task Force

Recommendations

1. Establish statewide college meta-majors and corresponding math pathways, ensuring transferability across institutions 2. Increase student engagement and the teaching of applications in gateway math classes 3. Increase support for important academic success skills in gateway math classes 4. Provide faculty and advisor professional development and resources 5. Improve student preparation, including efforts in K-12 education and remediation reform

Mathematics Success Initiative

Next Steps

• Develop at least three Math Pathways: Quantitative

Reasoning, Statistics, College Algebra (Pre-Calculus), Modeling for Business Calculus

• CEP-Develop student learning outcomes
• Transfer and Applicability Work Group (Spring-Fall 2017)
• Designing Math Pathways Workshop (Spring-Fall 2017)
• Train teachers for 12th grade transitional math (Summer 2017)
• Meta-Majors meeting (Fall 2017)
• Calculus pathway (Spring 2018)

Course Equivalency Project

Kyle Foster Coordinator for Academic Affairs Initiatives

85

Course Equivalency Project



The Course Equivalency Project (CEP) was established in 1995.



Faculty appointed by the presidents review course equivalencies in disciplines selected by the COI annually. The state transfer tables are updated after final verification and approval by the State Regents.



Additions, deletions and modifications of coursework take place at September Faculty Meetings. COI members may submit changes for disciplines that do not meet in person that year.



Private institutions may only add their courses if they attended that discipline’s Faculty Meeting.

86

Course Equivalency Project



8,032 courses/50 disciplines on the 2017-18 state matrix table



Each meeting requires a COI facilitator and selection

• f a chair from the faculty group



Standard: 75% common course content and expected learner outcomes



New for 2017-18: Student Learning Outcomes for CEP Courses



www.OKCourseTransfer.org

87

88

Institution Review May-August Faculty Review September Institution 2nd Review October-December Council on Instruction Approval February State Regents Approval March Matrix Posted Online April

CEP Cycle Overview

We are here!

Kyle Foster Coordinator for Academic Affairs Initiatives kfoster@osrhe.edu | (405) 225-9163

89

Program Update for COI Policy Workshop July 13, 2017

• Bachelor of Science in Organizational Leadership
• Associate in Arts in Enterprise Development
• Associate in Science in Enterprise Development

Available at 8 universities and 14 community colleges and technical branches across the state.

The Reach Higher initiative provides adult degree completion programs in flexible, non-traditional formats.

4,102

Program Graduates

For 2-Year and 4-Year

Institutions

REACH HIGHER Current Status

• 92.1% worked full-time during the program
• 55.3% indicated that the degree resulted in higher pay and/or work promotion.
• 97.3% stated that they would recommend Reach Higher to a colleague, friend, or family

member

• 65% believed that the Reach Higher program was the only way in which they could have

continued their education

REACH HIGHER Program Survey

• 65% believed that the Reach Higher

program was the only way in which they could have continued their education

• 89.5% felt that the Reach Higher

faculty cared about adult students and their success in the program

• 94.8% believed they received an

excellent education

REACH HIGHER Two-Year Expansion

• An opportunity for additional existing

programs at two-year institutions to be considered for “Reach Higher Endorsement.”

• The expansion broadens the program

to include the associate in applied science degree programs and the transfer degree programs which are

• ffered in a non-traditional format,

which could be online, flexible scheduling, or other means of providing quality instruction to the adult learner.

• The Reach Higher Endorsement Request Form will be

submitted to the Council of Instruction’s 2-Year Council.

• Upon approval, the Council of Instruction’s 2-Year Council will

forward the endorsed program to the Two-Year Reach Higher Council to be included in promotional and other events associated with Reach Higher.

REACH HIGHER Two-Year Expansion

• The Two-Year Reach Higher Council will also discuss

implementation and tracking of the programs on the individual campuses.

• The Two-Year Reach Higher Council is composed of Reach

Higher Coordinators from each of the participating two-year institutions.

96

REACH HIGHER Two-Year Expansion

Resident Credit 2-Year Institutions

• General Education requirements (37 credit hours) can be satisfied by

credit earned at an Oklahoma institution participating in the Course Equivalency Project (CEP). Courses taken from the CEP listings will fulfill resident credit requirements.

• Core courses/major requirements (23 credit hours) must include 15 of

the final credit hours from Oklahoma institutions participating in the Reach Higher associate degree completion program including the 12 Oklahoma community colleges and 2 Oklahoma technical branches accredited by the Higher Learning Commission.

