council on instruction · dr. rachel bates council on information technology ... rachel bates kyle...
TRANSCRIPT
COUNCIL ON INSTRUCTION
Policy Workshop
Workshop Materials PowerPoint Presentation
OSRHE Academic Affairs Staff Listing
OSRHE Academic Affairs Staff Photo Directory
“Who Can Help” by subject and person
AA Procedures Handbook
OSRHE Policy and Procedures Manual, Chapter 3
Academic Reports due to the State Regents
COI Members Roster
Fall 2019 COI Meeting Dates
Fall 2019 OSRHE Meeting Dates
Academic Reports Due to State Regents
Overview
Workshop Location http://www.okhighered.org/academic-policy-wksp/
This webpage cannot be navigated to on the okhighered.org website; it is accessible only through this link.
Please feel free to forward the email with the link to all on your campus who want access to the materials.
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
o 2 Research Universities
o 10 Regional Universities
o 1 Public Liberal Arts University
o 12 Community Colleges
o 11 Constituent Agencies
o 2 Higher Education Centers
Overview
The State Regents
Established in 1941 by an amendment to the constitution, Article XIII-A:
o Consists of 9 members
o Appointed by the Governor
o Confirmed by the Senate
o Appointed to 9 year terms
Overview
Governing Boards
OSU o OSU o Langston o OPSU o NEOA&MC o CSC
OU o OU o CU o RSU
RUSO o ECU o NSU o NWOSU o SEOSU o SWOSU o UCO
Independent Boards o USAO o CASC o EOSC o MSC o NOC o OCCC
o RCC o RSC o SSC o TCC o 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 o Management policy
o Personnel, salaries, duties
o Contract for services
o Recommend Degrees and Custody of records
o Acquire/hold title to property
o Academic, student and budget administration
o Purchasing
o Capital construction
o Auxiliaries
State Regents o Functions and Courses of
Study
o Prescribe standards of education
o Grant degrees
o Recommend funding and allocate lump sum
o Allocate revolving funds
o Determine student fees
o Coordination, research planning
Overview
Other Advisory Groups Council on Student Affairs
Dr. Debbie Blanke
Student Advisory Board Ms. Debbie Terlip
Communicators Council Ms. Angela Caddell
Faculty Advisory Council Dr. Rachel Bates
Council on Information Technology Mr. Von Royal
Council of Business Officers Ms. Sheri Mauck
Overview
Academic Policy Advisory Councils
General Process for review and approval of academic and other related policy issues:
o Council on Instruction Committee o Council on Instruction o Council of Presidents’ Academic & System
Initiatives Committee o Council of Presidents o State Regents
Overview
Correspondence Official Institutional Submissions
o Naming delegates
o Programmatic requests or proposals
o Protests and/or challenges
o Policy exception requests
Must be from President to the Chancellor
Overview
Can be submitted to: [email protected]
Current Academic Reports
Overview
Report Due Date* Policy Reference Send Final Report To
For more information or questions about the
report, contact Academic Calendar December 1: Annual 3.19 Academic Calendars Stephanie
Beauchamp [email protected]
Academic Plan/Degree Completion Plan
June 15: Annual 3.7 Academic Program Review Chancellor* Stephanie Beauchamp [email protected]
Academic Program Reviews December 1: Every 5 years or specialty accreditation cycle
3.7 Academic Program Review Chancellor* Stephanie Beauchamp [email protected]
English Language Proficiency for Faculty
Fall: Annual 3.23 Instructor’s English Proficiency Stephanie Beauchamp
Intensive English Program Self-Study
Depends on program’s current review status
3.5 Intensive English Program Approval and Review Stephanie Beauchamp
Low Productivity Report April 30: Annual or indicated by program productivity as applicable
3.4 Academic Program Approval Stephanie Beauchamp
Policy Reporting Requirements Survey
Fall 3.12 Grading; 3.9 Institutional Admission and Retention; 3.20 Remediation and Removal of High School Curricular Deficiencies; and 3.18 In-State/Out-of-State Status of Enrolled Students
Data submitted by your UDS coordinator
Kyle Foster [email protected]
Post Audit Report September 15: Annual or specified by State Regents’ action as applicable
3.4 Academic Program Approval Stephanie Beauchamp
Student Assessment Report December 1: Annual 3.20 Student Assessment and Remediation Rachel Bates [email protected] Concurrent Enrollment December 1: Annual 3.10 Concurrent Enrollment Rachel Bates
Kyle Foster [email protected] [email protected]
Teacher Education Admission Study Data
April: Annual 3.21 Teacher Education Data submitted by your UDS coordinator
Sylvia Bryant [email protected]
* Can be sent to: [email protected]
State Regents’ Meetings Fall 2019 Thursday, September 5 Thursday, October 24 Thursday, December 5 Meeting dates are approved at the
October meeting and posted: http://www.okhighered.org/state-system/meeting-dates.shtml
Overview
Dr. Stephanie Beauchamp Associate Vice Chancellor for Academic Affairs
Council on Instruction Policy Workshop July 11, 2019
Policies to be Covered 3.4 Academic Program Approval
o Process o Proposal o Post Audit o Program Modifications
3.6 Contractual Arrangements Between Higher Education Institutions and Other Entities 3.7 Academic Program Review
o 5-year program review o Low-Productivity
3.8 Changes in Academic Structure and Nomenclature 3.15 Undergraduate Degree Requirements 3.19 Academic Calendars
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 o Copies MAY be requested by President or Chief
Academic Officer (follow institutional protocol)
Institutions have 30 calendar days to notify State Regents’ office of protest
o 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
3.4 Academic Program Approval
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. Timeline does not take into consideration the number of new proposals in the queue.
