Academic & Student Affairs Handbook

Academics Affairs Division

2.3 Academic Programs

2.3.1 Degrees, Majors, and Certificates

(Last Modified August 27, 2024)   Report a broken link

SOURCES:
BoR POLICY MANUAL 3.3.1, CORE CURRICULUM
BoR POLICY MANUAL 3.8.1, DEGREES, GENERAL

A record of all degrees, majors, and standalone certificates offered by an individual institution shall be on file in the respective registrar鈥檚 office and shall be listed in the . A new degree, major, or standalone certificate shall not be listed until it has been approved by the Board of Regents.

2.3.1.1 Degrees and Majors

All degrees and majors require approval to establish, substantively modify, deactivate, or terminate, as described in the Academic and Student Affairs Handbook Sections 2.3.2, 2.3.3, and 2.3.4. Such requests should be made via the Academic Proposals Smartsheet site at /academic_programs/academic_affairs_approvals_and_notifications.

Exclusive of physical education activity/basic health or orientation course hours that the institution may require, the number of credits that can be required for each type of degree awarded by the 性视界APP is listed below. Exceptions to the program length requirements may be made only with the approval of the Executive Vice Chancellor and Chief Academic Officer of the USG, as outlined in the Academic and Student Affairs Handbook Section 2.3.5.

Associate and Nexus Degrees

Associate degrees for transfer as well as Nexus degrees require exactly 60 semester hours, including 42 credits of the IMPACTS Core.

Career Associate Degrees

Career Associate degrees also require exactly 60 semester hours, with exceptions for career associate degrees in allied health and nursing which can have a maximum of 70 semester hours.

Career Associate degrees must contain a minimum of 20 semester hours of the IMPACTS Core (i.e. General Education Core).

Baccalaureate Degrees

A baccalaureate degree must contain 120 semester hours, including 42 credits of the IMPACTS Core.

A baccalaureate degree program must require at least 21 semester hours of upper division courses in the major field and at least 39 semester hours of upper division work overall.

Master鈥檚 Degrees

Master鈥檚 degrees consist of a coherent program of study beyond the bachelor鈥檚 degree. Master鈥檚 degrees are typically 30 semester hours, but institutions can require up to 36 semester hours.

Doctoral and Education Specialist Degrees

Due to the varied nature of disciplines at these levels of study, there are no system wide expectations for the minimum or maximum number of semester hours an institution may require for doctoral programs or education specialist programs.

2.3.1.2 Certificates

A certificate can be considered either a standalone certificate or an embedded certificate.

Standalone Certificates

A standalone certificate can be solely pursued, separate from any other academic program. A student can declare this type of certificate and/or graduate from this type of certificate as they would a degree/major. Standalone certificates require approval to establish, substantively modify, deactivate, or terminate as described in the Academic and Student Affairs Handbook Sections 2.3.2, 2.3.3, and 2.3.4. Such requests should be made via the Academic Proposals Smartsheet site at /academic_programs/academic_affairs_approvals_and_notifications.

Standalone Certificates are classified by the level of courses in the curriculum, as follows:

  • Undergraduate Certificates
    • Less than One Year 鈥 a certificate that requires less than 30 semester credit hours, and typically at least 9 credit hours. The degree acronym is CER0.
    • One Year 鈥 a certificate that requires between 30 - 59 semester credit hours. The degree acronym is CER1.
  • Graduate Certificates
    • Post-Baccalaureate Certificate 鈥 a certificate beyond the bachelor鈥檚 degree that does not meet the requirements for a master鈥檚 degree. The degree acronym is CERG.
    • Post-Master鈥檚 Certificate 鈥 a certificate beyond the master鈥檚 degree that does not meet the requirements for a doctoral degree. The degree acronym is CERM.
    • Post-First Professional Certificate 鈥 a certificate beyond the first professional degree. The degree acronym is CERP.

Embedded Certificates

An embedded certificate is typically a subset of courses required as part of a degree/major where students in the specified degree/major are awarded the certificate upon graduating in that degree/major. Students do not enroll in this type of certificate; they enroll in the associated degree/major.