REACH HIGHER Policy Issues

Substitutions

• Institutions may allow course substitutions within a

content area if the course is equal to or higher in rigor and consistent with institutional practice for course substitutions in such content areas for other degree programs at the institution.

REACH HIGHER Policy Issues

Resident Credit 4-Year Institutions

• All 10 core courses in the Bachelor of Science in

Organizational Leadership (775) program are considered resident credit regardless of the institution of record for the instruction.

Course Substitutions

• None of the core courses may be substituted for other

courses or through Prior Learning Assessment.

REACH HIGHER Policy Issues

Reach Higher coordinators and faculty members continue to meet each semester for professional development

• pportunities. OSRHE staff partners with other

departments within the agency to offer valuable adult learner resources from speakers such as Chelsea Hunt, Student Portal Coordinator, pictured left.

REACH HIGHER Professional Development and Teamwork

Faculty members, pictured right, also meet each semester to discuss their common courses offered at institutions across the state.

REACH HIGHER Partnerships

Native American Educational Partnership

The Oklahoma State Regents for Higher Education and the Tribal Education Departments National Assembly (TEDNA) signed a Memorandum of Understanding expanding collaboration and support between the agencies through shared resources, expertise, and technical assistance to Tribal Education Departments involved in Oklahoma higher education initiatives. TEDNA supports higher education programs that provide opportunities for tribal nation populations, and this agreement includes a combined effort to promote college degree

• completion. TEDNA, the OSRHE and

Oklahoma institutions will continue to work collaboratively to ensure academic and social support resources are available to members of sovereign nations headquartered in Oklahoma.

Questions/Contacts:

• Dr. Debbie Blanke

Vice Chancellor for Academic Affairs dblanke@osrhe.edu or 405.225.9145

• Sheila Smith

Reach Higher Manager shsmith@osrhe.edu or 405.225.9151

COI/COSA Collaboration

• Dr. Kermit McMurry

Vice Chancellor Student Services

Current Collaboration Initiatives



COI/COSA Joint Resolution in Support of Reverse Transfer



Memorandum of Understanding between OSRHE and the Oklahoma State Department of Health



Oklahoma State System Faculty and Administrator Resource Directory

COI/COSA Collaboration

COI/COSA Joint Resolution in Support of Reverse Transfer



Approved by COSA April 14, 2016.



Approved by COI June 9, 2016.



“Now, therefore be it resolved that the Council on Instruction and the Council on Student Affairs support reverse transfer as a way to increase college graduates in the state and pledge to work together to promote all efforts and strategies to enhance the policies and practices of reverse transfer system wide.”

COI/COSA Collaboration

Memorandum of Understanding



Approved by the State Regents at their June 29, 2017 meeting.



Designed by the COI and COSA working together to assist the Oklahoma State Department of Health (ODHS) meet its employment goals by creating student internship opportunities.



In addition, the Memorandum of Understanding (MOU) will assist the State Regents meet their Complete College America goals.

COI/COSA Collaboration

Between the OSRHE and the Oklahoma State Department of Health

Expected outcomes for the ODHS:



Realistically assess interns for future opportunities



Temporarily fill vacancies to meet/exceed work

• bligations



Expand and replenish pools of talent for future workforce opportunities

COI/COSA Collaboration

Memorandum of Understanding

Between the OSRHE and the Oklahoma State Department of Health

Expected outcomes for colleges and universities:



Promote persistence, retention and degree completion rates



Demonstrate value of higher education/return on investment



Reduce student loan debt



Sustain and drive the recruiting mechanism



Strategize to improve persistence, retention and degree completion rates

COI/COSA Collaboration

Memorandum of Understanding

Between the OSRHE and the Oklahoma State Department of Health

Expected outcomes for students:



Encourage degree completion



Mitigate past financial barriers towards degree attainment



Earn income while in college



Reduce dependency on student loans



Acquire eligibility for health and retirement benefits



Enhance career opportunities and options



Position skilled workers for permanent employment



Link formal education with career opportunities

COI/COSA Collaboration

Memorandum of Understanding

Between the OSRHE and the Oklahoma State Department of Health



An online directory of expertise possessed by faculty and administrators in the Oklahoma State System.



Available to State System faculty and administrators.



