FAQ Questions and Answers
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|April 5, 2005||“We are about to submit a proposal for an AS in Physical Education Studies with demonstration of transferability using Appendix G. Are we correct that System needs completion of the 'SUNY Transfer Course Equivalency Table' in Appendix G for only articulation between two SUNY units? If we’re articulating with two private institutions, we assume we use our long-standing general articulation agreements as evidence of transfer. We assume too that the requirement of a letter from the chief academic officer does not apply to private institutions.”|
|KVA: It is our expectation
that proposals for AA and AS degree programs submitted under the Handbook
for the Submission of Undergraduate Academic Program Proposals
will contain completed course equivalency
tables with at least two baccalaureate programs and letters from the
respective chief academic officers attesting to the articulation and
asserting acceptance of the completed Course Equivalency Table. This
includes articulation with SUNY, CUNY and independent baccalaureate
Our latest guidelines for the submission of undergraduate program proposals, known by users as the 2003 Handbook, include not only proposal section 5.F. (requiring a list of transfer campuses/programs for AA/AS proposals) but also completion of Appendix G (the course equivalency table) for at least two of the baccalaureate programs identified. This emphasis on documentation of transfer is not new. (In fact, it was a focal point in the first State University undergraduate proposal submission guidelines in 1972 and remains in all subsequent versions.)
Background: The State University of New York has approved several University-wide transfer policies, the most recent being “Reaffirmation and Extension of Transfer and Articulation Policy,” which incorporates all previous policy provisions and is outlined in Memorandum to Presidents, Vol. 90 No. 13. This commitment is driven by the statutory mission of the University articulated in Chapter 552, Laws of 1985, excerpted here:
“…the state university shall exercise care to develop and maintain a balance of its human and physical resources that…promotes appropriate program articulation between its state-operated institutions and its community colleges as well as encourages regional networks and cooperative relationships with other educational and cultural institutions…”
Thus our workaday review of undergraduate proposals includes consistency with the mission of the University as reaffirmed in Rethinking SUNY and the mandates of the State University Board of Trustees.
|January 24, 2005||“What should we do with a curricular change that is not sufficiently major to require filing a formal revision with System Administration? We don’t agree here on what is considered major, especially if the changes involve fewer than 15 credit hours. No one wants to put in the work if unnecessary.”|
You are asking when to submit a revision of an existing program to the
University for approval and SED for re-registration, and more specifically
for an interpretation of "major" in §52.1(h) of the Regulations
of the Commissioner of Education:
SED provides a list of types of changes and indicates whether they qualify as major and therefore need to be approved (i.e., re-registered) before instituted: see Appendix Q, pages 63-64, of the Handbook for the Submission of Undergraduate Academic Program Proposals.
Of the listed types of changes, the one that most frequently occasions confusion is the first, according to which approval is necessary for “a change of 15 or more required (non-elective) credits in an undergraduate degree program (e.g., adding a track or option).” It may seem that this implies approval is not required for any change of fewer than 15 credits, but such is not the case. It is entirely possible to have a major change of fewer than 15 credit hours. This is particularly (but not exclusively) true of programs leading to professional licensure, which frequently must comply with statutory requirements governing the content even of individual courses. Indeed, minor changes that require information-only reporting to SUNY and SED tend to fall into the category of curriculum updates (e.g., shifting material within or among courses, addition or deletion of courses to stay current with the discipline) so long as the totality of changes apply to fewer than 15 credits of required coursework. Here is what we advise for proposed changes if they are not apparently major (according to the SED list) and involve fewer than 15 credit hours:
1) Check with your Academic Vice President’s office on the last time a revision for the particular program was submitted. (This information is available on the hard copy of the SED Inventory of Registered Programs; see the IRP column listing “1st reg/last reg”.) If you have made incremental changes to the program since the last registration date that are in their totality major (even if the current change is minor), submit a revision using our Appendix E form. Your cover letter might state that the revision is being submitted to update the registration of the program and that it represents several incremental changes over a period of time.
2) If you have any doubt whether the proposed change is major, submit the revision using our Appendix E.
|November 9, 2004||“For our MSW program we need to file a new licensure form now that the legislature has finalized the requirements. SED indicates that a SUNY unit should complete the appropriate form for SUNY in the process of re-licensing the program. We have not found such a form. What should we be using?”|
KVA: You are referring to SED’s
communication of July 2004 to Chief Executive Officers entitled
Regulations of the Commissioner of Education Relating to Professional
Education and Licensure in Social Work.
While this inquiry relates directly to those State University campuses with graduate social work programs (Albany, Binghamton, UB, Stony Brook, and Brockport with Nazareth), it applies generally to any curricular change necessitated by amended statute and corresponding amended State regulation. In recent years campuses have invested considerable energy in revising curricula to comply with changes in licensure and certification, including for example, CPA accountancy, dental hygiene, licensure-qualifying psychology, classroom teacher preparation, now social work, and in the near future, mental health counseling.
The resulting program "revisions" require the approval (by the University) and the registration (by SED) of "new" programs, usually bearing new titles and requiring special licensure designations on the Inventory of Registered Programs. This is the case with the amended regulations for social work, which eliminate the title "certified social work" and create two new professions: Licensed Master Social Worker (LMSW) and Licensed Clinical Social Worker. SED’s instructions to campuses advise public institutions to use the “appropriate SUNY/CUNY proposal submission forms” and submit the proposals through the respective central administrations.
To submit a proposal for the revision of an existing MSW program, the appropriate SUNY form is the Guideline for Revision of Existing Academic Programs found in Appendix E of the 2003 Handbook, in addition to the required SED “Request to Register” form. (Appendix E works for undergraduate as well as graduate program changes.) For a new MSW program the campus should follow the SUNY guidelines for the Submission of Graduate Program Proposals, currently outlined in Memorandum to Presidents, 94-1.
For each MSW program revision we need two copies of the SUNY revision document and two copies of the SED form, including course syllabi as necessary. Where the information in the SUNY revision document duplicates information contained in the SED form, we welcome artful references to specific pages in the SED form. Remember to submit separate requests for each MSW program revision; combined or multiple-award or multiple-award-institution programs (e.g., BA/MSW, MBA/MSW, MSW/JD) require separate submissions. Use the SED Online Inventory of Registered Programs to ensure coverage of all MSW program combinations and permutations.
|October 19, 2004||“SUNY has a web page: Academic Programs Information System (APIS) http://www.suny.edu/apis/ that provides enrollment and graduation information for all programs within the SUNY system. I find it a helpful tool in assessing enrollment and graduation trends when considering new program proposals and in assessing program health in my role as advisor to a number of SUNY academic programs. However, the APIS webpage has not been updated in the last few years. Has this useful site been abandoned?”|
KVA: Thanks to this inquiry from a
now-retired professor, the website has been updated to include Fall 2003
enrollment and 2002-03 degrees awarded and will be maintained routinely for
This site is mentioned in the 2003 Handbook for the Submission of Undergraduate Program Proposals under the “Impact” section, where we expect campuses to have researched the effect of a proposed curriculum on similar and related programs in the University System. (You would have done this anyway as a result of on-going academic strategic planning and program assessment practices.)
Here are some suggestions about using the site. If searching using HEGIS numbers, keep in mind that similar and related programs may have different disciplinary code numbers. For example, inherently interdisciplinary programs such as ‘environmental’ baccalaureate curricula can be found under the Biological Sciences or the Architecture & Environmental Design areas. Programs showing no enrollment may be new or the enrollment may have been reported elsewhere. For instance, enrollment in BS/MS combined offerings is often reported against either the BS or the MS. Finally, APIS is a dynamic resource of hundreds of historic program records. You may find that your programs are not listed with 100 percent precision; the enrollment and degrees-awarded data, however, represent the figures reported to us by campuses.
If you have questions about using the APIS site or the information listed, you may of course write me.
|September 14, 2004||“This is a question about off-campus instruction. What does the SED memo mean by a ‘complete program’?”|
You are referring to SED’s communication No. 80-16,
Memorandum to Chief Executive Officers, Implementation of New Regulations
on Off-Campus Instruction, dated September 19, 1980.
This SED policy memorandum describes the process for the implementation of then new Part 54 of the Regulations of the Commissioner of Education. The purpose of these Regulations is to assure quality standards for all “degree-credit instruction in New York” and to integrate off-campus instruction into the Regents’ “system of comprehensive, statewide planning for postsecondary education.”
The Regulations describe the categories of off-campus instructional activity (e.g., site, center, branch campus). CEO 80-16 summarizes the categories by level of activity, including curricula offered at the extension locations.
For example, an extension center is defined as:
“No complete programs AND more than 15 courses for credit OR more than 350 course registrations for credit in any academic year.”
This means no curriculum, leading to a degree or a certificate, can be completed entirely at the remote location. The longstanding SED interpretation of this Regulation requires that for every program toward which courses are offered at the remote location a course or courses will be taken physically at the main campus. Or put another way, SED requires the identification of a course or courses – for each degree or certificate program – that will never be offered at the remote location. Course work offered by distance education from the main campus is judged as available at the extension location and therefore cannot be counted as taken physically at the home campus.
If a complete program – degree or certificate – can be taken at an extension location, it is determined to be a branch campus of the institution, and will require authorization by the Board of Trustees, the Board of Regents and the Governor in the form of a master plan amendment, as well as notification to and review by the Middle States Commission on Higher Education.
We encourage campuses to consult us at an early stage on plans involving off-campus programs. For more on extension activity, please also see the Ask Kate column in the April 23, 2001 Program Review & Planning Update.
|August 10, 2004||“We will soon be filing a number of changes to our teacher certification programs. Do we use the Guideline at Appendix E of the Handbook regardless of level? Do we send a copy concurrently to SED? Do you want to see these in draft before we submit formally?”|
Please use Appendix
for the Revision of Existing Academic Program, of the 2003 Handbook.
While the 2003 Handbook covers undergraduate program submissions, this
outline works for the revision of graduate programs as well and will
be included in the upcoming guidelines for submitting graduate program
In addition to the information requested in Appendix E, please also include for each program the following information:
1. The current teaching certificate and level.
2. Description of how the proposed change is consistent with the standards for registering teacher certification programs in §52.21(b) of the Commissioner’s Regulations.
3. Description of how the proposed change is consistent with the standards for the accreditation of the program by your chosen national accreditor, NCATE or TEAC.
4. Description of how the proposed change is consistent with SUNY’s New Vision in Teacher Education, implementation guidelines contained in Memorandum to Presidents, Vol. 03 No. 2.
There is no need to copy the State Education Department on your proposed teacher education revision. This practice creates confusion and delays as SED will not review a proposal that does not have the University’s approval.
No thank you, we do not need to see the document in draft form. We trust you to use Appendix E, supplemented by the information above, for each program and to be forthcoming and succinct.
|July 13, 2004||“Will you tell us about the Bachelor of Professional Studies or BPS degree? Is it widely used and recognized? How is it used? Are we authorized to offer it?”|
KVA: The Bachelor of
Professional Studies (and its counterparts at the master’s and doctoral
level) was created by the Board of Regents in the early seventies in
reaction to a flood of requests for SED to create specialized degrees, such
as the Bachelor of Industrial Design and the Bachelor of Planning. It is
meant to be a professionally oriented award and thus the liberal arts and
sciences requirement is one quarter of the minimum total credits for a
bachelor’s degree (25% of 120), as is the case with related specialized
degrees, e.g., the BBA, BE, or BTech.
You will note in the Rules of the Board of Regents §3.50(a)(2) that the BPS degree is automatically available to institutions authorized to award the BA or BS, which your campus is not at the present time. Authorization to award the BPS for an extant or a new program would require approval by the SUNY Board of Trustees and the Board of Regents as a degree authorization, not as a Master Plan amendment. Degree authorization is a relatively straightforward and apolitical process.
The BPS is offered at 26 institutions statewide, including 4 SUNY and 1 CUNY campuses, for 73 programs. The MPS is offered at 26 institutions statewide including 11 SUNY and 1 CUNY, for 84 programs. The DPS is offered at one independent institution for two programs. These awards appear to be more prevalent downstate.
|May 24, 2004||“We are prepared to submit proposals for a Teacher Education Transfer program leading to an AA and an AS. Our courses have now been reviewed in the Template course reconciliation process and we’re pleased with the outcome. Our faculty have the revised guidelines and are ready to plug in the courses. Will you give us the inside scoop on the process and how to get it right? (I attended a workshop where you gave helpful hints and cautionary advice. I remember them yet!)”|
There is good news to report on this important
project, which has been a challenge for many of us: the University’s first
Template program has been registered by SED.