For example, students in a Bachelor of Arts in English program may be required as part of their BA English to take the necessary coursework to also receive a professional writing certificate upon graduation. If this certificate is only awarded to BA English students and those students will automatically receive the certificate upon graduate, it is an embedded certificate. However, if this certificate is also available to students in other program (e.g., Bachelor of Business Administration) who can elect whether or not to pursue the certificate, then it becomes a standalone certificate.

Embedded Certificates do not require notification to or approval by the 性视界APP or Board of Regents; they are not listed on the

2.3.2 New Academic Programs

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SOURCES:
BoR POLICY MANUAL 3.6.1, CREATION OF ACADEMIC PROGRAMS

New Degree Programs Overview

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

The Office of Academic Affairs in the University System Office will review new proposals using the guidelines at the following URL: /academic_programs/new_program_proposal_forms_and_resources .

2.3.2.1 Academic Program Forecast

Added: February 2011; Revised November 2014; Revised July 2016

An annual report should be forwarded electronically to the Office of Academic Programs presenting an academic program forecast of potential new programs. All programs included in the forecast should be consistent with the college or university mission and must be high on the list of academic priorities as delineated in the institution’s strategic plan. This forecast should only include programs the institution definitely plans to implement. Institutions are required to include new programs, existing programs if planning to evolve to an online teaching format that will exceed 50% online. Future online programs should also be included. New programs that are not part of the most current forecast may be forwarded to the BOR; however, submitting programs not included in the academic program forecast must be justified.

The academic program forecast should be forwarded to the Office of Academic Programs using the linked form.

2.3.3 Deactivation and Termination of Academic Programs

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SOURCES:
BoR POLICY MANUAL 3.6.2, TERMINATION OF ACADEMIC PROGRAMS

When applied to educational programs, the terms “termination” and “discontinuation鈥 refer to the same action. Termination means that the institution is no longer authorized to offer the program. Termination requires Board approval, and subsequent reinstatement must be handled as submission of a proposal for a new program.

When applied to educational programs, the terms “temporary suspension” and “deactivation,” refer to the same action. Presidents can temporarily suspend a program for a period not to exceed two academic years, without obtaining Board approval, and may subsequently reinstate the program within that period.

However, the President of the institution should advise the Executive Vice Chancellor and Chief Academic Officer of the USG or the Assistant Vice Chancellor for Academic Programs of such actions. If the suspension has not been (or will not be) lifted (i.e., the program has not been reactivated) by the end of the second academic year, the president should take action to terminate the program. The institution鈥檚 Office of Academic Affairs will submit a request to terminate an academic program with the following information:

  • Termination date to coincide with the a regularly scheduled Board meeting
  • Confirmation that no students are currently matriculating through the program or confirmation that any remaining students in the program have been appropriately advised and counseled concerning degree program options
  • Confirmation that termination of the program will not have an adverse impact on tenured and non-tenured faculty or students
  • Rationale for terminating the program
  • Length of time that the program was in a deactivated status, if at all, before requesting action to terminate

A suspended program remains an authorized program at the institution, but new students are no longer permitted to enroll. Suspended programs should not be listed in the college catalog but will remain in the Degrees and Majors inventory of the Board with a notation that they are on a deactivated status.

For details and forms related to the deactivation and termination process, see /academic_programs/academic_affairs_approvals_and_notifications.

2.3.4 Program Modification

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SOURCES:
BoR POLICY MANUAL 8.3.7.9, TERMINATION OR LAYOFF OF TENURED PERSONNEL DUE TO PROGRAM MODIFICATION
BOARD MINUTES, 1/2008

Institutions that find themselves in programmatic decline as a result of a significant change in institutional mission or academic priorities, shall request a program modification from the Executive Vice Chancellor and Chief Academic Officer of the USG or the Assistant Vice Chancellor for Academic Programs. The President or Vice President of Academic Affairs shall include the following in the request:

  • List of programs that require permanent termination
  • List of impacted faculty, staff, and administrators
  • List of tenured faculty out of those impacted
  • Rationale for permanent reduction in programs
  • Request for in-depth study by academic staff
  • Request for report and timeline
  • Request to include outside evaluators with list of evaluators included
  • Request for action by the Board of Regents within the specified timetable
  • Analysis and impact statement on facilities and fiscal resources
  • Plan for student advisement with regard to other available academic programs
  • Plan for any current matriculants in programs slated for permanent termination
  • Plan for communications and notification to the campus community

For details and forms related to program modification, see /academic_programs/academic_affairs_approvals_and_notifications.