Currently in conceptualization phase.

COI/COSA Collaboration

Oklahoma State System Faculty and Administrator Resource Directory



Concurrent enrollment student support and recruitment



Role of academic advising



Predictive data analytics for student retention



Title IX issues



Prior Learning Assessment promotion



Ideas for future collaborations?



Please email Dr. Kermit McMurry: kmcmurry@osrhe.edu

COI/COSA Collaboration

Potential Future Projects

COI/COSA Collaboration

Questions?

• Dr. Stephanie Beauchamp

Associate Vice Chancellor for Academic Affairs

Academic Programs Policy

Policies to be Covered



3.4 Updates to policy



3.4 Academic Program Approval



3.5 Intensive English Program Approval and Review



3.7 Academic Program Review



3.8 Changes in Academic Structure and Nomenclature



3.19 Academic Calendars



Academic Plan/Degree Completion Plan

Academic Programs Policy

Updates to 3.4 Academic Program Approval



Added definitions:

• Stand-alone Certificate is a postsecondary credential

comprised of a course of study and is not identified as a subset of courses that are required for completion of a single existing undergraduate or graduate degree program.

• Embedded Certificate is a postsecondary credential

comprised of a course of study in which the curriculum required is a subset of a single existing undergraduate or graduate degree and is designed to provide specific skills and knowledge that can be readily transferred to the workforce.

• Related Courses for this policy refers to courses that share the

same two-digit Classification of Instructional Program code.

Academic Programs Policy

Updates to 3.4 Academic Program Approval



Wordsmithing to add clarity and guidance:

• 3.4.3 – Levels of Instructional Programs
• Level I

Aggregations of courses referenced in State Regents' policy. These are (inclusive): Certificate, Associate in Arts, Associate in Science, Associate in Applied Science, Bachelor of Arts, Bachelor of Science, Bachelor of (Specialty), Graduate Certificate, Master of Arts, Master of Science, Master of (Specialty), Doctor of Philosophy, Doctor of (Specialty), and First Professional Degree.

Academic Programs Policy

Updates to 3.4 Academic Program Approval



Wordsmithing to add clarity and guidance:

• 3.4.3 – Levels of Instructional Programs
• Level II

Aggregations of courses that appear in the institutional catalog or

• n the student's diploma. These vary greatly from institution to

institution and include (not inclusive): Certificate, Bachelor of Arts, Bachelor of Science, Bachelor of Fine Arts, Master of Science, Master of Education, Associate in Applied Science, and Doctor of Engineering.

Academic Programs Policy

Updates to 3.4 Academic Program Approval

• Level III

Aggregations of courses with an institutionally-unique instructional program code, as listed in the State Regents' inventory of degree programs, appear in the institutional catalog, and may be listed on the student’s

• diploma. The nomenclature includes the discipline
• area. Examples include: Certificate in Horticulture,

Bachelor of Arts in English, Associate in Science in Physical Science, Master of Education in Secondary Education, and Doctor of Philosophy in Engineering.

Academic Programs Policy

Updates to 3.4 Academic Program Approval

• Level IV

Aggregations of courses under an umbrella degree program (Level III) that reflect subsets of the larger discipline, as listed in the State Regents' inventory of degree programs as options, appears in the institutional catalog, may be listed on the student’s diploma, and will usually share a common core of related course requirements (approximately 50 percent) exclusive of general education, as well as having objectives consistent with the objectives of the Level III program. For example, a Level III Bachelor of Arts in English might have the following Level IV options: Literature, Creative Writing, and English Education.

Academic Programs Policy

Updates to 3.4 Academic Program Approval



Wordsmithing to add clarity and guidance:

• 3.4.4 – Program Request Procedures
• Includes language for stand-alone and embedded

certificates

• Clarifies deadlines for requesting/protesting proposed

new programs

• Sets timeline for activity on LOIs and new program

proposals

• Programs must be current with program review before

modification requests/embedded certificate requests (excludes suspension/deletion requests)

Academic Programs Policy

Updates to 3.4 Academic Program Approval



Added guidance for deletion, suspension, and reinstatement of programs

• Deletion of existing programs requires State Regents

approval.

• Requests for deletion must include: 1) the reason for the

deletion, 2) a summary of the teach-out plan, if applicable, and 3) the number of students enrolled, when applicable, and an expected graduation date for the last cohort of students.

