Checklist for New Program Proposals or Changes to Program Proposals

• Is the proposed program the best option for students? (What is your target student population, what is the end goal/purpose, why proposing?)

• Does the program duplicate an existing offering on campus?

• Can the program name be confused with another degree offered by the University? Does the name communicate the purpose of the program accurately to students?

• Is there a well-documented need for the program (i.e. market analysis, national trends and employment outlook – CIP code: https://nces.ed.gov/ipeds/cipcode/default.aspx?y=55, letters of endorsement by industry, student surveys, documentation of inquiries)?

• How does the program fit with the University of Utah mission?

• Is the program administratively based in an academic division which is approved to offer academic programs?

• Has the curriculum been developed and led by faculty members? What is the vote by program faculty?

• Is the proposal approved/endorsed by all relevant Departments and Colleges (You will need letters of support from the respective chairs and deans of those units)?

• University of Utah Regulations Part 6: Academics https://regulations.utah.edu/info/policyList.php#academic 
• USHE R401 https://public.powerdms.com/Uta7295/tree/documents/2028740 
• USHE R402 https://public.powerdms.com/Uta7295/tree/documents/2852082

Credit hour requirements 

• Undergraduate degrees, including degrees with emphases - 120 credit hours
• Master’s require 30 credit hours minimum.
• PhD require 3 full years with a minimum of 14 thesis hours and 24 residency hours.
• Certificates
  • Undergraduate - Minimum 20 credit hours, maximum 29 credit hours.
  • Graduate - Minimum 15 credit hours, maximum 29 credit hours.
    • Students who took a graduate certificate as a non-matriculated graduate student may count up to 15 graduate credit hours of the certificate towards a subsequent MS or PhD degree.
  • Certificates are offered as embedded certificates, or Stand Alone certificates.
    • Embedded certificates are conferred concurrently with a degree.
    • Stand Alone certificates are conferred to a student who is not seeking a degree.

• Can program requirements be clearly identified and organized as required courses, core courses, elective courses, or part of an emphasis?

• Will new courses be needed for the program?

• Does the curriculum progress from introductory to advanced levels?

• Have transfer students been accounted for?

• If there are admission criteria beyond university requirements, are those criteria well-defined for students?

• If there are graduation criteria beyond university requirements, are those criteria well well-defined (specific grade requirements, comprehensive/exit exams, transfer limits, etc.)?

• Has a 4-year degree plan been created?
  • These plans are required for all undergraduate majors.

• Must have a written list of expected learning outcomes.

• Must have a written plan for outcomes assessment:

  • Quantitative and qualitative

  • Direct and indirect measures

  • Formative and summative

• Course learning outcomes link to program learning outcomes.

• Program learning outcomes link to institutional learning outcomes.

• Does the degree name accurately reflect the curriculum and expected learning outcomes?

• Are all resources necessary for the program in place (support structures, faculty, staff, advisement, library and information resources): Agreements and endorsements for courses and resources necessary both inside and outside department.

  • Faculty

    • Number of full-time and part-time faculty dedicated to program clearly identified

    • Plans for faculty hires included as enrollment grows

    • Faculty workload expectations

  • Budget

    • Does the budget cover the 1^st three years of the program?

    • Can the Program income cover unfunded costs for projected number of students?

    • Includes areas such as; marketing, IT, library student support services, etc.

  • Marketing plan

  • Enrollment projections for 1^st three years

• Fully online programs need to be developed/coordinated with UOnline to meet State Authorization Requirements (SARA).

• How are students qualified and prepared for the online program?

• Plan for online program includes institutional requirements, program requirements, prerequisites and electives.

• How will culture be developed and sustained in the online environment?

• Any additional faculty or budget considerations needed?

• Setting up any out-of-state learning experiences with appropriate approvals.

• This justification should provide clear and specific reasoning so committees and approvers in the workflow can evaluate the necessity and impact of these changes. 
• For Significant Changes, consider:
  • Who will be presenting this proposal?
  • Does this proposal require changes to program finances and resources?
  • How will these changes impact current students in the program?
  • What are the labor market demands that influence this program?

• Significant Changes require additional approvals when compared to Limited Changes, and as such must be submitted earlier in the year.
• The following types of edits can only be submitted as part of a Significant Changes form:
  • Changes to >25% of Required Courses
  • Changes to Program or Emphasis Names
  • Adding or Removing an Emphasis

• Consider the following questions regarding a new emphasis:

  • Is the proposed emphasis the best option for students? (What is your target student population, what is the end goal/purpose, why proposing?)

  • Does the emphasis duplicate an existing offering on campus?

  • Can the emphasis name be confused with another credential offered by the University? Does the name communicate the purpose of the program accurately to students?

  • Is there a well-documented need for the emphasis (i.e. market analysis, national trends and employment outlook – CIP code: https://nces.ed.gov/ipeds/cipcode/default.aspx?y=55, letters of endorsement by industry, student surveys, documentation of inquiries)?

  • How does the emphasis fit with the University of Utah mission?

• Will new courses be needed for these changes?
• Do these changes require course edits?
• Have you considered the impact of these changes for transfer students?
• If there are admission criteria beyond university requirements, are those criteria well-defined for students?
• If there are graduation criteria beyond university requirements, are those criteria well well-defined (specific grade requirements, comprehensive/exit exams, transfer limits, etc.)?
• All program changes should consider the impact for current students, and include a plan for students to complete the requirements from their catalog year.
• Have you updated the 4-year degree plan?
  • These plans are required for all undergraduate majors.

• Must have a written list of expected learning outcomes.

• Must have a written plan for outcomes assessment:

  • Quantitative and qualitative

  • Direct and indirect measures

  • Formative and summative

• Course learning outcomes link to program learning outcomes.

• Program learning outcomes link to institutional learning outcomes.

• Does the degree name accurately reflect the curriculum and expected learning outcomes?

• Fully online programs need to be developed/coordinated with UOnline to meet State Authorization Requirements (SARA).

• How are students qualified and prepared for the online program?

• Plan for online program includes institutional requirements, program requirements, prerequisites and electives.

• How will culture be developed and sustained in the online environment?

• Any additional faculty or budget considerations needed?

• Setting up any out-of-state learning experiences with appropriate approvals.

• This justification should provide clear and specific reasoning so committees and approvers in the workflow can evaluate the necessity and impact of these changes. 
• Consider:
  • The number of currently enrolled students.
  • The last time the credential was awarded.
  • All relevant timelines.

• Suspensions and Discontinuations must include a Teach Out plan for students to complete their programs.
• Consider how you will honor the current requirements for current students. Potential considerations might include:
  • What are appropriate course substitutions for courses that might be discontinued?
  • If your program is offered in a cohort model, what are plans for each cohort?
  • What other alternatives/options do students have? (ex: offering more class sections of current courses to aid student completion, additional course options to satisfy requirements, etc.)