Major, Minor, Or Concentration Proposal Guidelines s1

PROPOSAL TO IMPLEMENT A NEW ACADEMIC PROGRAM (Major, Minor, Master’s, Dual Degree, or Certificate) *New Concentrations should use the Program Revision Form* Revised August 4, 2017

New academic programs must be approved by the AAC/Grad Council, Faculty Plenary, VPAA, Board of Trustees, New York State, and in some instances Middle States, before they can be printed in the Catalog or offered to students.

Definitions: A major is a formalized curricular sequence taken by a student within his/her major area of study. A minor is a formalized curricular sequence taken by a student outside his/her major area of study. The standard minor at Marist is 18-24 credits. Minors outside of this range will be considered but require an additional rationale. A dual degree is a singular, formalized curricular sequence leading to two degrees. A certificate is a credential, approved by the AAC and VPAA, issued by an institution in recognition of the completion of a curriculum other than one leading to a degree that is sufficient to master a well-defined body of knowledge or technical expertise; an advanced certificate is a credential beyond the baccalaureate. A credit is a unit granted for the satisfactory completion of a course requiring at least 15 hours (of 50 minutes each) of instruction and at least 30 hours of supplementary assignments (3 credits = 45 hours of instruction and 90 hours of supplementary assignments). A concentration is a formalized curricular sequence approved by the AAC and the VPAA to achieve a specific goal within a major. These goals may be externally controlled in order to achieve certification or accreditation or be internally controlled in order to define more closely a curricular package or make an area of study more visible and salable. A track is a formalized curricular sequence approved by the AAC and the VPAA to achieve a specific goal within a concentration. Like concentrations, they may be externally or internally controlled.

Please complete the following questions and include both sides of this form with your proposal.

A. Completed proposals must include the following. Please check each required item or indicate “N/A”

 Proposal form – Sections A-J  Program narrative – Questions 1-13  Table A: Two undergraduate program schedules (undergraduate programs only)  Table B: Graduate program schedule (graduate programs only)  Table C: New course information  Table D: Existing faculty  Table E: Faculty to be hired  Table F: New resources  Table G: Assessment plan  Syllabi for all new courses in the program (to be reviewed by the Curriculum Committee)  External evaluation report and Marist response (for New York State, if required)

B. Contact person

Name Date

Title Telephone C. Is the program a new undergraduate major, minor, master’s, dual degree, or certificate?:

D. Name of program (degree and discipline):

E. Number of credits (i.e., 120 for B.A. or 30 for M.S.):

F. Department:

G. CIP Code (refer to www.nces.ed.gov/ipeds/cipcode/):

H. HEGIS Code (refer to http://www.highered.nysed.gov/ocue/documents/hegis.pdf):

I. Votes:

Yes No Abstain Date

Department

School

Grad Council (if applicable)

AAC

Full Faculty

Board of Trustees

Describe rationale for dissenting votes:

J. Signatures (electronic signatures are encouraged) :

Dean Date

Chair, Academic Affairs Committee Date

Vice President for Academic Affairs Date Program Narrative

1. Provide a brief description of the program as it will appear in the Marist catalog.

2. Identify the documented need for the program. What role did assessment play in the creation of this degree/program?

3. Describe the intended population and how the program will help participants achieve their educational and career objectives.

4. How does this program fit into the broader landscape of the discipline? How does it conform to accepted standards in the field yet distinguish itself from others?

5. What are the anticipated enrollments for Year 1 through Year 5?

6. Provide the following anticipated percentages:

Target annual retention rate ______%

Target graduate rate ______%

Target job placement rate ______%

7. List the 3 most important learning outcomes for the program. Attach a full assessment plan as Table G.

8. How does the program relate to the Marist mission?

9. In what ways is this program culturally competent and responsive to diversity and inclusion?

10. How will this program impact faculty in your department and other departments of the college? Indicate any cross-disciplinary consultation that has taken place.