• Any request for an exception to this policy must be

made in writing to the Chancellor.

Academic Programs Policy

Updates to 3.4 Academic Program Approval



Added guidance for deletion, suspension, and reinstatement of programs

• Requests for suspension of existing programs are

approved by the Chancellor and ratified by the State Regents.

• If the program is recommended for suspension it will be

placed in an inactive status.

• While suspended no students may be recruited or

admitted to the program, and the program will not be listed in the institutional catalog. The program will be reinstated or deleted within three years.

Academic Programs Policy

Updates to 3.4 Academic Program Approval



Added guidance for deletion, suspension, and reinstatement of programs

• To reinstate a suspended program, the institutional

President must submit a letter to the Chancellor requesting reactivation of the program.

• The letter must include steps taken during inactivation

that addresses the reasons behind the initial suspension request.

Academic Programs Policy

Updates to 3.4 Academic Program Approval



Added guidance for embedded certificates

• The curriculum required for an embedded certificate

shall be a subset of required courses in a single existing degree.

• Up to 50 percent of the coursework required in an

embedded certificate shall come from related or guided elective courses and/or general education courses.

Academic Programs Policy

Updates to 3.4 Academic Program Approval



Added guidance for embedded certificates

• Related Courses for this policy refers to courses that

share the same two-digit Classification of Instructional Program code.

• At least 25 percent of the coursework applied to the

embedded certificate must be satisfactorily completed at the awarding institution.

Academic Programs Policy

Updates to 3.4 Academic Program Approval



Added guidance for embedded certificates

• Embedded certificates may be offered through

alternative forms of delivery, including electronic delivery, even if the main program is not approved for distance education.

• Institutions requesting online delivery of an

embedded certificate are required to follow the procedures outlined in the Distance Education and Traditional Off-Campus Courses and Programs policy.

Academic Programs Policy

Program Approval Process



Institution submits LOI to Chancellor



LOI is emailed to Presidents system wide



Institutions have 45 calendar days to request a copy of the proposal

• Copies may be requested by President or Chief

Academic Officer



Institutions have 30 calendar days to notify State Regents’ office of protest

• Protest must come from President



If no protest, at least 5-6 month process



If there is a protest, the request will not move forward until the protest is resolved

Academic Programs Policy

Earliest Agenda December

LOI received from institution System-wide LOI sent to Presidents Proposal received from inst. Requested? YES NO Begin agenda preparation Send response to institution Receive counter- response Response received? YES NO Begin analysis Institutions have 30 days to submit a letter of concern Institutions have 45 days to request a copy of the proposal Institutions have 30 days to respond to concern Copy of proposal sent LOI must be received at least 30 days before proposal is submitted.

Emailed to Presidents August 1 Earliest Date to Submit September 1 DL to request copy September 15 (45 days from LOI) October 1 October 30

Begin agenda preparation

Earliest Agenda December (maybe) January/February This timeline is an estimate of the length of time it takes for a new program to be presented to the State Regents’ staff. The timeline is NOT GUARANTEED and assumes the proposal contains all information required by policy and that State Regents’ staff does not have questions regarding the proposal.

Program Approval Flow Chart

Academic Programs Policy

New Program Requests



Letters of Intent (LOI) are required for all:

• New Programs
• Embedded Certificates
• Requests for online delivery of existing programs
• 100 % of the major coursework delivered electronically OR
• Advertised as available online



LOIs:

• Must be sent from President to Chancellor
• Must include:
• Name of program
• Location of delivery
• Delivery method (traditional, online, both)

Academic Programs Policy

New Program Requests

 LOIs:

• Must be received at least 30 days before submitting

proposal

• Submitting proposal with LOI will not speed up the process

 Proposals must be submitted from President

to Chancellor to be official Do NOT send proposal with LOI

Academic Programs Policy

New Program Requests

 Things that may DELAY progress of your proposal’s

approval:

• Insufficient or incomplete information
• Omission of required information
• Discrepancy between LOI and proposal
• Use of non-current forms
• Current forms can be located here:

http://www.okhighered.org/admin- fac/academic-forms/

Academic Programs Policy

Oklahoma State Regents for Higher Education NEW PROGRAM REQUEST FORM FOR TRADITIONAL AND ONLINE PROGRAMS