Program Approval Flow Chart
3.4 Academic Program Approval
Letters of Intent (LOI) are required for all: o New Programs o Embedded Certificates o Requests for online delivery of existing programs
o 100% of the major coursework delivered electronically OR o Advertised as available online
LOIs:
o Must be sent from President to Chancellor o Can be sent to [email protected] o Must include:
o Name of program o Location of delivery o Delivery method (traditional, online, both)
3.4 Academic Program Approval
New Program Requests
New Program Requests LOIs:
o Must be received at least 30 days before submitting proposal
o Submitting proposal with LOI will not speed up the process
Proposals must be submitted from President to Chancellor to be official
Proposals can be sent to [email protected]
Do NOT send proposal with LOI
3.4 Academic Program Approval
Things that may DELAY progress of your proposal’s approval:
o Insufficient or incomplete information
o Omission of required information
o Discrepancy between LOI and proposal
o Use of non-current forms
o Current forms can be located here:
http://www.okhighered.org/admin-fac/academic-forms/
3.4 Academic Program Approval
New Program Requests
CIP Codes o Current CIP codes can be found at
http://nces.ed.gov/ipeds/cipcode/Default.aspx?y=55
Suggested Instructional Program Code o Can leave blank (next available code will be assigned)
o Can request specific never before used code
Complete all requested information on cover page o MUST include date of governing board approval
o MUST include President’s signature
3.4 Academic Program Approval
New Program Requests
Undergraduate degree requirements o Breakdown of requirements should match detailed curriculum
provided in proposal
Provide specific curricular information o Include ALL general education courses
o Include course titles – not just course prefix and course number
o ASTERISK all new courses
o Pre-requisite courses must be listed as part of the curriculum
Faculty qualifications o List all program specific faculty and credentials (can submit
CV/Resume – not required)
o Faculty should meet HLC assumed practices qualifications
Include details regarding support resources
3.4 Academic Program Approval
New Program Requests
Purpose of program o What can students do with the degree?
Student and employer demand o Student survey data, state/local employment data, advisory
board/employer support
o http://www.oesc.ok.gov/
o https://www.okhighered.org/econ-dev/dashboards/
Address 5 workforce ecosystems (if applicable) o Aerospace/Defense
o Energy
o Agriculture/Biosciences
o Information and Financial Services
o Transportation and Distribution
3.4 Academic Program Approval
New Program Requests
Estimated Student Demand – first 5 years
3.4 Academic Program Approval
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
3.4 Academic Program Approval
New Program Requests
Online delivery o Must have been included in LOI
o 100% of major delivered electronically OR
o 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 o What learning platform? (D2L, Blackboard)
o Additional software or platforms being used (Zoom, GoToMeeting)
3.4 Academic Program Approval
New Program Requests
Funding and Expenses o All amounts provided MUST include explanation
o Funding MUST equal or exceed expenses
o Use of existing resources
o Include calculation/formula used to determine tuition
o Faculty salaries should ALWAYS be included
3.4 Academic Program Approval
New Program Requests
3.4 Academic Program Approval
Year of Program
A. Funding Sources 1st Year 2nd Year 3rd Year 4th Year 5th Year
Total Resources Available from Federal Sources $0 $0 $0 $0 $0
Total Resources Available from Other Non-State Sources $0 $0 $0 $0 $0
Existing State Resources $28,566 $31,691 $30,816 $31,441 $31,566
Narrative/Explanation: The amounts above reflect current funds within the College of Arts and Sciences already budgeted to support programmatic expenses.
Resources Available through Internal Allocation and Reallocation $15,488 $15,488 $0 $0 $0
Narrative/Explanation: In years 1 and 2, funds from the deleted Associate of Arts in Anthropology (111) will be reallocated to the proposed Associate of Science in Astronomy.
Student Tuition $22,770 $30,360 $41,745 $49,335 $56,925
Narrative/Explanation and Calculations: The amounts above were calculated based on resident tuition of $126.50 per credit hour. State Community College anticipates students completing 30 credit hours per academic year and enrollment of 6, 8, 11, 13, and 15 students in years 1 through 5.
TOTAL $66,824 $77,539 $72,561 $80,776 $88,491
3.4 Academic Program Approval
Year of Program
B. Breakdown of Budget Expenses/Requirements 1st Year 2nd Year 3rd Year 4th Year 5th Year
Administrative/Other Professional Staff $1,000 $1,000 $1,000 $1,000 $1,000
Narrative/Explanation: The amounts above represent a portion of administrative staff salary that will support the program
Faculty $12,360 $12,360 $12,360 $12,360 $12,360
Narrative/Explanation: Current faculty will teach the existing courses required for the proposed program. The amounts above represent a percentage of faculty salary used to teach students in the proposed program.
Graduate Assistants $0 $0 $0 $0 $0
Student Employees $0 $0 $0 $0 $0
Equipment and Instructional Materials $500 $550 $600 $650 $700
Narrative/Explanation: The amounts above will cover costs associated with classroom instructional materials such as charts and models.
Library $100 $125 $150 $175 $200
Narrative/Explanation: The amounts above will cover costs of subscription to discipline specific journals needed for student research.
Contractual Services $0 $0 $0 $0 $0
3.4 Academic Program Approval
Year of Program
B. Breakdown of Budget Expenses/Requirements 1st Year 2nd Year 3rd Year 4th Year 5th Year
Other Support Services $0 $0 $0 $0 $0
Commodities $0 $0 $0 $0 $0
Printing $400 $450 $500 $550 $600
Narrative/Explanation: The amounts above are budgeted for printing course syllabi and exams.
Telecommunications $0 $0 $0 $0 $0
Travel $1,000 $1,000 $1,000 $1,000 $1,000
Narrative/Explanation: The amounts above will be used for faculty to travel to regional conferences.
Awards and Grants $0 $0 $0 $0 $0
TOTAL $28,566 $31,691 $30,816 $31,441 $31,566
3.4 Academic Program Approval
Year of Program
A. Funding Sources 1st Year 2nd Year 3rd Year 4th Year 5th Year
TOTAL $66,824 $77,539 $72,561 $80,776 $88,491
Year of Program
B. Breakdown of Budget Expenses/Requirements 1st Year 2nd Year 3rd Year 4th Year 5th Year
TOTAL $28,566 $31,691 $30,816 $31,441 $31,566
Embedded Certificates Must adequately address student/employer demand
o What can a student do with proposed certificate
o Not used as a “motivator” for completion
Curriculum should be subset of main program
Preferably a stackable credential
Main program must be current with program review
3.4 Academic Program Approval
New Program Requests
Questions on New Program Proposals or Program
Approval Process
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.