11. In what ways will this program impact student support services and other services of the college?

12. Indicate the program requirements using the following catalog format

1.0 Course Requirements in the Discipline Credit Requirements in the Discipline 2.0 Course Requirements in Related Fields Credit Requirements in Related Fields 3.0 Core /Liberal Studies Requirements (for undergraduate programs) 3.1 Foundation Requirements 3.2 Distribution Requirements Credit Requirement in Core/Liberal Studies 4.0 Electives Total Credit Requirement for Graduation

13. Are there any special admissions requirements? If yes, please describe.

14. Describe if the program will be offered in traditional or non-traditional formats, including impact on financial aid eligibility (see Appendix A).

15. For undergraduate majors or certificates (not required for minors), complete two Undergraduate Program Schedules (Table A). See below for how these differ.

In the first table, please include First Year Seminar, Writing for College, and Philosophical Perspectives, but for the remaining distribution and pathway courses, use terms like “core history,” “core literature,” or “core mathematics” etc.

In the second, please complete the table entirely using actual courses that would satisfy breadth and pathway requirements. This will require you to make choices for a hypothetical student, including picking a random pathway. In the second table, there should be no “core history” or “core literature” notations, only actual courses.

Additional notes:

LAS refers to whether or not the course is designated an L or N A bachelor of arts degree must have at least 75% LAS credits (90 credits for a 120-credit program) A bachelor of science degree must have at least 50% LAS credits (60 credits for a 120-credit program) A BFA or BPS must have at least 25% LAS credits (30 credits for a 120-credit program) Graduate programs do not concern themselves with LAS credits or percentages All columns and column totals must be completed.

16. For graduate degrees or advanced certificates, complete one Graduate Program Schedule (Table B).

17. Complete Table C and provide syllabi for all courses that are being created for the major. Syllabi must include a course description, course credit, objectives, topics, student learning outcomes, texts/resources, and basis for determining grades.

18. Complete Table D and E for existing faculty and faculty to be hired.

Note: Please be sure to include faculty name, title, and rank, and make sure all columns are complete. 19. Complete Table F for New Resources.

20. Attach the assessment plan as Table G.

21. Further Authorization

Yes No Is this a proposal to create a certificate program? Yes No Does this program prepare students for teacher certification or professional licensure? Yes No Is this a new graduate program? (an external review is required) Yes No Will this program be offered 50% or more either off campus or online? Yes No Is this a minor with fewer than 18 or more than 24 credits? Yes No Is this a credential (i.e., BSW, M.Div, DPS) that Marist does not currently offer? Yes No Is this Marist’s first bachelor’s, master’s, or doctorate in Agriculture, Biological Sciences, Engineering, Fine Arts, Health Professions, Humanities, Physical Sciences, or Social Sciences?

If yes to any of these, further information will be required by the VPAA for NY state and/or Middle States approval. Table A: Undergraduate Program Schedule

. Indicate academic calendar type: Semester Quarter Trimester Other (describe): . Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) . Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total: Term: Credits per classification Term: Credits per classification Course Number & Title Cr LAS Maj New Prerequisite(s) Course Number & Title Cr LAS Maj New Prerequisite(s)

Term credit total: Term credit total:

Program Totals: Credits: Liberal Arts & Sciences: Major: Elective & Other:

Cr:= credits LAS = Liberal Arts and Sciences Maj = major requirement New = new course Prerequisite(s) = list prerequisite(s) for the noted courses

6 Table B: Graduate Program Schedule

. Indicate academic calendar type: Semester Quarter Trimester Other (describe): . Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) . Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term: Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s)

Term credit total: Term credit total: Term: Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s)

Term credit total: Term credit total:

Identify any comprehensive, culminating element(s) (e.g., thesis or examination), including course number if applicable: Program Totals: Credits:

New = indicate if new course Prerequisite(s) = list prerequisite(s) for the noted course

7 Table C: New Course Information

New Course Titles Indicate if syllabus is attached.

8 Table D: Existing Faculty Information

New York State Education Department Expectations: Identify the specific faculty members that will be responsible for setting the curricular objectives, teaching program courses, advising students, and determining the means by which program and course objectives are measured. Identify the program director. Core faculty members must meet minimum academic qualifications as identified in Part 52.2(b) of regulation, and be of sufficient depth and breadth to provide leadership, direction, and discharge other responsibilities critical to the start-up of the program.