_________Northeastern State University_________ Institution Submitting Proposal _____________Bachelor of (Specialty)______________ Formal Degree (Level I) (e.g. Bachelor of Science, Bachelor of (Specialty), Master of Arts, Doctor of Philosophy) _______Bachelor of Business Administration______ Degree Designation as on Diploma (Level II) in ______Marketing______ Title of Proposed Degree Program (Level III) With options (Level IV) in: _Social Media Marketing_______________________ _Direct Mail Marketing_________________________ ___________________________________________ ___________________________________________ Delivery method Traditional____X___ Electronic________ Both ________

Academic Programs Policy

New Program Requests



CIP Codes

• Current CIP codes can be found at

http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55



Suggested Instructional Program Code

• Can leave blank (next available code will be assigned)
• Can request specific never before used code



Complete all requested information on cover page

• Must include date of governing board approval
• President’s signature

Academic Programs Policy

New Program Requests



Undergraduate degree requirements

• Breakdown of requirements should match detailed curriculum

provided in proposal



Provide specific curricular information

• Include ALL general education courses
• Include course titles – not just course prefix and course number
• ASTERISK all new courses
• Pre-requisite courses must be listed as part of the curriculum



Faculty qualifications

• List all program specific faculty and credentials (can submit

CV/Resume – not required)

• Faculty should meet HLC assumed practices qualifications



Include details regarding support resources

Academic Programs Policy

New Program Requests



Purpose of program

• What can students do with the degree?



Student and employer demand

• Student survey data, state/local employment data, advisory

board/employer support

• http://www.oesc.ok.gov/



Address 5 workforce ecosystems (if applicable)

• Aerospace/Defense
• Energy
• Agriculture/Biosciences
• Information and Financial Services
• Transportation and Distribution

Academic Programs Policy

New Program Requests

 Estimated Student Demand – first 5 years Academic Programs Policy

New Program Requests

 Final approval criteria MUST come from same

academic year using 5-year estimated student demand

 Must meet policy minimum as stated in 3.7.5.B.3 Academic Programs Policy

New Program Requests

 Online delivery

• Must have been included in LOI
• 100% of major delivered electronically OR
• Advertised as available online

 Institution that have not been approved for online

delivery must complete all sections starting on page 9 of the request form

 Describe delivery method

• What learning platform? (D2L, Blackboard)

Academic Programs Policy

New Program Requests

 Funding and Expenses

• All amounts provided MUST include explanation
• Funding MUST equal expenses
• Use of existing resources
• Include calculation/formula used to determine tuition
• Faculty salaries should always be included

Academic Programs Policy

New Program Requests

 Embedded Certificates

 Must adequately address student/employer demand  Curriculum should be subset of main program  Preferably a stackable credential  Main program must be current with program review

Academic Programs Policy

Post Audit

• Only for programs under provisional approval
• Criteria to be met were proposed by institution and

approved by State Regents

• Notification of review sent in spring
• Report due in September
• Numbers reported are for specific fall and specific

academic year – provided in notification letter.

Bachelor of Science in Anthropology (203) This program received provisional approval at the April 19, 2012 State Regents’ meeting with continuation of the program beyond Fall 2015 dependent upon meeting the following criteria:



Majors enrolled: a minimum of 25 students in Fall 2014; and



Graduates: a minimum of 15 students in 2014-2015.

Academic Programs Policy

Post Audit

 BOTH criteria met = Final Approval  Only one or neither criteria met = Review Schedule

Extension

• Provide explanation on why productivity was not met
• Steps to be taken to meet productivity
• Next review date (no more than 3 years for extension)

Academic Programs Policy

Program Modifications

 Modifications are changes to program requirements

and may include but are not limited to:

• Course requirements
• Admission criteria
• Graduation criteria
• Credit hour changes

 All modification requests/notifications must be from

President to Chancellor to be considered official

 For substantive modifications to be considered, the

program must be fully in compliance with policy

Academic Programs Policy

Program Modifications

 Modifications are either substantive or non-

substantive

 Substantive modifications require State Regents’

approval at a State Regents’ meeting

 Non-substantive modifications require only to be

reported to the State Regents’ office

Academic Programs Policy

Program Modifications

 Substantive Modifications

• Changes in what students must complete to

graduate (3.4.2)

• Changes in number of credit hours students must

complete to graduate

• Deleting a required course
• Adding a required course
• Changing program admission requirements
• Changing credit hours required for guided electives (i.e.