3.4 Academic Program Approval
Post Audit
BOTH criteria met = Final Approval
Only one or neither criteria met = Review Schedule Extension o Provide explanation on why productivity was not met
o Steps to be taken to meet productivity
o Next review date (no more than 3 years for extension)
3.4 Academic Program Approval
Questions on Post Audit
3.4 Academic Program Approval
Program Modifications All requests must include a cover page
o Use ONE cover page per program (can include multiple requests) o A single cover page may include program modification changes,
option deletion, option name change, and program name change
o Include President’s Signature o Include date of governing board’s approval
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 – current program review cycle
Attach ALL necessary forms
3.4 Academic Program Approval
Program Modifications Types of program modifications
o Program Deletion
o Program Suspension
o Change of Program Name and/or Degree Designation
o Option Addition
o Option Deletion
o Option Name Change
o Program Requirement Change
o Other Degree Program Modification
Incomplete information may DELAY processing request
3.4 Academic Program Approval
Program Modifications Deletions
o Programs CAN be deleted with students enrolled o Must explain teach-out plan for remaining students o Indicate number of courses being deleted o Reallocation of funds o Why is program being deleted o If deletion of program impacts a cooperative agreement
program – must complete additional form
Suspensions o No new students and no advertising o How long is the suspension? 1, 2, or 3 years o Why is program being suspended? What will happen?
3.4 Academic Program Approval
Program Modifications Program Name/Degree Designation Changes
o Program Name (Level III) – Biology to Biological Science
o Degree Designation (Levels I and II)
o Level I Bachelor of Arts to Bachelor of (Specialty)
o Level II Bachelor of Arts to Bachelor of Fine Arts
Option Addition o MUST share an approximate 50% common core of related
course requirements excluding general education
o Courses can share the same two-digit CIP Code
o Students could select between different (related) biology courses
3.4 Academic Program Approval
Program Modifications Option Deletion
o Options CAN be deleted with students enrolled
o Must explain teach-out plans for remaining students
o Indicate number of courses being deleted
o Reallocation of funds
o Why is option being deleted
Option Name Change o (Level IV) – Family Science to Human Science
3.4 Academic Program Approval
Program Modifications Program Requirement Change
o Curricular changes
o Admission criteria
o Graduation criteria
o Course changes
Modifications are either substantive or non-substantive
o Substantive modifications require State Regents’ approval at a State Regents’ meeting
o Non-substantive modifications require only to be reported to the State Regents’ office
3.4 Academic Program Approval
Program Modifications Substantive Modifications
o Changes in what students must complete to graduate (3.4.2)
o Changes in number of credit hours students must complete to graduate
o Deleting a required course
o Adding a required course
o Changing program admission requirements
o Changing credit hours required for guided electives (i.e. from 12 to 15)
3.4 Academic Program Approval
Program Modifications Non-Substantive Modifications
o Adding or removing courses from a list of electives but credit hours required for electives remain unchanged
o Changing course prefix or title
o Changing course number, IF credit hours remain the same
3.4 Academic Program Approval
Program Modifications Tips for noting modifications
o Clearly delineate between deleted courses and removed courses
o Deleted = removed from college catalog
o Asterisk all new courses
o New = newly developed courses
o Clearly indicate changes – side by side comparison
o Clearly note when course prefix/number is changed but course content remains the same
o Include brief narrative for overall changes
o EXAMPLE - The proposed changes are recommendations from the program advisory board to align courses with current accreditation standards
o EXAMPLE – The proposed changes updates courses to include content that will better prepare students for employment
o No need for explanation of each specific change
3.4 Academic Program Approval
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.
3.4 Academic Program Approval
Program Modifications Other Degree Program Modifications
o Changes not addressed by other forms
o Non-substantive changes – may include but are not limited to:
o Changes in course prefix
o Course number change (if credit hours remain the same)
o Course title changes
3.4 Academic Program Approval
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
Do not advertise new programs until approved by State Regents o Using Pending State Regents’ approval is discouraged
Informational Reports can be found at: http://www.osrhe.edu/oeis/ProductivityReport/Main.aspx
Official program requests can submitted by hardcopy OR electronically (no need for both) [email protected]
o Must be from President’s office to Chancellor
o CC copy is not necessary
Academic Programs Policy
Questions on Program Modifications
3.4 Academic Program Approval
Contractual Arrangements Between Higher Education Institutions & Other Entities
A contractual arrangement is one in which an institution enters into an arrangement for receipt of courses or programs or portions of courses or programs (i.e., clinical training internships, etc.) delivered by another institution, service provider, or entity.
• An unaccredited, degree-granting institution or entity • An unaccredited, non-degree-granting institution or
entity • An institution or entity not accredited by a USDE
recognized accrediting agency • A corporation or other entity
3.6 Contractual Arrangements
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.
Institutions shall adhere to HLC standards for faculty to have one 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.
All contractual arrangements shall be included in the annual institutional program assessment activities.
Reporting Requirements:
o Annual list of programs in contract;
o Annual list of contractual courses; and
o Annual summary report including enrollment, retention and graduation, student and program assessment, financial arrangements, marketing, costs, and accomplishments.
3.6 Contractual Arrangements
Contractual Arrangements Between Higher Education Institutions & Other Entities
Contractual Arrangements Between Higher Education Institutions & Other Entities
o Career technology center transfer credit awarded can only be posted as S or P. See the OSRHE Grading policy for more information.
o All transfer credit awarded must be appropriately identified by source and method on the official college transcript.
o The semester that is in session during the course end date will serve as the semester of transcription for transfer work awarded For example, if a student completes a career technology center course on April 1, 2019, the higher education institution will post it as a Spring 2019 transfer course.
o All transfer credit awarded through the Statewide Articulation Agreement must be converted to credit hours. In accordance with 34 CFR §668.8(l)(1), one semester credit hour must include at least 37.5 clock hours of instruction.
3.6 Contractual Arrangements
3.6 Contractual Arrangements
Higher Education Institution (Institution) may create a contract with a technology center where the instruction at the technology center is overseen by the college faculty.
Contract is created between the institution and the technology center, including an inventory of contract courses applicable to the technical degree. The contract is submitted to the State Regents for review and approval.
Contracts for up to 25% of degree requirements must have Higher Learning Commission (HLC) notification. Contracts for 25-50% of degree requirements must have HLC review and approval which could include a site visit.
At the successful completion of the contractual technical course(s) at the technology center, the course is transcripted by the institution as resident credit at the end of the term earned.