Note: Faculty curricula vitae or resumes should not be attached to this application and should only be provided if specifically requested by the Department. Faculty Member Name, Courses to be Full-time or Part- Highest Earned Additional qualifications which demonstrate Title, and Rank taught time; if Full-time Degree, Discipline, professional competence relative to the specific identify % of time to IHE program. the program Table E: Faculty to be Hired

New York State Education Department Expectations: Identify the specific job title, courses to be taught, and qualifications for each position and the specific timeline by which the faculty member(s) will be hired. The job descriptions and minimum qualifications of faculty to be hired meet the meet minimum academic qualifications as identified in Part 52.2(b) of Commissioner’s regulation. The date provided by which faculty to be hired will be in place must be clear and directly connected to when they are needed to discharge their responsibilities during program implementation. The Department reserves the right to request more information concerning recruitment and hiring of faculty if it is needed to make a determination concerning compliance with program registration standards.

Position Title, and Rank Highest Earned Degree, Courses to be taught Date by which they will begin Discipline, and additional job duties qualifications Table F: New Resources

List new resources that will be engaged specifically as a result of the new program (e.g., a new faculty position or additional library resources). New resources for a given year should be carried over to the following year(s), with adjustments for inflation, if they represent a continuing cost. New Expenditures Year 1 Year 2 Year 3

Personnel

Library

Equipment

Laboratories

Supplies & Expenses (Other Than Personal Service) Capital Expenditures

Other (Specify: ______)

Total all Table G: Assessment Plan

Major/Program:

Contact Person:

Date:

A. What is the mission of the major or program (must be linked to the mission of the School and College):

B. Complete the four-column Teaching-Learning-Assessment table (attached)

 Student Learning Outcomes – List the most important knowledge, skills, or values that students should know or be able to do upon completion of the program. Programs should have about 4 or 5 student learning outcomes, and they should be expressed in terms of desired competencies.

 Learning Opportunities – For every student learning outcome, list the place in the curriculum (the specific courses or program activities) that are designed for students to acquire the desired competencies.

 Assessment Measures – List the methods the program uses to measure each student learning outcome. How does the program evaluate competence in desired knowledge, skills, and values? (written work, oral presentations, exams, capstone project, etc.)?

 Data Analysis/Action – List the actions that are or will be taken to analyze and use data to improve student learning and inform planning decisions

C. Provide a timeline (listing action steps and deadlines) for every action identified in column 4 of the program’s TLA table. Teaching-Learning-Assessment Cycle Program: Date:

Student Learning Outcome Learning Opportunities Assessment Measures Data Analysis/Action 1. A.

2. A.

3. A.

4. A.

Attach additional sheets as necessary Appendix A: Format Definitions

Dual Degree: This is one curriculum that leads to two degrees.

Evening: All requirements for the degree or award are offered during evening study.

Weekend: All requirements for the degree or award are offered during weekend study.

Evening/Weekend: All requirements for the degree or award are offered during a combination of evening and weekend study.

Day Program: All requirements for the degree or award can be completed during traditional daytime study.

Distance Education: Fifty percent or more of the requirements for the degree or other award can be completed through online education.

External: All requirements for the degree or other award must be capable of completion through examination, without formal classroom study at the institution.

Accelerated: The program is offered in an accelerated curricular pattern that provides for early completion.

Standard: All requirements for the degree or other award can also be completed in a standard, traditional format.

Language: The program is taught in a language other than English.

Upper-Division: A program comprising the final two years of a baccalaureate program. A student cannot enter such a program as a freshman. The admission level presumes prior completion of the equivalent of two years of college study and substantial prerequisites.

Cooperative: The program requires alternating periods of study on campus and related work experience. The pattern may extend the length of the program beyond normal time expectations.

Not Full-Time: The program cannot be completed on a full-time basis: for example, a 60-credit program that leads to an associate degree that cannot be completed in two academic years. Such programs are not eligible for TAP payments to students.