from 12 to 15)

Academic Programs Policy

Program Modifications

 Non-Substantive Modifications

• Adding or removing courses from a list of electives

but credit hours required for electives remain unchanged

• Changing course prefix or title
• Changing course number, IF credit hours remain the

same

Academic Programs Policy

Program Modifications

 Types of program modifications

• Program Deletion
• Program Suspension
• Change of Program Name and/or Degree Designation
• Option Addition
• Option Deletion
• Option Name Change
• Program Requirement Change
• Other Degree Program Modification

 Incomplete information may DELAY processing request Academic Programs Policy

Program Modifications

 All requests must include a cover page

• Use ONE cover page per program (can include multiple

requests)

• Include President’s Signature
• Include date of governing board’s approval
• Attach ALL necessary forms

Academic Programs Policy

Program Modifications

 Deletions

• Programs CAN be deleted with students enrolled
• Must accommodate remaining students
• Indicate number of courses being deleted
• Reallocation of funds
• Why is program being deleted

 Suspensions

• No new students and no advertising
• How long is the suspension? 1, 2, or 3 years
• Why is program being suspended? What will happen?

Academic Programs Policy

Program Modifications

 Program Name/Degree Designation Changes

• Program Name (Level III) – Biology to Biological Science
• Degree Designation (Levels I and II)
• Level I Bachelor of Arts to Bachelor of (Specialty)
• Level II Bachelor of Arts to Bachelor of Fine Arts

 Option Addition

• MUST share an approximate 50% common core of related

course requirements excluding general education

• Courses can share the same two-digit CIP Code
• Students could select between different (related) biology

courses

Academic Programs Policy

Program Modifications

 Option Deletion

• Options CAN be deleted with students enrolled
• Must accommodate remaining students
• Indicate number of courses being deleted
• Reallocation of funds
• Why is option being deleted

 Option Name Change Academic Programs Policy

Program Modifications

 Program Requirement Change

• Curricular changes
• Admission/graduation requirement changes
• Clearly delineate between deleted courses and removed

courses

• Deleted = removed from college catalog
• Asterisk all new courses
• New = newly developed courses
• Clearly indicate changes – side by side comparison
• Include brief narrative for overall changes
• No need for explanation of each change

Academic Programs Policy

Program Modifications

 May submit current and proposed degree sheet or use

template on form

Attach current and proposed degree program requirements and degree program objectives (on no more than three pages). Indicate the changes clearly. Note any courses deleted from the course inventory. Asterisk any courses new to the course inventory. Please list the current curriculum requirements in the left column and the proposed curriculum requirements in the right column.

Academic Programs Policy

Program Modifications

 Other Degree Program Modifications

• Changes not addressed by other forms
• Non-substantive changes – may include but are not limited to:
• Changes in course prefix
• Course number change (if credit hours remain the same)
• Course title changes

Academic Programs Policy

Helpful Information

 Current CIP Codes (6 digits)

• http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55

 Internal deadlines for State Regents’ agenda items are 6

weeks before meeting

 Do not update catalog or websites until changes are

approved by State Regents

• Using Pending State Regents’ approval is discouraged

 Informational Reports can be found at:

http://www.osrhe.edu/oeis/ProductivityReport/Main.aspx

Academic Programs Policy

Intensive English Programs (IEP)

 Required for students who score at least a 460 on TOEFL

• r 5.0 on IELTS but below a 500 TOEFL or 5.5 IELTS

 Upon successful completion of 12 weeks students may

enroll without retaking the TOEFL/IELTS

 8 approved IEP sites

• 4 institution-based (OSU, OU, TCC, OCCC)
• 4 independent (TLC, ELS, ELC, ECI)
• Reviewed by external evaluators to ensure quality and rigor
• Approval is granted for one, two, three, four, or five years.