2.3.5 Exceptions to Program Length Requirements

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SOURCE: BoR POLICY MANUAL 3.8.1, DEGREES, GENERAL

When institutions propose new or modified programs that are outside the limits of required semester hours as outlined in the Academic and Student Affairs Handbook Section 2.3.1, a rationale for a waiver of program length requirements must be submitted as part of the request. The following guided questions should be used to aid institutions in determining whether a waiver is warranted and in preparing the rationale for the request.

Landscape of Higher Ed Considerations
  • Are the program learning outcomes, breadth/depth of course content, and associated credit hours common and consistent with state and/or national trends?
  • Do the associated credit hours meet the federal requirement for the definition of a credit hour?
  • Have you reviewed the overall structure of the curriculum, including general education and prerequisite courses?
Accreditation Considerations
  • Is the program accredited by a discipline-specific agency? If so, please provide an alignment between the courses and associated credit hours with the standards and requirements of the accrediting body. Please also provide a link and/or documentation to the standards and requirements.
  • Are any courses or the associated amount of credit hours in excess of the accreditation requirements?
Pedagogical Considerations
  • Are there pedagogical best practices being employed that increase the credit hour requirement in order to enhance student success? If so, please explain.
  • Is there a way to employ these practices with fewer credit hours?
External Considerations
  • Are there workforce/industry needs that require additional credits beyond the academic degree/major?
  • Could these be accomplished through alternative means, such as add-on minors, certificates or microcredentials?
Student Considerations
  • What is the impact on students?
  • What is the impact on student time to degree?
  • Are the requirements lower if the students have prior learning (e.g., a bachelor鈥檚 degree in the field if the program in question is a master鈥檚)?

2.3.6 Comprehensive Program Review (CPR)

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SOURCES:
BoR POLICY MANUAL 3.6.3, COMPREHENSIVE ACADEMIC PROGRAM REVIEW

The Comprehensive Program Review process is a campus-based program review with the University System Office serving in an oversight capacity to evaluate initial program review processes and conduct periodic audits. For information about institutional responsibilities see http://www.usg.edu/academic_programs/.

Comprehensive Academic Program Review

Each USG institution shall conduct academic program review on a periodic basis. Consistent with efforts in institutional effectiveness and strategic planning, each USG institution shall develop procedures to evaluate the effectiveness of its academic programs to address the quality, viability, and productivity of efforts in teaching and learning, scholarship, and service as appropriate to the institution鈥檚 mission. Institutional review of academic programs shall involve analysis of both quantitative and qualitative data, and institutions must demonstrate that they make judgments about the future of academic programs within a culture of evidence. Planning and conduct of academic program reviews shall be used for the progressive improvement and adjustment of programs in the context of the institution鈥檚 strategic plan and in response to findings and recommendations of the reviews. Adjustment may include program enhancement, maintenance at the current level, reduction in scope, or, if fully justified, consolidation or termination.

2.3.6.1 Academic Programs

  • An institution鈥檚 cycle of review for all undergraduate academic programs shall be no longer than seven (7) years, and for all graduate programs no longer than ten (10) years.
  • Newly approved programs should automatically be reviewed no later than seven years after launch. If successfully reviewed, the new program will then become part of the regular institutional cycle.
  • If the review of either an ongoing or new program is unsuccessful, the institution will present a plan of action to the System Office.
  • Programs accredited by external entities may not substitute an external review for institutional program review, but material submitted as part of an external accreditation process may be used in the institutional review.
  • Institutions may align program review cycles with required external accreditation review, so long as no program review cycle at any level exceeds ten (10) years.

2.3.6.2 General Education and Learning Support

  • Institutions must also review General Education every five (5) years; if that review results in changes to general education learning outcomes (i.e. the IMPACTS Core learning outcomes), the changes must be submitted for review and approval by the Council on General Education.
  • Institutions are also encouraged to review Learning Support programs.