How contractual arrangements are created
Questions on Contractual Arrangements
3.6 Contractual Arrangements
Academic Program Review All active programs require a program review every 5
years o In-depth review of program (external review is optional)
o Certificates embedded within a program are reviewed along with the main program
o Certificates not embedded within a program must be reviewed independently
Institutions may request to use external accreditation in lieu of 5-year program review
Must be submitted from President to Chancellor (hard copy or electronically)
Due by end of calendar year
3.7 Academic Program Review
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: o Programs in Post-Audit
o Received an exception within the past 5 years
o Suspended programs
Notification sent to Chief Academic Officer Report due in March-April Process must be completed by June State Regents’ meeting
3.7 Academic Program Review
Low Productivity Does not take the place of a 5-year program
review Continuation of program
o Specify which exception is being requested
o Provide brief explanation of why productivity was not met
o What steps will be taken to increase productivity
o Provide rationale for continuation
Deletion or suspension of program o Follow-up with Request for Program Modification and
deletion or suspension request
o Must have governing board approval
3.7 Academic Program Review
Low Productivity 1) New Program
• Programs recently out of post-audit 2) Liberal Arts and Sciences Programs
• Programs in which the curriculum support the general education and other degree programs
3) Offline Programs • Programs scheduled for deletion or suspension
4) Restructured Programs • Programs that have undergone modifications
5) Special Purpose Programs • Programs that serve a special population or
community need 6) Data Discrepancies
• Factual errors that can be verified 7) No Cost/Justifiable Cost Programs
• Programs that require no additional cost or have justifiable costs
3.7 Academic Program Review
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
on the report Example
o AS in English – requested in 2013 for continuation based on being a Liberal Arts and Sciences Program
o Regardless of productivity, program does not appear on report for 5 years
o In 2018, if AS in English still does not meet productivity criteria, another request for continuation must be submitted
3.7 Academic Program Review
Questions on Program Review
3.7 Academic Program Review
Changes in Academic Structure and Nomenclature Changes that require State Regents’ approval
o Creation of new instructional unit where none existed (department, school, college)
o Division of a single instructional unit into two or more
o Upgrading an instructional unit to a higher level status (department to school)
Changes that require notification only o Change in name of instructional unit (maintain status
level)
o Move instructional unit from one college/school to another
3.8 Academic Structure and Nomenclature
Questions on Academic Structure and Nomenclature
3.8 Academic Structure and Nomenclature
Undergraduate Degree Requirements Establishes requirements for the following General education requirements and minimum standards for:
Associate in Arts and Associate in Science Associate in Applied Arts Baccalaureate
Defines types of baccalaureate degrees Bachelor of Arts Bachelor of Science
Bachelor of (Specialty) – restricted to small number of fields in which traditional national practice or demands of the field discipline require a degree designation to include the name of the profession or discipline
General education framework and core Policy has tables with specific hours/ requirements
3.15 Undergraduate Degree Requirements
AA, AS, and AAS Degrees
3.15 Undergraduate Degree Requirements
Associate in Arts or Associate in Science Number of Hours Required Total semester credit hours required 60
General education 37 Credit in residence at the awarding institution 15
Course work applicable to major 23
Associate in Applied Science Number of Hours Required Total semester credit hours required 60
General education 18 Credit in residence at the awarding institution 15
Technical-occupational specialty 27
Support and related courses 0-15
Bachelor Degrees
3.15 Undergraduate Degree Requirements
Bachelor of Arts Degree
Number of Hours Required
Total semester credit hours required
120
General education 40 Liberal arts and sciences course work
80
Credit in residence at the awarding institution (15 of the final 30 hours or 50 percent of the major also required in residence)
30
Credit from a baccalaureate degree-granting institution (40 hours must be upper-division)
60
Area of specialization (50 percent must be upper-division)
30
Bachelor of Science Degree
Number of Hours Required
Total semester credit hours required
120
General education 40 Liberal arts and sciences course work
55
Credit in residence at the awarding institution (15 of the final 30 hours or 50 percent of the major also required in residence)
30
Credit from a baccalaureate degree-granting institution (40 hours must be upper-division)
60
Area of specialization (50 percent must be upper-division)
30
Bachelor of (Specialty) Degree
Number of Hours Required
Total semester credit hours required
120
General education 40 Liberal arts and sciences course work
40
Credit in residence at the awarding institution (15 of the final 30 hours or 50 percent of the major also required in residence)
30
Credit from a baccalaureate degree-granting institution (40 hours must be upper-division)
60
Area of specialization (50 percent must be upper-division)
30
Questions on Undergraduate Degree Requirements
3.15 Undergraduate Degree Requirements
Academic Calendar Form is updated in July and available online by August Due in December May be sent electronically to Academic Affairs staff
o Must include President’s signature
Compiled into 2 Excel documents o http://www.osrhe.edu/admin-fac/academic-calendar/
o Regular semester schedule
o Short/interim courses schedule
Available on website end of January Review dates carefully
3.19 Academic Calendar
Spring break should encompass the third Wednesday in March House Bill No. 2727, Section 22, expressed legislative intent that public schools, area vocational-technical schools, and higher education institutions coordinate spring break dates for the 2001-2002 school year.
The coordinated spring break dates beyond 2002 still need to be established. The week encompassing the third Wednesday of March of each year is higher education's suggested timeline. Please contact this office to indicate if you concur with the proposed coordinated spring break schedule.
Through 2025, these dates are:
3.19 Academic Calendar
2020 - March 16 – March 20 2021 - March 15 – March 19 2022 - March 14 – March 18
2023 - March 13 – March 17 2024 - March 18 – March 22 2025 - March 17 – March 21
Questions on Academic Calendar
3.19 Academic Calendar
Contact Information
Dr. Stephanie Beauchamp
Associate Vice Chancellor for Academic Affairs
(405) 225-9399
Dr. Rachel Bates Associate Vice Chancellor for Educational Partnerships
Council on Instruction Fall Policy Workshop July 11, 2019
Contents PART 1: History of Math Success Initiative
PART 2: System Wide Initiatives
PART 3: Building on the Change
Concurrent Enrollment
Student Assessment and Remediation
Contents
Timeline
PART 3
PART 1
October 2011:
April 2012: September 2012: September 2013:
April 2015: March 2016:
April 2017: April 2017:
September 2017: February 2018: February 2018:
Fall 2018:
Joined Complete College America Increase the number of degrees and certificates by 67 % by 2023 Remedial Reform Summit Mathematics Faculty Conference Math Success Group Planning Meeting Higher Education Completion Conference Co-requisite at Scale Conference Designing Math Pathways Workshop OK Regents approved recommendations Math Course Development Advising and Mathematics Pathways Workshop Revised Gateway Mathematics Courses Implement new gateway mathematics courses
Complete College America Goal to increase the number of degrees and certificates
earned in Oklahoma by 67 percent by 2023. Multiple initiatives:
o Institutional Degree Completion Plans/Academic Plans o 15 to Finish o Math Success Initiative o Reverse Transfer o Cooperative Agreement Programs
Five national foundations providing multi-year support: o Carnegie Corporation of New York o Bill and Melinda Gates Foundation o Ford Foundation o W. K. Kellogg Foundation o Lumina Foundation for Education
PART 1
Remedial Reform Summit In 2012, OSRHE held a Remedial Reform Summit and Mathematics Faculty Conference to discuss success rates in remedial and gateway mathematics courses.