In the April column (Program Review Update, vol. 04 no. 12) we made available the Revised Guidelines for the Submission of SUNY Teacher Education Transfer Template Programs. We also reported on the changes to the guidelines negotiated with SED and advised that proposals include course work aligned precisely with that available on the TETT website.
Herkimer County Community College’s proposal for Liberal Arts & Sciences: Childhood Education (Teacher Education Transfer) was approved by this office in April and recently registered. That proposal – and all future successful proposals – includes these features:
(Cognate work may be listed in the major or under “Other Requirements and Electives”.)
With the consent of Herkimer County Community College, we are also making available on the web site HCCC’s curriculum outlines by major/concentration. These model curricula are for your information and use as illustrative (registered) TETT curricula. Thanks to HCCC.
|May 4, 2004||“When do we have to get a proposal to you if we want to admit students this September? (Please don’t say we’re already too late.)”|
KVA: Proposals for the revision of an
existing program should allow a minimum 30 days for our review and at least
the same for the registration review by the State Education Department. For
proposals for a new program please allow a minimum 60 days for the
University’s review and the same for SED’s.
Please note that the 30-day and 60-day time periods are not guarantees for approval. They are targets within which we seek to complete initial review of a proposal. The result of this initial review may either be approval or a request for additional necessary documentation. These targets assume uncomplicated proposals (no master plan amendment or degree authorization is required) and compelling and complete documentation.
In workshops I advise campuses to file program proposals a semester in advance of when they want to advertise the availability of the offering. You are welcome to submit a proposal now for a September 2004 start but we cannot guarantee its registration and you will have no time to market the program.
Recently we have experienced an SED-imposed deadline of May 7, 2004 for the revision of school leadership programs. Ideally we should have had the campus proposals in perfect form by April 7 to assure smooth processing and meeting the SED schedule without unnecessary disruption in our office. In the future, should SED issue other discipline-specific proposal deadlines, we will advise campuses sufficiently in advance of our corresponding deadline.
|April 14, 2004||“We are preparing a teacher education transfer proposal according to the Template. We are following the guidelines in the August 2003 column. We also have access to the preliminary TETT website for advisement. Do we have to wait for the official launch of the TETT website to develop a final proposal? We see other campuses submitting proposals and are anxious about being able to advertise the availability of the transfer program.”|
The “2004 Guidelines for the Submission of SUNY Teacher Education Template
Programs” are now available and attached to this week’s Program Review
Update. This updated version of the Guidelines incorporates amendments
recently negotiated with the State Education Department and therefore
displace the August 2003 document you mention.
The SUNY Teacher Education Transfer Template website is important not only for advisement but also as guidance for campus academic professionals responsible for developing teacher education transfer AA/AS proposals. You will note that the website includes, by two-year college, a list and course descriptions of all TETT reconciled and approved courses, both pedagogical core and major/concentration courses. We would expect, therefore, that the coursework in a proposal for an AA in Liberal Arts & Sciences: Childhood Education (Teacher Education Transfer) will correspond precisely with that listed on the SUNY TETT website. Proposals that include courses that are not known to transfer to participating SUNY baccalaureate campuses with teacher education will be turned back for modification. This is in the best interest of the transferring student and all campuses. The TETT website is being updated daily. Campuses should feel free to use it as a basis for developing a proposal for a Template Transfer program.
With regard to advertising a Teacher Education Transfer curriculum, campuses are of course aware that the program must be registered by the State Education Department “before the institution may publicize its availability or recruit or enroll students in the curriculum,” Commissioner’s Regulations 52.1(h). We have developed, with the cooperation of the State Education Department, a description of the SUNY TETT for use by campuses as catalog copy. The text is included in the revised guidelines and recommended for use by campuses as their programs are approved by University and registered by the State Education Department.
|March 15, 2004||“We are preparing a proposal for a health technology AAS leading to licensure by the NYS Dept of Health. Are we still able to use Appendix B to submit the proposal, since it states at the top that we should 'Use this application for any new program that does not lead to licensure or preliminary or advanced study in one of the areas licensed by the State Education Department?' We just wanted to make sure that it was licensure with State Ed that was the concern and not another state agency. As a point of curiosity, which form would we use in that case?”|
Please use the Program Proposal Form
B in the 2003
Handbook. The Guidelines
– we've discovered with your careful read – contain a small infelicity
here, which we will soon correct.
The Program Proposal Form applies to all proposed undergraduate programs at all levels (certificate, associate, baccalaureate) for all State University campuses (State-operated, community colleges, statutory). Proposals for programs leading to NYS licensure or certification (e.g., accounting by SED; radiologic technology by DOH) must also satisfy pertinent Regulations and use any forms specified by the licensing agency. Program proposals leading to NYS certification as a classroom teacher, for example, must include SED’s “Application Form for Registration of a Teacher Education Program” in addition to Appendix B of the 2003 Handbook.
|February 23, 2004||“We want to add a concentration to a Ph.D. program. Do we have to get approval from Albany?”|
Yes. Commissioner’s Regulation §52.1(h) applies to
all levels of instruction: "New registration shall be required for any
existing curriculum in which major changes are made that affect its title,
focus, design, requirements for completion, or mode of delivery."
If you want to advertise or admit students to a concentration, we need to seek its registration. For the revision of a doctoral program, follow Appendix E, Guideline for Revision of Existing Academic Program, in the 2003 Handbook.
Please be sure that the concentration represents a focused field or specialization within the parent Ph.D. program rather than a new field or major option that would be better represented as a new Ph.D.
|January 26, 2004||“What policies do we need to keep in mind in developing the academic calendar? I’m relatively new to New York State and have inherited a considerable file of guidance documents, some of which are quite dated and appear to contradict one another.”|
This topic differs from the usual matters covered in the Ask Kate column as
it is not strictly related to the review of academic program proposals and
some of the policies mentioned here apply to the state-operated campuses and
are advisory only for the community and statutory colleges.
The foundation of calendar-related policies and regulations is the Carnegie unit, which we covered in the October 22 and November 5, 2002 columns. I recommend you keep the following in mind, listed here from the smallest component regulation to the trumps-all regulation and SED policy:
|December 9, 2003||“What are you expecting from campuses on the elimination of programs leading to provisional certification? Should we treat them as eliminations and notify you formally? What’s the most efficient way to do this? We have over 30 such programs.”|
You are asking if you have to file program
discontinuances, per State University Memorandum to Presidents Vol. 83 No.
11, for certain teacher education curricula that are scheduled to expire in
This question pertains to campuses with classroom teaching programs leading to provisional and provisional/permanent New York State teacher certification. (This includes jointly registered programs or “multiple” programs involving two campuses.) On February 2, 2004, the registration of all classroom teaching programs under the “old” Regulations will expire; SED will no longer issue provisional certificates in elementary and secondary education. (An exception for specified military personnel may be in the making, we understand.) These programs will subsequently be removed from the State Education Department’s Inventory of Registered Programs.
For the most part, classroom teaching curricula leading to “prov” and “prov/perm” certificates were replaced and registered beginning in 2000 under the “new” Regulations, §52.21(b), leading to “initial” and “initial/professional” certificates. Technically, therefore, your campus replaced Elementary Education PreK-6 B.S. (leading to provisional certification) with Childhood Education 1-6 B.S. and with Early Childhood Education B-2 B.S. (each leading to initial certification). As you did not eliminate the discipline or the capacity from the College’s mission and roster of approved offerings, we will not treat the expiration of programs leading to provisional or provisional/permanent certification as discontinuances. You need not file with us or SED program discontinuances for these curricula.
Please note that programs registered as leading to prov/perm certificates will also expire. If you have prov/perm programs in which you currently have students in a separate “perm” component and they will not complete their programs by February 1, please call or email me. We may need to register separate curricula leading to permanent only to cover your matriculants.
In January you will receive a hardcopy of SED’s Inventory of Registered Programs for the State University campuses. This year the routine cover memoranda (SED’s and ours) will draw your attention to the imminent expiration of programs under the old Regulations. You may want to review the current IRP for prov and prov/perm classroom teaching programs to be assured that any enrollees will have completed their courses of study this semester. (Hardcopy of the 2002 IRP should be in the office of your chief academic officer; it’s also available on-line at: http://www.nysed.gov/heds/irpsl1.html.) The scheduled expirations do not affect programs leading to school administrators, district administrators, or pupil personnel providers.
|November 10, 2003||“On page 14 of the new undergraduate guidelines, the 2003 Handbook, one of the conditions for a waiver of the external review for a new baccalaureate program is 'specific degree authorization.' Evidently it is not a Master Plan amendment. What is it?”|
New baccalaureate programs require
a review by two external experts. One of the conditions for a waiver
of this requirement is affirmation by the campus that it is authorized
to award the particular degree award type specified. The item to be
The campus has specific degree authorization at the baccalaureate level in the program discipline; i.e., approval does not require degree authorization or Master Plan Amendment.
By “specific degree authorization” we mean the authority to offer the particular award type, that is, B.A., B.Arch., B.B.A., B.E., etc., as listed in the Rules of the Board of Regents, §3.50 Registered Degrees, at: http://www.highered.nysed.gov/ocue/rules.htm. For example, you have a registered program in Art leading to a B.A. To award the B.F.A. we would need not only to approve the new (or revised) program but also to seek degree authorization from the SUNY Board of Trustees and the Board of Regents for the campus to award the B.F.A.
This policy is set forth in statute, Education Law §355, Powers and duties of trustees, item 2, which states:
the state university trustees are further authorized and empowered…to grant all degrees diplomas and certificates which heretofore have been granted or have been authorized to be granted upon completion of course of study in any state-operated institution…and also such other degrees as the regents may hereafter specifically authorize them to grant…
Degree authorization is not a Master Plan Amendment, which is functionally a change in mission for the institution. For you to award a B.F.A. in Art would not represent a change in mission as you have the planning authorization in the discipline at the award level, just not the specific degree authorization.
We will be sure that future guidelines are clear on this point. Thank you.
|October 21, 2003||“We understand that we need to file with you and the State the revisions to our graduate program. However, we find nothing in the 1994 procedures that addresses changes or revisions to existing graduate programs. We’re at a loss on how to proceed. It seems that if we have to file revisions before we implement them the process could be more transparent.”|
You are right, of course. The 1994 Procedures for the Submission of Graduate
Academic Program Proposals focus on the process for new graduate programs,
in particular doctoral programs, and do not contain advice on filing changes
to extant graduate offerings.
The procedures for submitting a revision are the same for curricula at all degree levels and can be found in Appendix E of the new undergraduate program guidelines, the 2003 Handbook for the Submission of Undergraduate Academic Program Proposal.
Follow the Appendix E Guideline, state the Guideline item and answer it succinctly but in a forthcoming manner. Remember to use this process for minor revisions to existing programs, not for grand changes (e.g., revising a Ph.D. program to include a new option that amounts essentially to a new Ph.D.). If you have any questions, consult your assigned reviewer here or write me.
Be assured the new graduate guidelines will include the revision guideline. We hope to issue updated graduate guidelines by in the new year.
|September 29, 2003||“We did look to see if we could find guidance in materials from your office, but didn't find any. Are we supposed to notify the Provost’s office of the addition of minors? I know they don't require SED approval, but we need to know if your office wishes to be notified about them and/or must approve them. (The minor precipitating this inquiry is an interdisciplinary minor in classical studies that could be combined with any one of several majors on campus.)”|
I am happy to report that minors are a local campus matter. We do not
receive, review or approve the introduction or the dissolution of minors,
nor does the State Education Department.
Our experience has been that a minor is optional and is based on student interest and faculty expertise. It is an approved (by the campus) course sequence within an area of study providing a degree of specialization within that area, a specialty within a discipline, or a specialty integrating several disciplines. Minors are often recorded on transcripts, consist of 3 to 6 courses with a balance of introductory and advanced course work, most of which is in addition to the major. Minors are not advised in areas leading to New York State licensure or certification, such as, engineering, nursing, medicine, and special education.