2.3.6.3 English Language Programs

  • Reviews of English-as-a-Second Language Programs (ESL) will be conducted tri-annually by a USG ESL Programs Stakeholder Committee designated by the USG International Education Office.
  • Each institution should provide the information requested on the USG English Proficiency and English Language Programs Form located on Smartsheet.
  • The USG Programs Stakeholder Committee will review all USG ESL programs to ensure the quality, viability, and productivity of all programs.
  • Review approval results in designation as a USG campus-based ESL program of study. Completion of any approved USG campus-based ESL program of study meets the USG English Proficiency requirement for admission at all USG institutions.
  • New ESL programs must submit the USG English Proficiency and English Language Program Form before program implementation.

2.3.7 Instructional Delivery: Off-Campus & Online

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Each institution of the 性视界APP has a main campus that constitutes the legal address. In addition, institutions may offer instruction external to the main campus.

Two categories of external instruction are recognized by the Board, as outlined in BOR Policies 3.3.2 and 3.3.3: off-campus instruction and distance education.

  1. Off-campus instruction is defined as instruction where a face-to-face classroom component occurs at a location away from the home premises of the institution.
  2. Distance education, which includes online education, is defined as a formal educational process in which the majority of the instruction occurs when student and instructor are not in the same place and the instruction is delivered using technology.

All programs, regardless of instructional delivery, must have comparable levels of academic and student support services that contribute to overall student success and that are available for students at that location whether in person or virtually.

2.3.7.1 Off-Campus Instructional Sites

If an institution delivers face-to-face instruction at a location geographically apart from an institution’s main campus, and if a student is required to be at the location to receive instruction, then the location is an off-campus instructional site.
Off-campus instructional sites can be categorized as follows:

  • Institutional Sites, which are sites that are part of an institution鈥檚 official facilities inventory, and include:
    • Branch campuses,
    • Other sites owned or exclusively controlled by the institution (e.g., centers), and
    • Consortial sites exclusively controlled by a consortium of which the institution belongs
  • External sites, which are not part of an institution鈥檚 facilities inventory and include:
    • Other USG institutions or facilities, and
    • Sites controlled by outside entities (e.g., schools, private universities, hospitals, local government facilities, corporate sites, military bases, or agencies)

For all types of off-campus instructional delivery, it is desirable, in terms of program availability and mission appropriateness, to have the closest qualified institution respond to off-campus credit course needs. In cases where requests for services exceed the qualifications, mission, program availability, or capability of the closest institution, then attempts should be made to have such requests met by other qualified university system institutions. Prior to the submission of a request for off-campus course work delivery, the president of the proposing institution will discuss and notify the president(s) of all other university system institution(s) located in closer geographic proximity to the site proposed for the off-campus course work. A letter of non-objection or support from the president of the closer proximity institution should be included in the administrative approval request. In the event the involved institutions are unable to arrive at a mutual agreement on the offering of off-campus credit courses, the issues will be referred to the USG Chief Academic Officer for final resolution.

Specific information on each type of site is listed below. Additional information and request forms for all off-campus instructional delivery may be found at the following website: /academic_programs/academic_affairs_approvals_and_notifications.

Institutional Sites Approval Procedures

Institutional sites are locations controlled and/or exclusively occupied by the institution or a consortium that includes the institution. Establishment of institutional sites requires approval by the Board of Regents through its Committee on Academic Affairs. (See BOR Policy 3.3.2 Academic Approval for Off-Campus Instructional Sites and 9.3 鈥 Facilities Approval for Off-Campus Instructional Sites for additional information on off-campus instruction.) After an instructional site has been approved by the Board, the institution may offer 50% or more of any of their existing approved programs at the instructional location by obtaining administrative approval through the Office of Academic Affairs at least 60 days prior to the implementation of the additional program(s) at the site. Requests should be submitted via the Academic Proposals Submission Portal in Smartsheet.

External Site Approval Procedures

External sites are typically spaces occupied non-exclusively by an institution. External sites are usually contractual, have a nominal cost, and/or are time-limited. Such arrangements do not involve the naming of this location as an official institutional instructional site and do not require Board of Regents or University System Office Facilities approval. Instructional delivery at external sites requires notification to the 性视界APP. Requests should be submitted via the Academic Proposals Submission Portal in Smartsheet. Institutions seeking to deliver 50% or more of any existing degree program at an external site must obtain administrative approval through the Office of Academic Affairs at least 60 days prior to the implementation of the program(s) at the site. Requests should be submitted via the Academic Proposals Submission Portal in Smartsheet.