Remediation: o 40% of post-secondary students require remediation.
o 60% of students entering community colleges require remediation.
o 23% of students complete gateway course within two years.
o 11% of students graduate within three years.
PART 1
Math Success Group The Mathematics Success Group, which consists of 35 mathematics faculty, department chairs and teacher educators, began meeting in 2013 to develop a strategic plan and obtained feedback from state and national groups. Priorities of the strategic plan included: 1. Improve preparation of high school students and
college transition; 2. Reform remediation; 3. Improve course placement; and 4. Create multiple math pathways based upon meta-
majors.
PART 1
MPC Project In November 2015, the Mathematics Pathways to Completion program of the University of Texas Charles A. Dana Center invited Oklahoma to join five other states and receive support and consultation in pursuing math pathways for the State System. Oklahoma drafted a statewide, multi-year plan to guide long-
term implementation of math pathways;
Oklahoma math faculty successfully created four gateway general education courses;
100% of higher education institutions have implemented at least two math pathways; and
Continued efforts are in place such that at least 50% of programs will be aligned to the appropriate math pathways.
PART 1
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; and
5. Improve student preparation, including efforts in K-12 education and remediation reform.
Recommendations Significant Progress
Significant Progress
PART 1
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; and
5. Improve student preparation, including efforts in K-12 education and remediation reform.
MIP 2019-2023
Recommendations
PART 1
Contents
PART 1: History of Math Success Initiative
PART 2: System Wide Initiatives
PART 3: Building on the Change
PART 2
System Wide Task Forces/Initiatives
Complete College America Jobs for the Future OK Promise Reach Higher Dual Credit/Concurrent Education High school mathematics alignment
PART 2
Contents
PART 1: System Overview and Related Information
PART 2: System Wide Initiatives
PART 3: Building on the Change
PART 3
Placement
In 2015, OSRHE approved a revised assessment and remediation policy with two significant changes from previous policies. 1. Identify assessments that more accurately describe a
student’s chance at success in entry-level courses.
2. Allow remediation to be offered through a variety of mechanisms, including the co-requisite model.
PART 3
Advising Strategies Each institution has had to rethink student advising
practices and policies. Efforts to develop degree maps
that clearly define prescribed curricula vs exploratory
majors is ongoing work.
PART 3
Building on Change – Degree Alignment
Our goal is to develop a clear alignment of mathematic pathways to degrees (across institutions leading to state wide alignment).
Identify one default or recommended gateway math requirement based on the meta-majors determined by the regional university/college.
PART 3
Colleges and universities across Oklahoma have revised their core curriculum to accommodate multiple mathematics pathways and ensure the transferability of all entry-level math courses.
The Course Equivalency Project (CEP) summarizes these changes.
The following data from the 2018-2019 CEP illustrates how institutions of higher education have started to implement the core curriculum offerings.
Building on Change – CEP
PART 3
Building on Change – Math Options Gateway mathematics course options include: Quantitative Reasoning – Exploration of various topics
designed to to expose student to mathematical problems within numerous disciplines. Liberal Arts mathematics course
Functions and Modeling – Study of equations, functions and modeling data. Agricultural, business, life/health sciences or social science majors.
Course Descriptions and Student Learning Outcomes
PART 3
Building on Change – Math Options Gateway mathematics course options include: Elementary Statistics – Introduction to statistics includes
descriptive statistics, summary statistics, probability and distribution.
Algebra for STEM – Study of equations and functions. Suitable as the preparation for Calculus.
Common Titles: College Algebra Pre-Calculus
PART 3
PART 3
PART 3
Building on Change – Corequisite OK public institutions of higher education have meet the
following goals for the 2017-2018 academic year: 100% of all remedial students within the state attend an
institution that offers at least one co-requisite mathematics course;
100% of all public institutions of higher education offer at least one co-requisite mathematics course;
Oklahoma public institutions of higher education have incorporated the use of multiple measures to adequately support students with curricular deficiencies in mathematics; and
Completion rates in gateway Math/English courses will continue to be studied and analyzed for potential modifications.
PART 3
Building on Change – Concurrent Concurrent Enrollment: eligible high school junior/senior
who enroll in college courses and earn high school/college
credit.
1. ACT/SAT or entry level course placement measure in
accordance with institution’s State Regents approved assessment plan
2. Signed form from high school principal or counselor 3. Permission from a parent or legal guardian
PART 3
Building on Change – Concurrent Concurrent Enrollment: work load
A high school student may enroll in a combined number of high school and college courses per semester not to exceed a full-time college workload of 19-semester-credit-hours.
A student may enroll in a maximum of nine credit-hours during a summer semester without being concurrently enrolled in high school during the summer term.
Concurrent seniors are entitled to a tuition waiver for a maximum of 18 credit hours – no semester credit hour limits.
PART 3
Building on Change – High School
OSRHE and OKSDE continue to work with the Southern Regional Education Board and the College and Career Math Readiness course.
Project: High School to College Mathematics Pathways
Goals: The Mathematics Success work team charged with developing systematic, strategic conversations between high schools and colleges.
PART 3
Building on Change – CCMR College Career Math Ready is a free course designed for high school seniors who have completed Algebra I, Geometry, and Algebra II, and need a transition course to get them ready for college-level coursework.
The course emphasizes understanding of mathematics concepts rather than memorizing procedures. By engaging students in real-world applications, College Career Math Ready develops critical-thinking skills that students will use in college and their careers. CCMR at SDE: https://sde.ok.gov/ccmr #OKMathReady
PART 3
Building on Change – CCMR
CCMR Training Workshops are being developed and planned
for Fall 2019 – Spring 2020 and Summer 2020.
CCMR at SDE: https://sde.ok.gov/ccmr #OKMathReady
PART 3
Building on Change – ICAP
As high schools begin to implement the
ICAP, colleges and universities are
currently investigating ways to implement
the ICAP as students enter into higher
education.