In our every day program review work we see successful minors used convincingly as evidence of sustained demand, thus providing the basis for the necessary market documentation for a new major in the (former) minor discipline, in this case Classical Studies.
|September 8, 2003||“This is a question about the 'Guidelines for Submission of SUNY Teacher Education Template Programs' that were recently attached to the Ask Kate column. The curriculum we have in mind for transfer to elementary education programs uses existing course work from our Early Childhood AAS program and includes the 6 credit hours required per the Guidelines and two additional professional courses. The Guidelines seem to emphasize 'acceptable course work' so we are wondering if our proposal for 12 credits in the pedagogical core will pass muster. Will it?”|
In a word, no. The proposing campus
will be advised to align its proposed teacher education transfer program
with the Template requirements and/or to seek a jointly registered program(s)
with cooperating institutions.
The Template, as you doubtless know by now, is a prescribed course of study to be universally recognized and accepted across the University to enable transfer to State University classroom teaching programs leading to NYS certification (i.e., birth to grade 2, grades 1-6, grades 7-12). Its design is intended to maximize general education and discipline content, minimize credit loss in transfer, and optimize graduation in just two more years of fulltime study in the baccalaureate certification program. Ideally, use of the Template will eliminate incompatibilities between the Associate transfer degree and the baccalaureate degree leading to initial certification. The ideal Associate degree will be lean and efficient in its design, just as the baccalaureate must be.
Why are we doing this? In the big picture we are honoring the University’s statutory mission “…to develop and maintain a balance of its human and physical resources that promotes appropriate program articulation between its state-operated institutions and its community colleges as well as encourages regional networks and cooperative arrangements with other educational and cultural institutions…” (Chapter 552, Laws of 1985)
We are also implementing Chancellor King’s 2001 policy, A New Vision in Teacher Education, which commits the University to address the State’s need for excellent teachers by developing a model two-year curriculum to be accepted by senior campuses as well as by negotiating jointly registered teacher education programs. In addition, we are implementing the Intra-SUNY Transfer Action Plan which is aimed at improving transfer and articulation between programs particularly to enhance retention and graduation rates.
|August 25, 2003||“We have noticed articles advertising 'fast-track' programs being offered by SUNY institutions. What does this mean? Is any special paperwork or notification to System necessary? (We’re almost afraid to ask but are more concerned we might be negatively affected by the marketing tactic.) Your advice to the collective would be helpful.”|
To your Albany colleagues “fast track” implies a time-shortened or accelerated
curriculum in which alternative methods are used for awarding credit,
arranging the calendar, or calculating the credit-contact hour relationship.
An accelerated format requires separate registration by SED, preceded
of course by approval by the University. Often a format change results
in a change in the financial aid eligibility for students in the program
(e.g., from day to evening, from full-time to part-time). Let
me remind you of §52.1(h) of the Regulations
of the Commissioner
New registration shall be required for any existing curriculum in which major changes are made that affect its title, focus, design, requirements for completion, or mode of delivery.
SED defines accelerated format as “The program is offered in an accelerated curricular pattern which provides for early completion.”
To advertise or offer a fast-track or accelerated course of study the college would submit a revision of the existing program requesting the addition of or change to a new format. (Use Appendix E in the 2003 Handbook at the Program Review web page cited below.) Provide a description of the difference in the delivery (e.g., from traditional day to accelerated format), including sequencing of courses. This might be illustrated by a semester-by-semester curriculum outline which demonstrates that pre- and co-requisites are met. Identify existing and/or new faculty who will teach in the program. (The issues here are the rank/status and qualifications of faculty in the alternative format.) Provide a description of any issues related to student financial aid. Describe how student services (e.g., advisement, book store, computer services, tutoring, etc.) will be provided.
Revisions of existing programs involving format changes are announced in the Academic Program Developments report attached monthly to this Update. If you are concerned about competition from a neighboring State University campus advertising a fast-track or accelerated program, I suggest you contact its chief academic officer and inquire about the format and delivery of the program, or write me.
For more on the credit/contact hour relationship and the classical Carnegie definition of the semester credit hour, see the October 22, 2002 Ask Kate.
|August 12, 2003||“Will you update us on the status of the teacher education templates and guidelines? We would like to have these programs in place for the fall semester. Thank you.”|
As one of the associate degree-granting colleges
interested in participating in the SUNY Teacher Education Template project,
you should have received a July 30th letter from Associate Provosts Gehring
and Clarke advising you on the final course correlation taking place for
Foundations of Education courses. To summarize this phase, two-year
colleges with Foundations courses that proved not to transfer widely
within the System have been asked to modify their courses and re-submit them
for re-review by the undergraduate teacher education institutions. Two-year
colleges with broad acceptance already of submitted Foundations of
Education courses and disciplinary sequences (for major/concentrations)
should be prepared to submit proposals in accordance with our new
Attached here for your use or information are the Guidelines for the Submission of SUNY Teacher Education Template Programs (filename: TETpolicyguidance.rtf). You will note that the process and the required elements represent an abbreviated procedure. It is very important that prior to submitting any proposal, associate degree-granting institutions must have a Foundations of Education course and disciplinary major courses broadly accepted by participating teacher education institutions (see the July 30th Gehring/Clarke letter referenced above).
|July 25, 2003||“Our 6-year time limit for completion of a master's degree program has been in place for longer than any of us can remember. No one knows the origins or the goals. Can you shed any light on this for us? Is a time limit or a 6 year time limit a SUNY or SED requirement? Would you care to take a stab at the intended objective for having such a rule? Do you know of any SUNY units that have no time-limits or different ones?”|
The statute of limitations or time limit on completion
of a graduate degree is a faculty or campus decision. There is no State
University or SED requirement on the number of years to degree completion or
a requirement that time limits be established.
I consulted colleagues at the State Education Department and at three State University campuses, two doctoral and one comprehensive college with a significant graduate effort. We agreed that the statute of limitations on graduate programs, particularly for the master’s, is an academic tradition to ensure that the degree represents a corporate body of knowledge at the time of its receipt. At one doctoral campus the terms are 6 years for a master’s, 8 years for a doctorate, and 5 years for a graduate certificate; at the other, the terms are 4 years for the master’s, 7 for the doctorate, and none specified for the advanced certificate. At the comprehensive college, the term for a master’s degree and advanced certificate is 6 years.
These limits are evidently default criteria as faculty at the surveyed campuses regularly grant extensions provided course work meets contemporary standards and students demonstrate that they are still current with the material. (For example, how current is the required “Introduction to Computing” course taken x years ago?) I am told that this has been a topic of discussion for the last several months on the Council of Graduate Schools Website which perhaps inspired your inquiry or perhaps you might consult.
July 8, 2003
“Greetings from the Pearl of
[county], Kate. I hope you are doing well. We are beginning to experience
something like summer weather. Spirits are visibly lifted.
"I write with a purpose. A question actually. We have direction from your office to complete an SED form, 'Request to Register a Licensure-Qualifying Program in Public Accountancy'. At the bottom of the form, we are instructed to send it to:
"Professional Education Review Program
"So, my question: Is the entire program proposal, along with these completed forms, to be sent to SED at the above address? Or do we simply send the completed forms to SED, with full proposal to be sent by System Administration (what happened to 'Central Central') after SUNY review? Or does everything — forms, charts, proposal — get sent to you folks and you haul it to SED?
"I live in fear, Kate, of not knowing the right magic. Help me out. ”
You know the answer: Everything goes through this
office before going to SED. This applies to all campuses
— state-supported, statutory, community
for all programs at all degree levels in all disciplines.
Why? The responsibility of the Provost of the University for all academic programs is delegated to us by the Chancellor based on the powers and duties of the State University Board of Trustees as outlined in New York State Education Law §355 and §6303. The more earthly reason is for us to know fully the courses of study at each campus as the collective makes the State University of New York and therefore the System.
From time to time the State Education Department issues procedures and forgets to add the proviso for CUNY and SUNY campuses to go through their respective central offices. This then makes work for our SED colleagues and us and causes unnecessary delays in processing because SED will not review a program matter that does not have the University’s approval.
|June 16, 2003||“Last week’s Update from your office announced new undergraduate program guidelines, '2003 Handbook for the Submission of Undergraduate Academic Program Proposals.' I arranged the 2001 guidelines in a (hard copy) notebook with tabs to my favorite 'Ask Kate' columns and you’ve come up with new guidelines! Why new guidelines? Will this make more work for campuses?”|
The Memorandum to Presidents, Vol.
03 No. 4, which covers the 2003 Handbook states the reasons for the
new guidelines, “to improve communication and to facilitate campus and
System processes.” Let me explain.
You know from the periodic distribution of the “Accountability Matrix” in the Program Review Update that we hold ourselves to specific timelines for program submissions. We have done this since the 2001 guidelines were issued. In order to process within the established timelines the volume of the program requests – new curricula, revisions, deactivations, reactivations, discontinuances, extension activity – we need proposals to be succinct, forthcoming “one-read” documents. The 2003 Handbook clarifies definitions and expectations at a number of points. For example, the criteria for expedited review have been clarified; the result of this particular qualification, we believe, will be that only appropriate and selected documents are moved ahead in the review queue.
Just as important, the 2003 Handbook makes explicit the integration of two University initiatives--Assessment and Teacher Education--in the review of program proposals. We have for some time been incorporating, for example, the standards of A New Vision in Teacher Education into our review of new teacher certification programs and curricular revisions. The 2003 Handbook informs campuses up front that this is the case.
How will you be affected by the change in guidelines? First, all program matters begun under the 2001 procedures remain governed by that process. If there is any impact, it may mean our needing additional information on a particular item the previous guidelines neglected to emphasize. Second, you will be better served by forthright information requests and clarity of expectations, e.g., documentation of articulation of associate degree transfer programs. Finally, and with some apology, you may have to assemble a revised hard copy Handbook but we don’t recommend it. Why not make the 2003 Handbook at the Program Review Web Site a favorite?
|May 27, 2003||“Do you have advice to offer on submitting revisions of teacher education programs en masse? We understand that we must file with SED —through you — any change in a registered program leading to teacher certification.”|
You are correct that SED requires that “any change in
the courses required for a program as registered” leading to NYS teacher
certification requires re-registration of the program (before
implementation), and that such changes are filed with us en route to SED.
Please note that our review includes compliance with A New Vision in
Teacher Education, the SUNY teacher preparation policy. It is possible
that a routine revision under the Commissioner’s Regulations may not
be approvable by the standards articulated in A New Vision.
This advice updates and supersedes previous suggestions offered in this column.
For each program you are revising, provide the following:
1. Registered program title, award, certification title/type, SED program code number.
2. Brief rationale for the change.
3. Description of how the proposed change is consistent with the Commissioner’s Regulations, §52.21(b) for classroom teaching.
4. Description of how the proposed change is consistent with the standards of your chosen national accrediting body.
5. Description of how the program change is consistent with the University’s New Vision in Teacher Education policy.
6. Effective date of the proposed change.
I suggest that the campus develop a uniform model and method for submitting such changes and that it be used consistently across all departments. The cover letter from the president/provost should mention any time-sensitive issues, including revisions as a result of the implementation of the New Vision policy. Be succinct but forthcoming, not stingy.
It is not helpful to send proposed revisions directly to the State Education Department or to copy our colleagues in the SED Office of College & University Evaluation.
http://www.nysed.gov/heds/irpsl1.html for title, award, certificate, and number.
http://www.highered.nysed.gov/ocue/programregistrationprocedures.htm for registration of programs preparing classroom teachers.
Memo to Presidents, Vol. 03 No. 2, Policy Guidelines for the Implementation of A New Vision in Teacher Education.
|May 13, 2003||“I'm putting together a 'flow chart' for the program approval process to help our faculty. Once SUNY approves the program, it then forwards it to SED for registration. Is this step 'pro forma' or might there be a request for revisions by SED that sends the proposal back to the department? When can the department advertise the program, after SUNY or SED approval?”|
SED does often ask questions on compliance with the
Rules of the Board of Regents and Regulations of the Commissioner of
Education. These questions back to campus – with a copy to System
Administration – tend toward technical matters such as program format,
financial aid, and licensure issues. The campus responds directly to SED,
with a copy to us. Keep in mind that our review involves State University
policies and priorities and SED’s review emphasizes regulatory compliance.