Study Abroad Locations

Most study abroad sites would not classify as an institutional site or an external site. If there is not a specified single classroom for the majority of the course (e.g., students meet in different locations), then it would not be considered an off-campus instructional site. Study Abroad program and location notifications should be submitted via the Study Abroad Directory.

2.3.7.2 Distance Learning Approval Procedures

The Board of Regents encourages the use of distance learning to help meet the instructional needs of the citizens of the State. Approval procedures for delivery of distance learning programs follow SACSCOC requirements and are intended to allow institutions to avoid duplication of effort in the development of material submitted to SACSCOC and the Board of Regents for approval. Prior approval by the Board of Regents is required for an initial program delivered fifty percent or more via distance learning by an institution and for any additional distance learning program(s) requiring SACSCOC approval for substantive change (i.e., significant departure from originally approved programs). See Institutions must receive Board approval for their initial distance learning delivery of fifty percent or more of an existing approved program prior to implementing the program. However, once an institution is approved for distance delivery, only notification to the Office of Academic Affairs is needed to offer additional existing approved programs 50% or more via distance learning, unless the distance delivery of the program requires SACSCOC approval for a substantive change. In the latter case, Board approval must be obtained in order to implement the additional program. Additional information and request forms for all off-campus instructional delivery may be found at the following website: /academic_programs/academic_affairs_approvals_and_notifications.

2.3.8 Minor Programs of Study

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Minor programs of study are designed to complement a baccalaureate major. A minor must contain 15 to 18 semester hours of coursework with at least 9 hours of upper-division coursework. Courses taken to satisfy any of the IMPACTS Core domains may not be counted as coursework in the minor. However, Field of Study courses may be counted as coursework in the minor.

2.3.9 Dual Degrees

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Dual Degrees in the 性视界APP are defined according to SACSCOC’s . Programs of study offered in which each institution awards a separate program completion credential require notification to the Office of Academic Programs at least two weeks prior to implementation. Only dual degrees comprised of academic programs that have been previously approved by the Board of Regents either at a single University System institution or between University System institutions shall be forwarded as notification items. All new degree programs in collaborative arrangements require Board approval. See the Academic Affairs - Approvals and Notifications web page for appropriate notification forms for dual degrees.

Each institution conferring the degree assumes responsibility for meeting SACSCOC’s requirements for collaborative academic arrangements.

Should it be determined that a dissolution of the dual degree arrangement is in the best interest of the institution(s) involved, it is incumbent upon the institution(s) to advise faculty and students appropriately and in a timely manner of the conclusion of the dual degree program and with provisions for teach out agreements with one another. In such cases, notification of the dissolution of the dual degree arrangement will be submitted to the Office of Academic Programs two weeks prior to dissolution and within a timeframe that does not have an adverse impact on students or faculty.

2.3.10 Joint Degrees

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Joint educational programs in the 性视界APP are defined according to SACSCOC’s . A joint educational program is one whereby students study at two or more institutions and are awarded a single program completion credential bearing the names, seals, and signatures of each of the participating institutions. Only joint degrees comprised of academic programs that already exist and are Board of Regents approved programs either between or among University System institutions shall be forwarded as notification items. All new degree programs require Board approval.

All joint degree arrangements require each participating USG institution to notify the Office of Academic Programs at least two weeks prior to implementation. It is incumbent upon all USG institutions to meet SACSCOC requirements for .

Three categories of joint degree arrangements are possible according to SACSCOC. They are: 1) joint degrees with institutional partner(s) which are SACSCOC accredited; 2) joint degrees with an institutional partner(s) which is accredited by a USDOE-Orecognized accreditor other than SACSCOC; and 3) joint degrees with an institutional partner(s) which is not accredited by a USDE-recognized accreditor.

Please see the Academic Affairs - Approvals and Notifications web page for the appropriate notification forms and documentation required for these degree arrangements.

Should it be determined that a dissolution of the joint degree arrangement is in the best interest of the institutions involved, it is incumbent upon the institutions to advise faculty and students appropriately and in a timely manner of the conclusion of the joint degree program and with provisions for teach out agreements with one another. In such cases, notification of the dissolution of the joint degree arrangement will be submitted via a notification letter to the Office of Academic programs two weeks prior to closure and within a time frame that does not have an adverse impact on students or faculty.

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