(Eportfolio – high school transcripts – career exploration)
PART 3
Building on Change – High School Oklahoma is participating in the Conference Board of the
Mathematical Sciences (CMBS) Forum project. The focus of
this project is to bridge the gaps between high school and
college mathematics.
Project: High School to College Mathematics Pathways:
Preparing Students for the Future
Goals: To help OSRHE and OKSDE create policies and
practices for mathematics instruction that contribute to
successful completion without reducing quality.
Building on Change – High School Mathways to Excellence
Based on their expertise and experience, the
leadership team has identified five categories of
primary problems that need to be addressed to
ensure students are sufficiently prepared for the
transition from high school to college by means of
aligning standards and expectations between
secondary and post-secondary education.
Building on Change – High School
1. Lack of mathematics curriculum alignment between K-12 and post-secondary.
2. Lack of preparation for college math. 3. Inconsistent and potentially ineffective
placement practices across the state system. 4. Lack of equitable access to AP and
concurrent opportunities for all students. 5. Lack of coherent mathematical pathways for
students.
Momentum Year Event: o Campus Liaisons appointed by President
o CCA will be hosting a Liaison Welcome webinar
o Save the date: October 31st at UCO
PART 3
Building on Change – CCA
3.10 Concurrent Enrollment
General Information
The concurrent enrollment policy criteria, which had not been substantively revised since the 90’s, was previously detailed within the OSRHE Institutional Admission and Retention policy.
The scope of concurrent enrollment extends beyond admission issues; thus, a new stand-alone Concurrent Enrollment policy was created in 2017.
Permission
Permission from parent
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
Research Universities Meet One of the following: 1. National ACT, Pre-ACT (10th Grade), or Residual ACT*=24 2. SAT or PSAT 10=1160 3. 3.0 GPA (unweighted) and top 33%
Regional Universities Meet One of the following: 1. National ACT, Pre-ACT (10th Grade), or Residual ACT*=20 2. SAT or PSAT 10=1020 3. 3.0 GPA (unweighted) and top 50%
Community Colleges Meet One of the following: 1. National ACT, Pre-ACT (10th Grade), or Residual ACT*=19 2. SAT or PSAT 10=980 3. 3.0 GPA (unweighted)
* Students can utilize one Residual ACT per year from November 1 to October 31
Juniors and Seniors from Recognized Accredited High Schools 3.10 Concurrent Enrollment
Research Universities Meet One of the following: 1. National ACT, Pre-ACT (10th Grade), or Residual ACT*=24 2. SAT or PSAT 10=1160
Regional Universities Meet One of the following: 1. National ACT, Pre-ACT (10th Grade), or Residual ACT*=20 2. SAT or PSAT 10=1020
Community Colleges Meet One of the following: 1. National ACT, Pre-ACT (10th Grade), or Residual ACT*=19 2. SAT or PSAT 10=980
* Students can utilize one Residual ACT per year from November 1 to October 31
Juniors and Seniors from Homeschool OR Unaccredited and Non-Recognized Accredited High Schools
3.10 Concurrent Enrollment
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:
Specifying that the expectations in off-campus concurrent courses should be the same as on-campus courses;
Adhering to HLC’s faculty qualification requirements;
Providing an orientation and professional development for faculty;
Evaluating faculty; and
Creating an MOU between the higher education institution and the off-campus location.
Off-Campus Courses 3.10 Concurrent Enrollment
Retention Standards
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.
3.10 Concurrent Enrollment
Old Tuition Waiver Program
Concurrent seniors receive a tuition waiver for six hours per term (Summer between junior and senior year and Fall and Spring semesters of the senior year).
New Tuition Waiver Program
Students are eligible for the waiver for the first 18 hours of concurrent enrollment over the senior year (Summer between junior and senior year and Fall and Spring semesters of the senior year).
Tuition Waiver Program Change: Effective July 1, 2018 The Tuition Waiver Program is not academic policy.
3.10 Concurrent Enrollment
Tuition Waiver
The Tuition Waiver Program is not academic policy.
Example of Senior Tuition Waiver:
A concurrent senior student who took three hours in Summer, three hours in the Fall, and 12 hours in the Spring would have all of his/her tuition waived because he/she did not exceed the 18 hour limit.
3.10 Concurrent Enrollment
First Report Due by December 1, 2019: Submit via email to [email protected]
Report for Off-Campus Activity 3.10 Concurrent Enrollment
3.20.1 Purpose
Assessment of students fulfills two purposes: 1. improvement of teaching and learning; and 2. accountability and institutional effectiveness.
Course Placement
General Education
Program Outcomes
Student Satisfaction
3.20 Student Assessment and Remediation
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
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.
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 or successfully complete developmental education in the subject area.
3.20 Student Assessment and Remediation
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 of the degree program.
3.20 Student Assessment and Remediation
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
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.
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
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
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, 2019.
3.20 Student Assessment and Remediation
Council on Instruction Policy Workshop July 11, 2019
Ms. Angie Willits Adult Degree Completion Manager
Reach Higher Direct Complete Reach Higher Direct Complete
Ms. Angie Willits Adult Degree Completion Manager
Areas to be Covered Background
Student Referrals
Partners and Assets
Upcoming Promotion and Marketing
Reach Higher Direct Complete
Background
Built on Reach Higher Foundation.
Oklahoma received infrastructure grant in 2016 for an Adult Promise type initiative.
Degree programs that lead to critical occupations listed on OK Works’ 100 Critical Occupations List.
Funding from multiple entities leveraged to cover adult students’ costs to complete degree that leads to employment in a Critical Occupation.
Reach Higher Direct Complete
Student Referrals
Reach Higher Direct Complete
Potential students should complete a student interest form at www.reachhigherok.org
Direct notification will go to navigator from the institution of choice. Navigator will contact them within 3 business days.
Partnership page has logos for all our partners; throughout the new website, potential partners can request more information via a web form; a commitment form may be downloaded directly from website on the partner information page.
Thirteen participating institutions represented by a PIN on an interactive map; each have a contact page that lists their navigator’s name and contact information, and directs a potential student to their adult completion webpage.