Part 52.1(g) of the Regulations are clear on advertising: “Each
curriculum for which registration is required shall be registered before the
institution may publicize its availability or recruit or enroll students in
Attached for your information is a flow chart of the process that we use in program proposal workshops.
|April 29, 2003||“This is a follow-up question to the earlier advice regarding Teaching Assistant Associate degree programs. You advised that the content of the program would resemble the 'template' transfer program that System is developing. This is in fact what we have done and we’re now seeking articulation agreements to complete the final proposal. Guess what! The two senior colleges to which our students transfer do not agree on the curriculum we have designed for Teaching Assistant AS. Each wants different adjustments to the 'pedagogical' part of the curriculum. Now what?”|
The April 15 column addressed Teaching Assistant
programs and the new State and Federal regulations. We suggested that an
associate degree program for Teaching Assistant/Paraprofessional would
probably be very similar to the model curriculum under development for the
University’s teacher education transfer "template," that is, a liberal arts
and sciences curriculum with a minimum of introductory professional
education course work.
Staff working on the teacher education "template" project are very encouraged by the degree of compatibility of courses across the system, particularly considering the dynamic: most of the 35 two-year colleges and most of the 11 teacher preparation campuses have signed on to be a part of the inaugural effort covering multiple majors/concentrations at two certification levels. It is an enormous articulation agreement in the making.
It does not surprise me, however, that in negotiating a specific articulation agreement with your favorite senior or teacher preparation college that you would discover individual campus preferences on the fine points of a one-on-one agreement. We would suggest that if at all possible you ride the wake of the template negotiations and the course-to-course articulation information that will follow. It’s very possible that the campus individuals with whom you are discussing a specific articulation agreement are not the individuals working with us on system-wide model.
|April 15, 2003||“We want to submit a certificate and/or an associate degree program called Teaching Assistant as so many campuses are doing. The Program Announcements we’ve seen contain a glimpse of the curriculum and vary widely. Is there a 'preferred' content for the program for SUNY and SED? Or, will you tell us what you will be reviewing them for?”|
There is considerable interest in new Teaching
Assistant certificate and degree programs driven in part by changes to the
New York State Regulations and by the federal No Child Left Behind (NCLB)
Act and Title I funding. We sought the advice of SED’s Office of College
and University Evaluation and the Office of Teaching to prepare this column.
Our advice emphasizes the review and registration of Teaching Assistant programs and the relationship to baccalaureate programs, particularly those leading to NYS teacher certification. (This should be of interest, therefore, to the two-year colleges as well as senior campuses, especially those with teacher certification programs.)
If you are interested in developing a Teaching Assistant program, here’s our best advice:
If you have proposed a Teaching Assistant Certificate or associate degree, our review may require us to seek assurance or information on one or more of the above points.
|March 24, 2003||“We have a letter from the Office of College and University Evaluation of SED advising us that we have to register separately the programs which we offer using distance learning. What is the SED policy? What are the procedures? Do we have to go through SUNY? (We looked through the FAQs. It doesn’t appear you’ve addressed this.)”|
Several campuses have received
similar letters from OCUE/SED about programs that are apparently being
marketed as available via distance learning. Technically, there is not a
promulgated SED policy on the registration of distance education programs;
there is, however, an SED practice based on an interpretation of a
The Regulations of the Commissioner of Education §52.1(h) state: “New registration shall be required for any existing curriculum in which major changes are made that affect its title, focus, design, requirements for completion, or mode of delivery.” (Emphasis added.) You will recognize this as the Regulation we use in advising on the necessity of a program revision.
The SED working guideline is that if half or more of the credits toward the degree or certificate can be earned though distance education, it is considered a distance education program and requires separate registration. The OCUE division will advise you of two options to achieve registration of a distance education program: an individual proposal for review and approval of the distance education aspects of the specific program or application for an “institutional” review called the Institutional Capability Review. (More on this alternative process at a later date.)
We hold that the addition of a new mode of delivery (e.g., evening, weekend, distance education format) for an existing program is easily accomplished by the submission of a curriculum revision, with the campus providing minimal information. The result is an annotation to SED’s Inventory of Registered Programs for that curriculum. This approach has worked for years for the general-purposes programs (including teacher education) under the OCUE’s purview as well as for NYS professional licensure programs (e.g., engineering, nursing, accounting) under the purview of SED’s Office of the Professions.
Absent an SED policy on the individual program review process for distance education, which would both detail the documentation to be provided and apply to all courses of study under both SED offices, we are developing a single guidance for our campuses. Until we can consult more widely and issue a SUNY guideline, please consult your assigned reviewer in this office.
Note: If you are offering programs via telecommunications, it is also important that you consult the Middle States Commission on Higher Education on filing for a Substantive Change. The Commission requires that an institution receive prior approval through the substantive change procedures before offering 50 percent or more of a degree program through distance learning.
|March 10, 2003||“Is there a process for the approval of “undeclared major”? Do you have any advice to offer on its use?”|
The practice of permitting entering students to defer
declaration of a major until a later time in their course of study is known
as "undeclared major." This practice allows matriculation for student
financial assistance eligibility.
The State policy that pertains here is CEO 84-7 of the State Education Department, Guidelines Concerning “Matriculation” and “Approved Program” for Purposes of State Student Financial Aid. The pertinent excerpt follows:
“Academic practices at certain institutions permit entering students to defer declaring a major until a later time in their course of study. In such instances, students usually take courses in a variety of disciplines that are common to a number of degree programs. Matriculated students who defer declaration of a specific major may be considered to be enrolled in one or more of an institution’s approved (registered) programs. For financial aid purposes, a student must declare a major not later than the beginning of a sophomore year in a 2-year program or the beginning of the junior year of a baccalaureate program so that the student is able to complete the degree in the normal time frame. In each case, the academic record for the student must designate the student’s enrollment in a program that has been registered by the State Education Department and appears on the Inventory of Registered Programs as a program eligible for State student aid. While a declaration must be made at specified points as noted above, students are, of course, free to change their choice of a major.”
There is not a related State University policy on the matter. It has been our practice to receive and approve requests to institute the use of the undeclared major. As it is not a formal academic program (credit bearing and leading to an award), it does not require the approval of the State Education Department to be instituted. Our approval will remind the proposing campus that it is very important to design and implement the campus system in such a way that every student declare a major not later than the beginning of the sophomore year in a two-year program and/or the beginning of the junior year in baccalaureate program. We advise too that the campus procedure and policy be clearly delineated and that each student’s declaration form bears the date the major was selected. These items would be of interest in the event of a management audit.
We further advise campuses against the use of registered programs, such as general studies, liberal arts, and individual studies, as routine “holding” areas for undecided students. These curricula, while flexible, are structured with course distribution requirements that would be subject to review for satisfactory academic progress in a financial aid audit. The undeclared major allows the undecided student to explore different program options in a system of advisement and student services in order that s/he is successfully admitted to the major of choice and completes the program on time.
Contact Kate to Request a copy of CEO 84-7.
|February 24, 2003||“We have been working with our nearby four-year college on a jointly registered program for over a year. Now we see that other community colleges are submitting proposals for the teacher education transfer ‘template’ associate degree and they appear to be getting registered. What do you advise at this point? ”|
You are correct that proposals for teacher education
transfer programs have been submitted. However, we do not at this time have
the final recommendations from the Working Group on Teacher Education for
the associate degree curriculum content, and therefore we are unable to
review the proposed programs for consistency with what will become the
University’s template. This office expects to issue an implementation
protocol—involving an abbreviated proposal and streamlined process—for this
initiative by April 1.
I recommend that you continue your discussions with your neighboring college for a jointly registered program (particularly in the high need areas of math and science) and that you participate fully in the universal transfer template project.
|February 3, 2003||“We have a letter from your Enrollment Marketing office in which they are trying to clean up the curriculum charts in the SUNY Application Viewbook. We were listed in the Viewbook for several programs that are not really SED approved. Of the five being removed we want to add one and change titles for others. Do you know about this project? Can we get these programs approved in time – by June 1– to be listed in next year’s Viewbook?”|
KVA:We have been working closely with the Office of Enrollment Management to have the program list in the SUNY Application Viewbook reflect approved and registered curricula at our campuses. Let me remind you of a couple Regulations of the Commissioner of Education (emphasis added):
Part 52 Registration of Curricul: §52.1(g): Each curriculum for which registration is required shall be registered before the institution may publicize its availability or recruit or enroll students in the curriculum.
Part 53 Information for Students and Prospective Student: §53.3(d)(1): The instructional programs of the institution shall be accurately described. A list of degree, certificate and diploma programs shall be provided. The list shall be consistent with the inventory of registered degree and certificate programs maintained by the Education Department. The list shall contain at least the official approved program title, degree, and HEGIS code number and shall be preceded by a statement that enrollment in other than registered or otherwise approved programs may jeopardize a student’s eligibility for certain student aid awards.
We discovered that over time the Viewbook – 700,000 copies of which are printed and distributed each year – had accumulated numerous unauthorized curricula. Evidently, the need to market offerings had driven permutations in program listings and cross-listings, with the eventual result that the accuracy of the Viewbook had been compromised. The practice now is to list only registered programs, as verified by the SED program code number. Of the 51 campuses that use the SUNY Application Processing Center, 44 received notification of “inconsistencies” with SED’s IRP, generating work for the campuses and for this office.
As your assigned program reviewer (each campus contemplating a similar request should consult its assigned reviewer), I’d like to discuss by telephone the curriculum you wish to add (register). Since it is a “spin-off” of an existing registered major, perhaps we can do with an abbreviated proposal. You should post the Program Announcement immediately to solicit comments from other campuses. For title changes, please use the process listed on the Program Review Website as Revision of Existing Program. To do this by June 1 we will need succinct but forthcoming one-read documentation. It’s do-able.
|January 13, 2003||“We have two questions about SUNY’s new teacher education policy. Where can we find a copy of the policy and what is its relationship to the State regulations on teacher education?”|
A New Vision in Teacher Education,
adopted by Chancellor King in June 2001, is based in large part on the
recommendations of the Provost’s Advisory Council on Teacher Education.
You can find the Report of the Advisory Council and the New Vision
action agenda at
Last week the Provost’s office issued “Policy Guidelines for the Implementation of A New Vision in Teacher Education” as Memorandum to Presidents, Vol. 03 No.2. This policy memo is addressed to campuses with teacher preparation programs, as they must report on the status of various requirements in June 2003. It should be noted, however, that the New Vision policy also contains broad strategies for the University as a System, for example, an urban public education agenda of which the SUNY Urban Teacher Education Center in New York City is a working model.
In several respects A New Vision goes beyond the State Education Department’s Regulations governing teacher education in New York State. It is our expectation that campuses offering teacher preparation programs will meet both the letter and the spirit of the New Vision as well as the regulatory requirements.
|December 24, 2002||"We are working on a new bachelors program in Poultry Science Management [ed.] to top off related associate degrees. We know from previous program development that SED has a rule that there needs to be at least one PhD faculty member in the program. What do we do if there is no PhD in poultry science management in the country?"|
|KVA: This question goes to the Commissioners Regulations
on the standards for registration of undergraduate curricula, specifically
about the requirements for faculty. Remember that the Commissioners
Regulations represent the minimum expectations for the registration
of new curricula for all higher education institutions in New York State.
The specific Regulation you refer to is §52.2(b)(4), which states:
The context of this requirement is important. This section is preceded by the following (emphasis added):
In other words, each new baccalaureate program should have a sufficient number of full-time qualified faculty to design and assess the curriculum and to advise students. This is inarguably the center of the review for approval by the State University and for registration by the State Education Department. It is the responsibility of the proposing campus to demonstrate how a new curriculum meets the spirit if not the letter of the minimum regulatory requirements and to present a rationale for an exception to the Regulations. The case for an alternative standard will be strengthened by including external validation, in particular the credentials of peer institution faculty in similar programs, and by the use of the external evaluation report required of all new baccalaureate degree programs in the University.
For Poultry Science Management you should document how the combined faculty in the poultry science and in business/management is qualified by training, earned degrees, and experience to offer the curriculum and that your external experts validate the argument.
|November 25, 2002||"I want to inquire if there are any updates regarding the draft program review guide. Thanks in advance for your time and consideration."|
You are referring to the Guide for the Evaluation of Undergraduate
Academic Programs, revised and published in 2001 by the University
Faculty Senate in cooperation with the Faculty Council of the Community
Colleges. The Guide was issued originally in 1983 and re-issued in 1990.