Academic Programs Policy

Academic Program Review

 All active programs require a program review every 5

years

• Certificates embedded within a program are reviewed along

with the main program

• Certificates not embedded within a program must be

reviewed independently

 Institutions may request to use external accreditation in

lieu of 5-year program review

• http://www.osrhe.edu/oeis/ProductivityReport/RevPara

ms.aspx

 Must be submitted from President to Chancellor (hard

copy or electronically)

 Due by end of calendar year Academic Programs Policy

Low Productivity

 Programs that do not meet minimum productivity

criteria outlined in policy (3.7.5.B.3)

Degrees conferred Majors enrolled AA/AS 5 AA/AS 25 AAS 5 AAS 17 Bachelor’s 5 Bachelor’s 12 Master’s 3 Master’s 3 Doctorate 2 Doctorate 2

 Programs excluded from Low Productivity reporting:

• Programs in Post-Audit
• Received an exception within the past 5 years
• Suspended programs

 Notification sent to Chief Academic Officer  Report due in March-April Academic Programs Policy

Low Productivity

 Continuation of program

• Provide brief explanation of why productivity was not met
• What steps will be taken to increase productivity
• Provide rationale for continuation

1) New Program 2) Liberal Arts and Sciences Programs 3) Offline Programs 4) Restructured Programs 5) Special Purpose Programs 6) Data Discrepancies 7) No Cost/Justifiable Cost Programs

Academic Programs Policy

Low Productivity

 Deletion or suspension of program

• Follow-up with Request for Program Modification and

deletion or suspension request

• Must have governing board approval

 Report submitted to State Regents no later than June

meeting

Institution Total Programs Offered Low Producing by Number and Percent Disposition*by Number of Programs Exceptions for Low Producing Program Granted (See Exception Categories Below) # % DEL SUS EXP 1 2 3 4 5 6 7 OU 298 OUHSC 61 OU-LAW 12

Academic Programs Policy

Low Productivity

 Coded in degree inventory according to exception

request

 Remain on Low Productivity report for 5 years  If still low producing after 5 years – program will appear

• n the report

 Example

• AS in English – request in 2013 for continuation based on

being a Liberal Arts and Sciences Program.

• Regardless of productivity, program does not appear on

report for 5 years

• In 2018, if AS in English still does not meet productivity criteria,

another request for continuation must be submitted

Academic Programs Policy

Protocol

 President to Chancellor

• New program requests
• Comments/protests of new programs
• All program modification requests
• Academic Program Reviews
• Academic Plans/Degree Completion Plans

 If initial request comes from Vice Chancellor – response

can be sent directly to Academic Affairs

• Post Audit reports
• Low Productivity reports

Academic Programs Policy

Changes in Academic Structure and Nomenclature

 Changes that require State Regents’ approval

• Creation of new instructional unit where none existed

(department, school, college)

• Division of a single instructional unit into two or more
• Upgrading an instructional unit to a higher level status

(department to school)

 Changes that require notification only

• Change in name of instructional unit (maintain status

level

• Move instructional unit from one college/school to

another

Academic Programs Policy

Academic Calendar

 Form is updated in July and available online by August  Due in December  May be sent electronically to Academic Affairs staff

• Must include President’s signature

 Compiled into 2 Excel documents

• Regular semester schedule
• Short/interim courses schedule

 Available on website end of January  Review dates carefully

Academic Programs Policy

Academic Plan & Degree Completion Plan

 Notification sent to Presidents (email to Chief Academic

Officer)

 Due in June  Submit to Chancellor (hard copy or electronically)

• Electronic copy in MS Word sent to Academic Affairs

 Separated and compiled into 2 documents  Returned to Chief Academic Officer for review  Submitted to State Regents for approval  Academic Priorities are used in new program request

agenda items

• Should include new program plans

Academic Programs Policy

Academic Plan & Degree Completion Plan

 Academic Plan is same  Updates to Degree Completion Plan

• Specific initiatives listed (12th Grade Math, Concurrent Enrollment, Co-

Requisite Remediation, Course Placement, Reverse Transfer, Cooperative Agreements/Contracts, Prior Learning Assessment, Reach Higher/Other Initiative, 15 to Finish, Degree Audit Program, Advising

• Implementation: List the activities with timelines that will be used to

implement this strategy. What short- and long-term timelines have been established for implementation of the high impact strategies?

• Responsible Party: List the people, offices or functions responsible for

implementing this strategy or each activity. Who/what are the key people

• r offices responsible for development, implementation, and assessment?
• Measures of Effectiveness: Describe the metrics used to evaluate the

effectiveness of each activity.

• Results to Date: Describe the current status and results of the activity.

Academic Programs Policy

Questions

• Dr. Stephanie Beauchamp

sbeauchamp@osrhe.edu (405) 225-9399

Academic Programs Policy