Student Referrals
Reach Higher Direct Complete
Brand new website at www.reachhigherok.org
Mailbox has been set up at [email protected]
Tisha Bradford, our Tulsa Navigator, checks mail box daily and emails or calls the potential student
Student interest form available by web form on website; student forms sent directly to the campus navigator and to the DirectComplete Inbox
Participating Institutions Reach Higher Direct Complete
Partners and Assets Resources for Education mini-workshops
Schusterman foundation: $40,000 in scholarships for Tulsa region only
13 DirectComplete Colleges and Universities representing 6 of 7 workforce regions (Not Southern)
Three tribes offer DirectComplete scholarships for their citizens
Strong partnerships with Workforce Development Boards, OESC, DRS, OK Works, and several Chambers of Commerce throughout the state
Oklahoma Health Care Workforce Center: $7500 in scholarships for 2YR RN Students
Reach Higher Direct Complete
Partners and Assets Reach Higher Direct Complete
Upcoming Visits and Training
Monthly meetings with Native American Business partners at AICCOk throughout the state
Statewide promotion and marketing for Reach Higher: RECONNECT week, July 27th-August 1
Monthly meetings with TULSA TALENT HUB
Regular meetings/presentation at Faith in Business, Tulsa
Ongoing Manager training and Coaching Mentorship with Inside Track
Reach Higher Direct Complete
Council on Instruction Policy Workshop July 11, 2019
Ms. Sheila Smith Reach Higher Manager
Reach Higher Flex Finish Reach Higher Flex Finish
Ms. Sheila Smith Reach Higher Manager
Areas to be Covered Background Current Status Policy Issues for Associate Degree
Programs Policy Issues for Baccalaureate Degree
Programs
Reach Higher Flex Finish
Background The Reach Higher initiative provides adult
degree completion programs in flexible, non-traditional formats
Bachelor of Science in Organization Leadership
Associate in Arts in Enterprise Development
Associate in Science in Enterprise Development
Available at seven universities and 14 community colleges and technical branches across the state
Reach Higher Flex Finish
Current Status
5,477 Program Graduates through Fall 2018 for 2-and 4-year institutions
Reach Higher Flex Finish
Policy Issues Associate Degree Programs Resident Credit
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 Flex Finish
Policy Issues Associate Degree Programs
Course Substitution 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 Flex Finish
Policy Issues Baccalaureate Degree Programs
Resident Credit 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 Substitution
None of the core courses may be substituted for other courses or through prior learning assessment.
Reach Higher Flex Finish
Mr. Kyle Foster Assistant Vice Chancellor for Academic Affairs
Council on Instruction Fall Policy Workshop July 11, 2019
This policy is designed to facilitate the transfer of students between and among community colleges and universities within the State System,
and the 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 State System. Use the Academic Policies Procedures Handbook to review details.
General Issues
3.11 Undergraduate Transfer and Articulation
Transcripts of record from colleges and universities accredited by HLC or other regional associations will be given full value.
Transcripts of record from degree granting institutions accredited by national associations are subject to review and may transfer on a course-by-course basis.
Transcripts
3.11 Undergraduate Transfer and Articulation
No policy revisions since previous workshop
3.11 Undergraduate Transfer and Articulation
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.
Course Equivalency Project
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.
Course Equivalency Project
Course Equivalency Project
8,106 courses/50 disciplines on the 2019-20 state matrix table
Each meeting requires a COI facilitator and selection of a chair from the faculty group
Traditional standard: 75% common course content
Added 2017-18: Student Learning Outcomes for CEP Courses—Must meet 100% for inclusion
www.OKCourseTransfer.org
Course Equivalency Project
Course Equivalency Project
Transfer from Technology Centers
Part of a Cooperative Agreement Program (CAP)
Only for technical programs (AAS, certificate, or technology baccalaureate)
Collaborative effort between institution and local technology center to create a very specific pathway for students
Currently requires extensive review by outside faculty (policy under review)
Course Equivalency Project
CEP Cycle
Overview
Course Equivalency Project
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
We are here!
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 being 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
3.16 Credit for Prior Learning
8 Options for Validating PLA Credit
ACE recommendation
Univ. of State of NY’s College Credit Recommendation Service (CCRS)
Standards exams such as AP*, CLEP, and DANTES
PLA credit awarded and transcripted by another institution
Portfolio using CAEL or other standardized guidelines
International Baccalaureate (IB) program
Institutionally prepared assessments developed by qualified faculty with content expertise
Systemwide technical assessment inventory (part of the CAP program)
*State Regents’ policy requires credit be granted for a 3 or higher on the AP exam
3.16 Credit for Prior Learning
Online Consortium of Oklahoma (OCO)
Dues-based consortium
State System institutions
Provide professional development, support, and resources to member institutions
Online learning
Affordable course materials
Educational technology
Established this spring, already conducted several PD trainings across the state and online
Council on Instruction
Fall Policy Workshop July 11, 2019
Dr. Goldie Thompson
Assistant Vice Chancellor for
Teacher Preparation and Special
Programs
Teacher Education Policy
Areas to be Covered
3.21.3 Criteria for Admission
3.21.4 The 4x12, Reading Instruction and Other
Requirements
3.21.6 Guidelines for Teacher Preparation Faculty
3.21.7 Guidelines for Participation on Residency Year
Committees
Oklahoma Teacher Connection
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 general education courses
PRAXIS Core Academic Skills for Educators
Oklahoma General Education Test (OGET)
Baccalaureate Degree
Teacher Education Policy
Teacher Education
3.21.4 Stresses the completion of the 4x12 degree
requirements, reading instruction and assessment
Other requirements: Oklahoma Subject Area Tests (OSAT)
Clinical Field Experience – Minimum 45 hours/12 week
student teaching internship
Numerous Evaluations and Assessments
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
P-12 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 Induction
Committees
An induction 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
induction committees are expected to have expertise
and experience in the teaching field of the teacher
inductee.
Teacher Education Policy
Teacher Education
Oklahoma Teacher Connection
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
Dr. Goldie Thompson
Oklahoma State Regents for Higher Education
Teacher Education
405.225.9143
Questions?
Dr. Debbie Blanke Senior Vice Chancellor for Academic and Student Affairs
Council on Instruction Fall Policy Workshop July 11, 2019
3.1 Institutional Accreditation and State Authorization
Policy Requirements
This policy requires that all private degree granting institutions and out-of-state public degree granting public institutions that have a physical presence in Oklahoma seek authorization from the Oklahoma State Regents for Higher Education (OSRHE) to operate in the state.
The policy requires private degree granting institutions and out-of-state degree granting public institutions to:
o Be regionally or nationally accredited by an agency that is recognized by the United States Department of Education;
o Meet consumer protection standards for operation;
o Utilize an enrollment agreement; and
o Report data.