The 2001 edition emphasizes the centrality of assessment in on-going
program review and evaluation.
Copies were mailed in April 2002 to campus presidents, academic officers, Faculty Senate and Faculty Council representatives and libraries. It is available on the University Faculty Senate website at www.ufs.suny.edu: click on Publications and download using Adobe Acrobat.
The Guide for the Evaluation of Undergraduate Academic Programs was mentioned in the September 16, 2002 Assessment Update as a suggested context for the assessment of student learning outcomes in the Major.
I had the privilege of working on the 2001 Guide with Faculty Senate and Faculty Council representatives. The committee endured my exhortations about continuous program review as terrific fodder for the documentation for new academic program proposals and revisions the workaday world of this office.
|November 5, 2002||"As a follow-up to the October 22 column on the Carnegie unit, we have a question. We're familiar with Memorandum to Presidents Vol. 76 No. 8 as well as Vol. 91 No. 2 [Credit Equivalency for Non-Credit Instruction]. Is it the case that all courses must fit into the existing categories, or is there a mechanism or procedure to alter/add to the categories. Our math faculty would like to pursue a 'self-paced instruction' course, which doesn't seem to fit any of the existing categories. Is there a procedure to alter or add to the categories?"|
Thank you for this question, on which I had to seek the assistance of
the System Office of Institutional Research. You are asking how to report
the "instruction type" on the SUNY Student Data File (SDF).
The Student Data File and the Course and Section Analysis (CASA) are independent data collection processes for gathering System enrollment information and faculty workload, respectively. They are governed by the same set of policies and definitions in order that an instruction type or category (e.g., lecture, laboratory, tutorial) is defined consistently to allow the data collections to be linked.
For SDF/CASA reporting purposes there are nine instructional types to describe the primary mode of instruction for a course or section: lecture, seminar, recitation, laboratory or activity, tutorial, independent study, programmed instruction, supervised instruction, and distance learning. I am advised that a credit-bearing, self-paced mathematics course could be reported as independent study, programmed instruction or supervised instruction, depending on the particulars. Excerpts from OIR's definitions follow:
Independent study is "study where the student works with minimal faculty direction a student receives advisement with respect to this type of study independent study sections report no faculty member."
Programmed instruction "occurs through programmed materials and includes computer-assisted instruction, televised courses, and other instruction where materials is presented to students by preplanned automated procedures."
Supervised instruction includes any type of direct mentoring instruction that may occur in a variety of clinical settings.
If you wish further detail, please consult our colleague Gary Blose, Assistant Provost for Data & Analysis, in OIR at 518-443-5639 or at Gary.Blose@.suny.edu.
|October 22, 2002||Question #1:
"In revising our catalog we have discovered that the amount of credit assigned to internships varies across campus. The faculty want to address the disparity and ask if there is a guideline or regulation that applies to community colleges on credits for independent study. What do you suggest?"
|KVA Answer #1:
The University's policy on Credit/Contact Hour Relationship, promulgated in Memorandum to Presidents, Vol. 76 No. 8, should help.
The basis for the policy is the classical Carnegie definition of a semester credit hour. While there have been instructional modifications to the standard over time, such as varied academic calendars and instructional delivery methods, the policy stands.
We understand the campus' concern about being cited for apparent "irregularities" by an accrediting body. Whether it is program accreditation (e.g., AACSB, ABET, NASAD) or institutional accreditation, the matter lies at the heart of the college's academic responsibility and requires the best thinking of the faculty and the support of leadership. Your work on this issue may well lead to significant curricular revisions, on which process we would be happy to advise you and to simplify as best we can.
|October 7, 2002||"Who determines the degree programs a college offers? More precisely, can we offer PhD programs and/or other programs that lead to terminal degrees? I'm on a committee considering new graduate programs and, when checking other university colleges, we find that an MFA is considered a terminal degree. What is the protocol for getting terminal degrees?"|
|KVA: You are asking about degree titles specifically at
the arts and science or comprehensive colleges. (This response applies generally to all
An easy way to learn the degree titles currently authorized for your campus is to check the first page of the hardcopy of Inventory of Registered Programs, which is probably available in the office of the academic vice president. (This information is not contained in the on-line version.) For example, one of the University's more comprehensive colleges is listed as being authorized for the following: NC Cert, NC Dipl, Cert, Dipl, BA, BS, BPS, BSNurs, BFA, MA, MS, MPS, MAT, MST, MSEd, MFA, MPA, MSW, Adv Cert, Adv Dipl. Some of these would be considered terminal degrees depending, of course, on the discipline.
Degree titles are authorized campus-by-campus by the State University Board of Trustees, subject to the approval of the Board of Regents. The process involves: an appropriate (and compelling) program proposal, approval by the Board of Trustees of the award for the program, review of the program by SED, approval by the Board of Regents of the award, and program registration. Degree authorization is the process for acquiring a new degree title. It is not the same as a master plan amendment or change in mission. For example, an MBA in accounting for the comprehensive college mentioned above would require degree authorization only provided the college had a registered baccalaureate or masters degree in accounting.
The first program for an institution at a new level of study would require a master plan amendment. A request for a PhD in education, for example, by the comprehensive college mentioned above would require a change in mission. This ambition would be sorted out in the Mission Review process or similar discussions and doubtless inter-campus collaboration would be encouraged.
|September 23, 2002||"We understand we have to upgrade our certificate in teacher aide to a two-year degree in teaching assistant. We want the program to transfer into teacher education. Are we bound by the teacher education regulations for the content of the program? Any advice on title? Can we submit the teaching assistant program as a revision of the teacher aide certificate?"|
|KVA: You are asking about the certification requirements
for teacher aides and teaching assistants in New York State. Please see the SED Office of
Teaching Initiatives website, in particular Part 80 of the Regulations of the
Commissioner, at http://www.highered.nysed.gov/tcert/part80.htm. For detail on the requirements for teacher aide
and teaching assistant, consult the section on supplementary school personnel under 80-5.6
The Regulations governing teacher aide, a position noted for its non-teaching duties, have not changed. There is no requirement to revise your teacher aide program.
In 2000, the Board of Regents changed the requirements for candidates applying to work as teaching assistants effective February 2004. All currently registered programs for teaching assistants will need to be revised to ensure success in applying for certification. All new program proposals for teaching assistant should be consistent with 80-5.6(b)(2)(ii). You will want to use the formal certification title, teaching assistant, for the program.
Proposals, either as revisions of existing programs or as new curricula, should show evidence of knowledge of the revised Regulations. (For example, does the teaching assistant certificate level proposed include the necessary collegiate study and/or indicate applicability toward a baccalaureate degree?) Program content will be consistent with the specific regulation and determined by the faculty in concert with the school district(s). Because of the requirements for experience and the time validity of the certificate, all proposals for a teaching assistant curriculum should demonstrate evidence of market demand and partnering with school districts to meet specific local needs.
Yes, we would entertain a proposal as a revision provided it is clearly market-driven and all of the above-mentioned documentation is included.
|September 9, 2002||"Our campus has an accreditation visit scheduled soon by ABET. A number of us recall having a representative from SED at previous visits. Does SUNY or SED require that a representative be invited or is it customary to invite an SED representative? If the answer is yes, what is the procedure for inviting the representative?"|
|KVA: No, there is no requirement or consistent practice of
inviting an SED representative to join professional accreditation teams visiting our
SED's Office of the Professions is notified by accrediting bodies, such as the Accreditation Board for Engineering and Technology (ABET), of upcoming visits, including programs/departments scheduled for review and the names of the visiting evaluators. If SED chose to accompany the team on a "combined" visit, it would notify the professional school and institution. SED might also elect to conduct a visit separate from the accreditation team. (Keep in mind that when SED accompanies an accreditation team or conducts a visit, it is acting in its role as the State's registration authority, not in its role as a federally recognized accreditation body. The resulting SED registration action is independent of the findings of the accrediting body.)
In recent years, given SED staff reductions, its site visits are few and seem to be prompted by program or professional school difficulties (e.g., low success rates on licensure exam, high attrition, high faculty turnover) or by initial programs in the health professions.
These comments apply principally to the SED's Office of the Professions where programs leading to licensure are reviewed. They now apply to SED's Office of College and University Evaluation for the accrediting body, National Council for Accreditation of Teacher Education (NCATE), as well as in general for our regional accreditation body, the Middle States Commission on Higher Education.
|August 19, 2002||"We recently received a registration letter from SED for a program that we cannot now implement in Fall '02 (which begins in late August). Are we obligated to inform SED that we don't intend to admit students this month?"|
|KVA: No, you do not owe the State Education Department
detail on the start date of the program. As far as SED is concerned, the program meets
(and will continue to meet) the regulatory requirements for registration as represented in
We are obligated to inform our SED colleagues on any conditions or issues stated in the registration letter (e.g., faculty vita, progress reports), on major changes, and on program elimination.
|July 29, 2002||"After reading recent program announcements, I am really confused. (That often is the case before I read my email, but this time I think I know the cause). My understanding was that at the present time there would not be SUNY approval for 'free standing' AA programs in education, and that the only ones that would be considered would be jointly registered programs with a four-year institution, like the ones that a number of campuses are doing with New Paltz. And that the word 'education,' since it was a field that led to licensure, was going to be more or less reserved for degree programs on the four-year teacher ed campuses. Now I see one community college has submitted what appears to be a free standing AA in Liberal Arts Education. Did I miss a meeting, or misunderstand the previous message, which I think was contained in an earlier 'Ask Kate'? Thanks, as always, for your help."|
|KVA: You are correct. We will not be approving
free-standing associate degree programs in education. What you are seeing in recent
Program Announcements is the formal expression of interest by several campuses in
developing a proposal in anticipation of the outcome of the teacher education transfer
"template" project. As you know, we review Program Announcements for basic
information. Colleges submitting Program Announcements for "Liberal Arts and
Sciences: Education" AA/AS programs will be advised on the title and program content,
specifically that the title is reserved for curricula that meet certain qualifications,
that is, they include all SUNY General Education subject categories, contain two or three
courses in pedagogy, and contribute courses work toward the academic major.
|July 16, 2002||"We are about to submit a program leading to a B.A./B.S. The only difference between the two is the language requirement. How do we represent this in the proposal?"|
|KVA: You may want to represent the difference between the
Bachelor of Arts and the Bachelor of Science courses of study by providing alternative
curricular outlines. I suggest that you also include a descriptive paragraph.
For your SUNY and SED colleagues who will review your proposal, remember there is a regulatory difference between the B.A. and the B.S. The information you provide-in graphic or narrative form-needs to assure that the minimum regulatory requirements for liberal arts and sciences are being met. See Section 3.50 "Registered Degrees" at http://www.highered.nysed.gov/ocue/rules.htm. Remember too that the amount of liberal arts and sciences is a fraction of the regulatory minimum total, that is, three-quarters (for the B.A.) or one-half (for the B.S.) of 120 credit hours. It is not, as many think, a fraction of the total for the particular curriculum which may well be greater than 120 credits.
|July 2, 2001||"At the program proposal workshop at Genesee Community College you answered a question about cleaning up the names of programs. You said if they were truly cosmetic clean-ups, we could handle them in a specific way. Can we do this by letter listing the current name matched up with the name we prefer? Would that work?"|
It is important to make a distinction between a cosmetic change
(what we call a technical correction) and a substantive change.
Technical corrections are necessary when there is an oversight or mistake in the approval (by the college or by the University) and/or in the registration (by SED) of a program. Such technical corrections may involve a misspelling or erroneous title, a wrong award (e.g., A.S. rather than A.A.), or an errant or incorrect punctuation mark (e.g., a hyphen rather than the preferred colon). Yes, they are cosmetic but we want the programs to be registered correctly. We can handle a technical correction by letter or by email. This may result in the issuance of a corrected registration letter; it definitely will result in a correction on SED's Inventory of Registered Programs. (Watch http://www.nysed.gov/heds/irpsl1.html for the change.)
A substantive change, of course, involves more than notification of an error or infelicity. Please use the outline in the March 19, 2001 Ask Kate for a program revision and/or change in title. Examples we would regard as substantive changes include: shift from an A.A.S. to an A.S., from a B.A. to a B.F.A., from "Hospitality Management" to "Hospitality Management & Technology & Tourism."
If you have any question about the nature of the change and how to handle it, email your reviewer here and we'll advise you directly.
Technical changes were also addressed in the October 9, 2001 Ask Kate. And see the June 4, 2001 Ask Kate for a review of the pertinent Regulations of the Commissioner and the reason why your programs need to be registered correctly.
|June 18, 2002||"We have a disagreement on our campus about which certificates need to be registered. You see, some of our certificates are registered and some are not. Are there certificate programs that do not need to be submitted to you and SED for registration? (We dont even agree on whether or not to ask you this question!)"|
|KVA: You are not alone in asking this question. There is
natural confusion about the titles of certain awards and methods of recognition. We are
often asked about "certificates of attendance" or "certificates of
completion," for example.
Strictly speaking, a review of the Commissioners Regulations would prompt one to suggest the registration of all certificate programs. (See the April 9, 2001 Ask Kate for the pertinent Regulations and general discussion) However, we know that some campuses offer a sequence of courses to already matriculated students and recognize the achievement with a "certificate." We also know that campuses offer non-credit or CEU certificate programs.
I suggest the following guideline: for a coherent set of courses, designed by the faculty, consisting of credit courses applicable toward a registered degree program, and available only to matriculated students at the campus and not to the public at large, the course of study need not be separately registered. If, however, the sequence of courses is available to matriculated students and to citizens "off the street" (for which you will doubtless advertise at least in your catalog), then the course of study needs approval by the University and registration by the State Education Department. The exception, of course, is a course of study that leads to licensure or certification in New York State, which will always require registration.
You will want to examine your certificates. If any are for credit and available to the public and/or you wish to advertise them, we should seek immediate registration.
The labeling of some credit course sequences as certificate programs is at the heart of the confusion here. Is there perhaps another term of art your faculty colleagues could devise?
|June 3, 2002||"Several representatives from our campus attended the recent program proposal workshop at Genesee Community College and returned with the impression that we should not be sending proposals directly to you personally. Weve been doing this recently, we thought at your request. Please advise us."|
It is important that (three copies of) all proposals for new
programs, revisions, title changes, reactivations, etc. come only from authorized individuals at the campus to a
central address here:
This ensures that your proposal will be entered on our internal database, acknowledged and referred to the individual reviewer in a timely manner. (The date the proposal is formally assigned to the reviewer places the proposal in the reviewers queue and starts the "clock" on our internal accountability process.)
There is an exception, however, which is noted in our guidelines and handbook: "It is not helpful to send materials directly to the reviewers unless specifically requested to do so." Quite often an additional piece of information is needed for our recommendation of approval and we may ask that the supplementary piece be e/mailed or faxed to us personally.
We ask that campuses not send proposals directly to the State Education Department. This invariably causes confusion and unnecessary delays between agencies when you would much rather have your Albany colleagues attending to the proposals in the queue.
Thank you, as always, for your cooperation.
|May 22, 2002||Assistant Provost Kathryn Van Arnam responds to several questions generated by the May 7 Ask Kate column regarding "teacher education transfer."|
Were waiting on the "template" final product to develop
a "Teacher Preparation" program leading to an AA. Can we use
Answer: We dont know at this date the title that the universal teacher education transfer will take or if in fact there might be several. It is doubtful, however, that we or NYS could support an associate degree by that name. A program title should fairly reflect its content. We believe the more accurate title will be "Liberal Arts and Sciences: Education."
Question: Our campus is in discussion with two senior colleges on a teacher education transfer program. They seem to be agreeing to our embedding seven of the SUNY-GER subject categories in the AA degree. If these campuses are OK with this, do we have to meet the requirements of template outlined in your recent column and do all 10 SUNY-GER silos?
Answer: If you are developing an articulation agreement with specific institutions and they are satisfied with the liberal arts content, we would not require that you meet all 10 SUNY-GER subject categories. (Indeed, we do not approve articulation agreements between campuses.) If, however, you and the senior campus are seeking a jointly registered program and want to use "education" in the associate degree component of the title, we would require the full general education program including an extra semesters work in Foreign Language.
Question: Your last column confuses us. Were in the final stage of developing a jointly registered program with our neighboring SUNY four-year campus. If we do this, will we be precluded from developing an associate degree in accordance with the template when completed?
Answer: No. We would encourage you to develop a joint program with your senior neighbor and to develop a generic template program when it is available. This would give your students choice: between continuing locally (and perhaps part-time) with a specific program and opting for the more universal free-market transfer program.
Question: We have a jointly-registered childhood program registered by SED. Will we have to revise that program once the model template curriculum is made policy?
Answer: No. Your joint program is approved by the University and registered by the State Education Department, and stands.
Question: Is it true that for a jointly registered program the baccalaureate degree can be listed in our catalog?
Answer: Of course. A jointly registered program is co-owned. Both campuses are free to market the registered program and to list the entire course of study all eight semesters in the catalog and promotional material of each institution.
Question: We are prepared to develop an AA and AS in "Liberal Arts & Sciences: Education" including the 10 SUNY-GER categories and the extra semester of Foreign Language, as outlined in the last Ask Kate. Will we have to submit a Program Announcement and, if so, when should we do that?
Answer: At this time there has not been a decision as to whether a Program Announcement will be necessary. As you know, a Program Announcement is required for every new undergraduate program. It serves to provide information to and request information from other campuses in the System. In any case, to keep the System informed of new academic program developments we will continue to issue the monthly report that is periodically attached to this Update.
Question: We know the template is under discussion. Can you estimate when it will be available?
Answer: It is our expectation that the template will be finalized and issued as guidelines in time for two-year colleges to implement the model in Fall 2003.
|May 7, 2002||"We have heard that the Universitys embargo on the use of education in a program title has been lifted and you are now approving 'teacher education transfer' programs. Please explain the conditions or requirements?"|
It is fair to say the University has always been cautious in allowing
program titles to include language related to NYS professional licensure
and certification areas. For example, architecture, education,
engineering, and medicine are used only under
The Provost has recently approved and we have in process a number of jointly registered teacher education programs. As you know from Mission Review and your MOU, we have been encouraging joint teacher certification programs in the interest of improving transfer and articulation in general and in helping address the teacher shortage specifically.
We are approving and SED is registering joint associate/baccalaureate degree programs leading to teacher certification with the title "Liberal Arts & Sciences: Education" for the associate degree component. These programs lead to either an A.A. or an A.S., include all ten SUNY General Education subject categories, contain two or three courses in pedagogy, and contribute significant course work toward the academic major. The baccalaureate component leads to any number of awards (e.g., B.A., B.S., B.S.Ed.), to initial classroom teaching certification by level (e.g., early childhood, childhood, or adolescence education) with a discipline-based major, and may involve a State University senior college or an independent institution.
The associate degree title, Liberal Arts & Sciences: Education, is in fact being reserved for curricula that meet the above qualifications in anticipation of the outcome of the teacher education transfer "template" project. It is our hope and expectation that the template effort will yield a model or generic two-year course of study which will transfer widely to teacher education institutions and to specific certification programs. The project necessarily involves a great deal of consultation between sectors and among faculty and institutions, as well as with the State Education Department. Many readers of this column, I know, are engaged in these on-going discussions.
At this time, therefore, in order to register an associate degree program with (teacher) "education" in the title, joint registration is necessary. However, in the future, if the template model is widely accepted as envisioned, joint registration may not be required.
If you are interested in developing a "teacher education transfer" program, I suggest that you identify a senior, perhaps neighboring, institution and plan on a curriculum that includes all 10 SUNY-GER silos plus an extra semesters work in Foreign Language, a 3-9 credit professional component, and 12-15 credits in the major/concentration. Keep in mind the need for high school mathematics and science teachers, particularly if you have depth and breadth of course work in these areas.
|April 23, 2002||"Theres some confusion about title changes on our campus. After we change the title of a curriculum with you, what is the period of time we can use the old title on diplomas for graduating students who were admitted under the old title? Is there a grace period and how long is it?"|
The change in title is effective immediately upon registration by
the State Education Department, unless you specifically request an exception.
When submitting a change in title or program revision, if the current
or old program needs to remain registered until students have graduated
or been otherwise accommodated, please indicate the anticipated effective
date by which time all matriculants will have cleared the program. This
will result in the registration of the new program and the temporary
registration (with a termination date) of the old program.
For example, the colleges program in Geography [ed.] has changed incrementally over time and transmogrified into Geographical Information Systems. You submit a change in title and/or program revision and ask that the Geography title remain registered until June 2005 [ed.] to allow current students (whom youve canvassed) to graduate from Geography. (This, of course, commits the college to continue to offer the major courses toward the Geography degree.) The new program, Geographical Information Systems, is added to the SED Inventory of Registered Programs and Geography gets a TBT (to be terminated) footnote on the Inventory. The college for a brief time will be authorized to offer both programs. When the TBT date is reached, the program is automatically removed from the Inventory.
If the college requests an immediate change in title, Geography for GIS effective immediately, the former program will no longer appear on the Inventory of Registered Programs and is therefore no longer an authorized curriculum for the college to enroll or graduate students.
|April 9, 2002||"For teacher education re-registrations do we continue to send one copy to your office and one copy to SED? We werent ready to commit to the continuation of several areas in 2000 when we filed the other provisional certification programs. We consider these revisions of existing programs for re-registration and not new programs."|
We consulted our SED colleagues in the Office of College and University Evaluation on
the preferred process since the crush of the deadlines has passed. This office and SED
have agreed that for all teacher certification revisions for
compliance with the new Regulations and on-going changes all proposals and materials will once again go through the
University to SED in accord with the usual academic program proposal process. This is
effective immediately. Campuses will please send two copies of all materials to us in the
usual manner. Materials sent directly to SED ("
to help speed things
") will be returned to the campus or forwarded to us.
At this point it may be worthwhile to remind you of some of the recent history and some important upcoming deadlines relating to the re-registration of teacher education programs. As you know, the Board of Regents in 1998 adopted "New Yorks Commitment: Teaching to Higher Standards" and the resulting Regulations require colleges to revise existing programs preparing classroom teachers to meet the new standards. April 1, 2000 and 2001 were the announced deadlines. Colleges that admitted candidates to their teacher preparation programs as freshmen were required to submit proposals for re-registration by April 1, 2000. The deadline for all other programs leading to the initial certificate, both undergraduate and graduate, was April 1, 2001. Graduate programs leading to the professional certificate only may be submitted at any time. Because of the volume of proposals, we agreed to a variance in the process, allowing campuses to send the applications for re-registration simultaneously to SED and to the University. (This variance is what is referred to in the first sentence of the "Question" above). In many cases, the revisions resulted in the registration of new programs, on which we were consulted prior to SED taking registration action. (In 2000, SED re-registered 1,188 teacher certification programs; in 2001, another 1,657, and they are still arriving.)
Campuses submitting proposals for programs preparing classroom teachers should use SEDs June 2001 Revised Application Form. Please remember that all programs leading to the provisional certificate or to provisional/permanent certificates will be removed from the Inventory of Registered Programs effective February 2, 2004. It is very important that any students remaining in these programs complete their requirements and qualify for the certificate by February 1, 2004 because the provisional certificate will not be issued after that date. Graduate programs leading to the permanent certificate only will not be removed from the Inventory of Registered Programs until February 2, 2011. Campuses with permanent-only certificate programs for which revisions have not been filed please remember that students cannot be admitted to the revised programs until they are duly registered.
|March 25, 2002||"We just received a Program Announcement for a certificate program at a four-year college. Can four-year colleges offer certificates? Are there specific guidelines for certificate programs? Im confused."|
baccalaureate institutions may offer programs leading to an undergraduate certificate. No,
there are no guidelines on the content of certificates. There are the following Regulations of the Commissioner to
The policy and working interpretation of the above Regulations prompts the one salient feature of a certificate: that each course involved must be applicable to a registered degree program at the institution, at least as an elective. Undergraduate certificates show a great variation in the number of credits required. Most lead to twenty-four credits or more for TAP eligibility. Most are designed and offered for a particular clientele and/or for a particular purpose. Most are offered by the two-year colleges to meet a local or immediate need; many are short-lived. Certificate programs currently offered by baccalaureate campuses are primarily advanced or graduate certificates, though several offer undergraduate certificates to serve a local need not being met by a two-year college.