Policy Requirements
The policy requires state system institutions to: o Submit copies of self-study reports and final evaluation reports
in a timely manner;
o Have a student complaint process; and
o Ensure that its advertisements, brochures, catalogs, web sites, or other publications are not misleading or deceptive.
3.1 Institutional Accreditation and State Authorization
3.2 Functions of Public Institutions
The Constitution of Oklahoma (Article XIII-A, Section
2) directs the State Regents to determine the functions
and courses of study in each of the institutions of the
State System.
3.2 Functions of Public Institutions Policy revised February 2019 for function exceptions
requests. Process for Institutions:
o submit a letter of intent to the State Regents;
o submit a function exception request and associated new program request;
o May request a copy of another institution’s function exception;
o May provide written comments, submit questions, or protest.
Process for Governing Boards evaluation criteria when reviewing a function exception
request and associated new program request:
o Purpose for the exception o Mission o Academic standards o Faculty o Support resources o demand & capacity o Complement to existing
function and programs
o Unnecessary duplication o Collaborations or alternative
forms o Institutional costs o Funding o Sustainability o Review and assessment
3.2 Functions of Public Institutions
The governing board will provide a written report documenting its review, deliberations, and recommendations regarding the aforementioned criteria and forward its report to the State Regents for consideration.
3.2 Functions of Public Institutions
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:
OR
**If not covered by SARA
State Authorization Reciprocity Agreement
3.17 Distance Education and Traditional Off-Campus Courses and Programs
Seek approval and gain authorization from the state agencies in a state in which the limited activity will occur and/or in a state in which a current distance ed student resides
Seek State Regents’ approval to participate in the 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
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:
o Curricular Requirements
o Performance Requirements/Admission Standards
3.9 Institutional Admission and Retention
3.9.3 Admission of First-Time Freshman: Curricular Requirements
Units (Years) Course Areas
4 English (grammar, composition, literature; should include an integrated writing component)
3 Lab Science (Biology, chemistry, physics or any lab science certified by the school district; General science with or without a lab may not be used to meet this requirement.)
3 Mathematics (from algebra I, algebra II, geometry, trigonometry, math analysis, pre-calculus, statistics and probability (must have completed geometry and Algebra II), calculus, Advanced Placement statistics)
3 History and Citizenship Skills (including one unit of American history and two additional units from the subjects of history, economics, geography, government, non-Western culture)
2 Additional units of subjects previously listed or selected from: computer science, foreign language, or any Advanced Placement course except applied courses in fine arts.
15 Total Required Units
3.9 Institutional Admission and Retention
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
Minimum Performance-Based Admission Standards: Research Universities
Option 1: Standardized Tests ACT or SAT Top 33.3%
OR
Option 2: High School Performance A High School GPA (All Courses) and Class Rank Top 33.3%
OR
Option 3: High School Performance B High School GPA in State Regents’ Required 15-Unit H.S. Core Top 33.3%
3.9.4 Admission of First-Time Freshmen: Performance Requirements
3.9 Institutional Admission and Retention
Minimum Performance-Based Admission Standards: Regional Universities
Option 1: Standardized Tests ACT or SAT
OR
Option 2: High School Performance A High School GPA (All Courses) and Class Rank
OR
Option 3: High School Performance B High School GPA in State Regents’ Required 15-Unit H.S. Core
For students seeking admission to AA, AS, or baccalaureate degree programs, any individual who:
o Is a graduate of a high school accredited by the appropriate regionalassociation or by an appropriate accrediting agency of the home state orhas achieved a high school equivalency certificate based on the GED;
o Has met the curricular requirements as set forth in part 3.9.3. of this policy;and
o 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.
3.9 Institutional Admission and Retention 3.9.4 Admission of First-Time Freshmen: Performance Requirements Minimum High School Performance Criteria for Admission of First-Time-Entering Students at Community Colleges and Technical Branches
The five regional institutions offering associate degrees, UCO, 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 3.9.4 Admission of First-Time Freshmen: Performance Requirements Minimum High School Performance Criteria for Admission of First-Time-Entering Students at Community Colleges and Technical Branches
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
A student will be placed on academic probation if the following standards are not met:
3.9.8 Retention Standards: Retention GPA Requirements
3.9 Institutional Admission and Retention
Credit Hours Attempted GPA Required
0-30 ≥ 1.7
More than 30 ≥ 2.0
o For 0-30 hours attempted, students who earn a GPA of 1.7 to 2.0 are put on academic notice.
o For more than 30 hours attempted, students who drop 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.
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: o Repeated
o Academic Reprieve
o Academic Renewal
Reporting Academic Standing (retention standards/requirements, cumulative GPA and retention/graduation GPA). Note all academic probation/suspensions.
3.12 Grading
3.13 Undergraduate Academic Course Load
Outlines the maximum workload for students in the State System
Undergraduate course load is limited to a number of semester-credit hours which is 50 percent greater than the total number of weeks in the applicable academic term – spring/fall – 24 hours. Summer -12 hours.
Note: While high school concurrent enrollment academic course workload is found in 3.10.3.B.2 – It is 19 semester credit hours for the spring and fall and 9 hours for summer.
Note: Workload standards apply to cooperative agreement program (CAP) students in contractual arrangements. You may need to be helpful to your technology center staff and explain the calculation.
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 of 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 Kyle Foster at [email protected].
3.14.4 Diplomas
3.14 Granting of Degrees
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 other military service members, and full-time professional practitioner/workers.
3.18 In-state/Out-of-state Status of Enrolled Students
Legislation
Three years ago, changes were made to the OSRHE 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.
More recently, Congress passed Public Law 114-315, which modified 38 U.S.C. 3679(c). These amendments went into effect for courses, semesters, or terms beginning after July 1, 2017.
3.18 In-state/Out-of-state Status of Enrolled Students
2017 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 of 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 of Enrolled Students
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) will be eligible for in-state status.
3.18 In-state/Out-of-state Status of Enrolled Students
The Handbook complements the State Regents’ Academic Policy Manual by providing specific guidance on how to implement policy and certain types of policy related-information that may change periodically, including
o Definitions
o Reports and due dates
o Accreditation Procedures for Recognition
o Closed schools/record information
o Intensive English Program list
o Forms and Reference Information
o ACT/SAT Concordance Table
o FAQs
The Handbook is updated annually or as necessary through the COI. State Regents’ approval is not required to update the Handbook.
If you find helpful information is missing or something needs to be changed/corrected – please contact Elizabeth Walker [email protected] or 405-225-9154.
Academic Affairs Procedures Handbook