This weeks question and answer are a reprise from 04/09/01.
|March 18, 2002||"Were very interested in developing joint teacher education programs with neighboring senior colleges, both public and private. It seems that SUNY colleges are choosing NCATE for accreditation and that the private colleges are opting for another accrediting body. Should this be a concern for us?"|
Whether you as a community college participate
in a jointly-registered teacher preparation program or in an articulation
agreement between institutions, you will be affected by the baccalaureate
colleges choice of accreditor. However, this need not be a concern.
The effect on you, as the Associate degree granter in the equation, is similar to the impact, for example, of EAC/ABET on your Engineering Science A.S. The Engineering Accreditation Commission/Accreditation Board for Engineering and Technology accredits the professional baccalaureate engineering programs to which your graduates successfully transfer.
In 1998 the Board of Regents adopted "New Yorks Commitment: Teaching to Higher Standards." The resulting Regulations, adopted in 1999, require colleges to achieve accreditation of their registered programs that prepare candidates for New York State certification as classroom teachers by an "Acceptable Professional Accrediting Association." At present there are three options: NCATE, RATE, and TEAC. Programs registered before September 2001 must be accredited by December 2004; programs registered for the first time on or after September 1, 2001 must be accredited within five years of initial registration.
NCATE or the National Council for Accreditation of Teacher Education presently accredits the teacher preparation programs at the Colleges at Buffalo, Oneonta, and Oswego and has been selected by Stony Brook, Brockport, Cortland, Fredonia, Geneseo, New Paltz, Plattsburgh, and Potsdam.
New York State Regents Accreditation or the Regents Accreditation of Teacher Education (RATE) is currently under review by the Board of Regents. It is scheduled for discussion today at its March meeting and for action in April, with an effective date of May 16, 2002.
TEAC or the Teacher Education Accreditation Council is scheduled for consideration by the USDEs National Advisory Committee on Institutional Quality and Integrity on June 3-5, 2002. Following USDEs approval, TEAC will be considered by the Board of Regents. Five State University campuses have selected TEAC: Albany, Binghamton, Buffalo, Old Westbury, and the New York State College of Agriculture and Life Sciences at Cornell University.
At this time 55 colleges in the State have selected NCATE, 24 RATE, and 31 TEAC.
|March 11, 2002||"What are the guidelines for the revision of an existing program? I am particularly interested in the minimum information my campus needs to provide in order to obtain the necessary approvals."|
|KVA: As I indicated last week, the Regulations
of the Commissioner of Education §52.1(h) require new registration of a major
change in an existing program. This requires that the following information be provided
under the signature of the campus president or chief academic officer, and addressed to
the Provost of the University:
This outline can be used for title changes as well as curricular content changes. It will satisfy the requirements of the State Education Department for programs registered as general purpose as well as those leading to teacher certification or professional licensure.
|March 5, 2002||"Were developing a proposal for a new AA degree program. When the System Provosts Office reviews the proposed program, do you review for compliance with the SUNY Gen Ed requirements?"|
We operate under the assumption that any new program is included in
the campus overall implementation of general education, in which
case a course-by-course review is not necessary. However, if a particular
program seems not to fulfill the State
University General Education Requirement, we may ask for further
information (in fact, this has not been much of an issue thus far).
Since you are proposing a transfer program, we further assume
that meeting the State University General Education Requirement is a
shared responsibility with the cooperating SUNY senior institutions.
If a given program is a good candidate for a partial waiver of the SUNY-GER,
there is a separate
process for making such a request.
|February 19, 2002||"I hope the answer to this question is no. The faculty want to make some minor changes in several teacher education programs that were only recently re-registered. Im sure youll agree the changes are minor. Do we have to file a revision?"|
Yes. SED asks that we file a "request for change" in currently
registered programs that lead to, or are proposed to lead to, teacher
In a letter addressed to the Provost of the University, provide the following:
This outline has worked for other campuses filing minor changes. I suggest you develop a local format for routinely filing such revisions. If you wish, copy Dr. Doris Garner, SED, on your letter.
|February 11, 2002||"We have a Letter of Intent for a new Masters program under review in your office. What is the timing of the review of a Letter of Intent? Were ready to send in the proposal."|
KVA: Thank you for this question. The Procedures for the Submission of Graduate Academic Program Proposals, dated October 1994, are not clear on this point.
Our self-imposed clock for the review of a Letter of Intent for new graduate programs allows 30 days for the receipt of comments from sister State University institutions. This period is followed by up to 30 days for our getting back to the proposing campus with the approval or not, as well as any comments and suggestions we may have.
May I remind you that new graduate programs require a site visit by two external experts selected from a list compiled by the campus? The evaluation report of the experts becomes an important component of the final program proposal along with the campus response to the findings. To my knowledge we have not received your list of potential out-of-state reviewers for the program. Sending the proposal without the external review component is not a good idea.
|February 4, 2002||"Its our understanding that no Letter of Intent is required for combined or integrated degree programs. Is this correct?"|
You are correct. Neither a Letter of Intent (for graduate programs)
nor a Program Announcement (for undergraduate programs) is required
if you are combining existing programs. This applies to the baccalaureate/masters
combination as well as to associate/bachelors degree programs.
Here are some examples of single institution combined degree programs approved in recent years:
The following are multiple-institution combined programs:
|January 28, 2002||"We would like more information on the combined or integrated bachelors/masters programs discussed last week. Is there a successful model program youd recommend?"|
Combined bachelors/masters programs, especially those leading to NYS
teacher certification, are not given to a generic recipe. The big variables
the State requirements for certification by level and type, the undergraduate
liberal arts major, local campus policies and practices require the fine hand of the "combined" (arts
& science and education) faculty for program design.
|January 22, 2002||"Having now completed the re-registration of all our teacher certification programs under the new Regulations, we are ready to consider what the Regents report called an "integrated bachelors/masters program." Will you please advise us on the documentation and the process?"|
KVA: You are speaking of a baccalaureate/masters course of study which integrates the requirements of two separate programs, in particular a B.A. in the liberal arts and sciences with a masters program leading to initial/professional certification in New York State. The result is a tightly knit, coherent course of study with specific admission requirements. More importantly, the outcome is the preparation in a time-shortened format of fully certified public school teachers grounded in the liberal arts and sciences. An example is Biology B.A./Adolescence Education: Biology M.S.T.
We addressed integrated (a.k.a., dual, joint, combined, multiple-award) programs generally in the December 4 Ask Kate column. The characteristics of such programs, described therein, apply here: a collapsing of curricular requirements; acceleration of time to degree(s); and, selective admission criteria. Several campuses took advantage of the 2000-01 re-registration process to combine existing and newly revised programs into new integrated programs.
Working with SED we have identified the minimum information required to accomplish approval (by the University) and registration (by SED) of integrated programs which combine existing registered curricula:
For the combining of existing programs, SED will not require the external evaluation stipulated in the Revised Application Form Supplement. Further, the University will waive its external evaluation requirement.
Proposals containing the above information should be addressed to the Provost of the University for review, approval, and forwarding to the State Education Department for registration.
|January 14, 2002||"We offer an M.A. What does it take for us to offer the M.F.A.? Is a Master Plan amendment required?"|
KVA: You are asking about degree authorization for your institution.
To check the degrees or awards that your campus is authorized to offer see the hardcopy of the Inventory of Registered Programs for your campus. At the very top of the page note "Authorized Degrees: Master Plan Approved" and the list of awards. You will note there that you are currently authorized to award the M.A. and the M.P.S. (Master of Professional Studies) but not the M.F.A.
If your campus were to propose a program in the same discipline area in which you offer the M.A., no Master Plan amendment would be necessary. If, however, you propose an M.F.A in a discipline area in which you currently have no baccalaureate or masters level programs, a master plan amendment or mission change would be involved. Example: Model College is authorized to offer the M.A., M.S., M.P.S., M.F.A., M.P.A. and has registered masters programs in the liberal arts, fine arts, and business. Model College is proposing an M.B.A. in Health Administration and while it has graduate programs in management and in accounting, it does not have degree authorization at the level (graduate) and in the discipline (health professions), thus a Master Plan amendment is required.
What is the difference between degree authorization and a Master Plan amendment? Both actions require the approval of the State University Board of Trustees. Both actions require a program proposal but significantly more planning information is required for a Master Plan amendment. The request for a new degree or award requires the approval of the Board of Regents, upon the recommendation of the Commissioner on behalf of SED, and then the program can be registered. An amendment of the State Universitys Master Plan requires the approval of the State University Board of Trustees, the New York State Board of Regents, and the Governor.
|December 17, 2001||"We are one of the eight multi-campus institutions in SUNY that you mention in the October 29 column. Our question is a little different: we want to offer at one of our branch campuses the same program criminal justice certificate that is registered at the main campus. Do we have to do a program announcement and a full program proposal?"|
Probably not, but let me offer several reminders.
Remember, your branch campus is a separately recognized legal entity. While to you it is an integrated component of the college, to me and your "Albany" colleagues, it is a different institution with different planning and disciplinary authorizations. For example, it is entirely possible that a certificate program you want to "copy" to the branch location represents a new field of study for that institution, thus triggering a change of mission for the branch location.
Keep in mind the following for new certificate programs at the branch: 1) the specific academic authorizations (e.g., disciplinary areas and HEGIS) at that location, and 2) that the course work in a certificate must be applicable to a registered degree program at the branch. (For more on this point, see the April 9 and 16 columns.)
I suggest you contact your program reviewer here at System and discuss the authorizations at the branch. You should be prepared to talk about the identified need for the certificate program to be replicated at the branch campus as well as the resources available there. You will be advised on the likely waiver of the program announcement and on the necessary elements in an abbreviated program proposal, as mentioned in the October 29 Ask Kate.
|December 11, 2001||"I am interested in learning if it might be possible for students to pursue both the MA and MAT degree in the same field (French) either consecutively or concurrently. How many courses might a student transfer from one degree to the other? Our campus publications say that the second degree must be substantially different from the first, the second must contain a minimum of 24 credits not included in the first degree, and that no more than 9 credits can be applied to the second degree from the first degree. Do these rules come from NY State Ed regulations? If so, can you direct me to them? Many thanks."|
You are asking about guidelines for the granting of two degrees
at the same level. See the May 29 Ask
Kate column and policy Memorandum to
Presidents, Vol. 86 No. 2, Guidelines for Awarding Two Degrees
at the Same Level..
The University guidelines call for each campus to have a defined, written policy and for the second degree to be in a "different field" with "different academic objectives" and a "significant" amount of additional coursework. The credit hour stipulations you cite must be based on your local policy; they are neither the Universitys nor SEDs.
The Master of Arts in Teaching (MAT) programs in general at State University campuses follow the traditional format of a minimum of 30 academic credits (not counting the student teaching or fieldwork) of which about half is in the discipline and half in pedagogy. Your question implies an interest in seeking an MAT as a second degree by taking only the professional and fieldwork courses. This is a timely question given the States teacher shortage and the press for "alternate routes" to New York State teacher certification. Provided the requirements of your recently re-registered MAT programs are satisfied, the decision on the French 7-12 MAT as a second degree rests with the faculty.
|December 4, 2001||"Will you help us clear up some confusion? We recently developed and submitted a proposal for a combined degree program. (We followed the SUNY guidelines by that name.) When your office approved the program, you called it a "multiple-award" program. When SED registered it, they referred to it as a dual degree program! Are these terms synonymous or is there some nuance or distinction were missing?"|
Your campus submitted and was approved and registered for a B.S./M.S. program in one
of the professional areas. Sometimes known as a 3/2 program, they have also
been known as dual, joint, dual/joint, and
combined degree programs. The current term of art, as reflected in the hard
copy of the SEDs Inventory of
Registered Programs, is
(There is also the multiple institution program in which two or more institutions cooperate in offering a course of study and there is the multiple-institution-and-award program in which two or more institutions cooperate in offering a course of study in which two or more awards are granted.)
One of the understandably frequent questions about combined degree programs is this: if the curricula being combined are already approved programs for the institution, why is separate approval (by the University) and registration (by SED) required? The answer is that the course of study in the combined degree program is different from the course of study of each of the curricula involved: there is usually a "collapsing" of curricular requirements; there is often time-shortening; the admission criteria for the combined degree program differ from the stand-alone programs; and, there are often defined performance thresholds that must be met for continued matriculation in the course of study.
Currently one of the most popular multiple-award programs under consideration across the University (and maybe the State) is the combining of a baccalaureate in the liberal arts with a masters degree leading to New York State teacher certification. In the coming weeks, well offer some advice and direction, with the cooperation of SED, on submitting these combined degree programs.
|November 26, 2001||"We have been authorized by your office to develop a graduate program proposal for an interdisciplinary science and technology curriculum. We are told that this may be our first degree program in the general disciplinary area of engineering (as defined by the NYS Education Department). Could you point me to a listing of such SED definitions or anything else that would help us understand the distinctions of the disciplinary areas?"|
The following applies to new programs at all degree levels, not
just your new graduate program. Heres what I suggest: see
the 2001 Handbook,
in particular Appendix H, which defines the triggers for a master plan
amendment. One of these is an institutions first program at each
degree level in the ten disciplinary areas listed. Then see the Handbooks
Appendix J for the HEGIS taxonomy codes that define or comprise the
It is important that the faculty select a HEGIS number and thereby the discipline are a based on the content and intent of the program. Often it is difficult to define a curriculum idea by a specific HEGIS number in the early stages of a programs development which is, of course, when we see the Program Announcement or Letter of Intent. It may be that the disciplinary area of engineering is not the most appropriate descriptor of the final curriculum. It may be more aptly described, for example, by Biological Sciences, Other, (#0499) or by Physical Sciences, Other (#1999). In any case, the faculty should be able to defend the choice.
|November 19, 2001||"We understand now with thanks to you that the liberal arts content in a program is defined by State regulations, is a percentage of the minimum number of credit hours in the program, and varies by degree type. (So, e.g., for the B.S., one-half or 60 credit hours is in the liberal arts and sciences.) What we want to know is this: is there somewhere a policy definition of the liberal arts and sciences that we should be using?"|
Judgments as to what constitutes liberal arts and sciences coursework
are the responsibility of the campus proposing the program, that is,
they are the responsibility of the faculty. The only statutory guidance
for making such judgments comes from the Rules of the Board of Regents
We find that the designation of a course as a liberal arts or science offering not only varies somewhat by campus but may even vary by program within the same campus. If you have questions about particular kinds of offerings, you may wish to confer with your campus assigned reviewer before submitting the program proposal.
|November 13, 2001||I had a question
from a department chair whose major (Cultural Studies) is a B.A. degree only.
"What are the criteria for offering the major for either B.A. or B.S.? In the past the major was B.A. only and required a second major. Now it doesn't require the second major and is still a B.A. We would like to have students choose the degree, a B.A. or a B.S. Isnt it true that for a B.A. the credits in the major are limited to 45? What is it for the B.S.?
"I know we have to go through local curriculum governance first and maybe it won't even make it to Albany but I thought you could shed some light on the criteria."
The difference between a B.A. and a B.S. degree award is the liberal
arts content. The B.A. requires a minimum of 90 credits in the liberal
arts and sciences; the B.S., 60 credits hours in the liberal arts and
sciences. Certainly if you have the required 90 credits in liberal arts,
you have the 60, and the B.S. might be an attractive alternative for
articulation purposes, for example.
There is no State requirement or State University policy on credit hours in the major by degree type. You must be speaking of a campus requirement. (I cant help you with that.)
If the College would like to offer the B.S. in addition to the B.A. for the Cultural Studies program, you should submit the request for the "new" program as a revision, following the steps outlined in the process described in the March 19 Ask Kate column.
For more information see also the August 13 column as well as the Rules of the Board of Regents at http://www.highered.nysed.gov/ocue/regenrul.htm#Section 3.47
|November 5, 2001||"Heres something Ive always wanted to know. If you think its of interest to others, I would be pleased to read the answer in Ask Kate: What is the responsibility of System Administration in approving programs and where is it written? Is it different for the community colleges and the statutory colleges?"|
The Provosts responsibility for the approval of programs is
derived from the Chancellor based on the responsibilities of the State
University Board of Trustees as outlined in statute. Cited below are
excerpts from the New York State Education Law, first the general authority,
followed by more specific authority regarding programs and awards:
§355 Powers and duties of trustees
§6303 Programs and curricula at community colleges
|October 29, 2001||"What kind of paperwork do I need to submit for this situation? We have deactivated a certificate in General Business (ed.) at the main campus. Now a demand for the program has been identified at our branch campus where we have no such program. Can we reactivate the program at the main campus and transfer it to the branch campus? What kind of proposal do we submit?"|
Eight State University colleges of which you are one are
multi-campus institutions with approved branch campuses. (A branch campus,
as you may know, is defined in Part 50 of the Commissioners
Regulations as "
a unit of an institution located at a
place other than the institutions principal center or another
degree-granting institution, at which the institution offers one or
more curricula leading to a certificate or degree.") As a formally
recognized separate institution from the main campus, a "journal
transfer" of a curriculum from one campus to another is not possible.
I recommend the following:
|October 22, 2001||"We have a jointly-registered teacher education program with our neighboring community college, as you know. We are making progress on the revisions necessitated by the change in the State Regulations. The joint committee between campuses agreed we would put this question to you and live with your answer: What is the minimum information we need to submit, for both SUNY and SED, to re-register the program if there has been substantial change in the curriculum and a change in title in both the associate and bachelors components?"|
|KVA: You are revising a registered program leading to New
York State teacher certification to meet the new standards approved by the Board of
Regents in 1999. Your two campuses need to complete and file with us a Revised
Application Form for the Registration of a Teacher Education Program, available at http://www.highered.nysed.gov/ocue/tetappl.htm
. You do not need to complete SEDs Supplement (which is for new programs) or to file
a proposal using University guidelines. The changes in title for the associate and
baccalaureate degree programs will be represented on the Signature and Program Information
Page which covers the document. Let me add some additional advice.
For more on jointly-registered programs, see also the March 26, 2001 Ask Kate question.
|October 15, 2001||"Our computer science department is proposing to change the B.A. in computer science to a B.S. in computer science. Based on their research into similar programs, they believe that the current degree requirements would not have to change for the switch. Are there guidelines for the two degrees apart from liberal arts content? Would we do the usual campus review and then send the proposal to your office for approval? Thanks for any information you can give me."|
The only requirements that prevail for this change are the SED regulatory definitions
pertaining to the liberal arts content of the B.A. and the B.S. See Section 3.47,
Requirements for Earned Degrees, Rules of the Board of Regents at http://www.highered.nysed.gov/ocue/rules.htm. It is your College facultys definition of the liberal arts and
science that is to be applied. It may well be that there is no change in content, only a
change in the award title. I suggest you use the outline for a program revision described
in the March 19, 2001 Ask Kate question.
|October 9, 2001||"We are getting ready to submit some changes to our Inventory of Registered Programs. We have some questions regarding programs that are not longer offered. Can we delete them from this list? (I know the letter said to notify your office of technical corrections.) Please let me know how to proceed in making these changes. Thanks very much for your help."|
The items you attached represent substantive changes rather than
technical changes to the Inventory of Registered Programs. Examples
of technical changes include the double listing of a program, an incorrect
award title, or the appearance of a curriculum which you are not authorized
You are proposing deactivation and discontinuance of programs as well as title changes, some of which imply a change in the curriculum (e.g., changing a title from Advertising to Photography reveals perhaps a change in content). Your proposed changes should be submitted by the president or chief academic officer following due process there on campus, rather than filed as technical changes to SEDs list.
|October 1, 2001||"When submitting a proposal for a new bachelors or transfer associate degree program (AA/AS), do I have to seek separate approval for the program as satisfying the relevant terms of the State University General Education Requirement (SUNY-GER)?"|
The short answer to this question is "No," but there is
an exception. So let me explain.
When a new degree program is proposed, we operate under the assumption that the program will be included under the campus overall plan for implementing the SUNY-GER. If, however, the campus feels that the particular program cannot or should not incorporate the full SUNY-GER, then a program-specific waiver must be requested in addition to the program proposal itself. A special SUNY-GER Programmatic Waiver Form has been designed for this very purpose and is available on the web. This form must be filled out and submitted according to the instructions provided whenever a campus wishes a new (or old) academic program to be granted a partial waiver from the SUNY-GER. (For transfer associate degree programs, the waiver would be relevant only for programs that seek to incorporate fewer than 7 of the 10 SUNY-GER subject categories.) Further questions may be directed to email@example.com.
|September 24, 2001||"At my campus we have concentrations that have been in existence for some time now, ones that have been approved on campus. We are uncertain whether or not they have been registered. In the event that they have not been registered, is there a grandfather clause for the approval of such concentrations? And, if a grandfather clause does not exist how much time do we have to register such concentrations?|
There is no grandfather clause for the approval and/or registration
of concentrations, options, sub-options or advisement tracks, all of
which develop routinely within majors and registered programs. This
is a common phenomenon.
We advise campuses to seek the approval and registration of a concentration if:
For #1 through #3 above, the campus would request the approval and registration of a new program or programs. I suggest that you consult your assigned program reviewer here on the process and documentation. (Depending on the program we might be able to handle the breakout or disaggregation as a revision rather than a new program.) For #4 above, the campus might either seek the registration of the concentration as a new program, or the campus might seek the re-registration and revision of a generic program to include specific concentrations, e.g., revise generic English B.A. to include discrete concentrations in literature, writing, and communications.
|September 17, 2001||"I have a faculty member looking for guidelines that would inform him regarding the necessary differences between a Master of Arts degree program and a Master of Science degree program. Are there clear guidelines accessible from SED?"|
There is no regulatory difference between the Master of Arts (A.M.
or M.A.) and the Master of Science (M.S.) in New York State. In fact,
they are two of the oldest degrees in the State and have never been
defined. See especially §3.47(d) Graduate degrees, in the Rules of
the Board of Regents at http://www.highered.nysed.gov/ocue/regenrul.htm#Section
I understand, however, that among some faculty there is a preference to attach the M.S. to the science disciplines and the M.A. to the arts and letters. It is a faculty and campus prerogative.
Two of the four university centers, for example, offer masters level biology leading to the M.A., at another biology leads to an M.S., and at the fourth, it leads to either an M.A. or M.S. Masters level physics at the four centers leads to either the M.A. or M.S. at three campuses, and to an M.S. at one. There is evidently some distinction being made by faculty.
|September 10, 2001||"For well over a decade, our campus has indicated a students academic major (i.e., Chemistry, Bachelor of Science) on his or her baccalaureate diploma. What is the SUNY policy on the wording of diplomas?"|
The Universitys policy on the Standard Diploma Form is articulated
in Memorandum to Presidents, Vol. 73 No.
62. You will note that the policy applies to the State-operated
campuses and, due to the date of the document, the example contains
the Universitys former seal. It is generally understood that the
award title only (e.g., Bachelor of Science) is to be stated. However,
the practice varies by campus, with many including the program name
(e.g., Bachelor of Science in Chemistry). The policy is not specific
on this point and, therefore, the determination is left to the campus.
|September 4, 2001||"Whats the difference between a certificate and diploma? Is there a difference between Certificate and Diploma programs?"|
|KVA: There is no difference between a
certificate and a diploma. An institution may use either title certificate or
diploma for the award it grants upon completion of a program other than a degree.
The Commissioners Regulations §50.1(j) defines a certificate as "a
credential issued by an institution in recognition of the completion of a curriculum other
than one leading to a degree." There are no regulatory definitions for diploma,
advanced certificate, advanced diploma, or professional diploma, all of which are used by
colleges and universities in New York State. While many of us think of a diploma as the
sheepskin, some institutions see diploma programs as being more advanced than
certificate programs, so there is a progression from degree to certificate to diploma.
Some regard the progression as diploma to degree to certificate. The difference and
distinction are for the campus to define.
|August 27, 2001||"Does System Administration approve programs that have not been approved by campus faculty?"|
No. It is our expectation that a proposed curriculum has governance approval when it is
submitted to this office for review and approval. For community colleges we obtain the
date of the approval of the local board of trustees; for state-operated campuses we obtain
the date of approval by the campus governance body.
|August 20, 2001||"I just received the updated copy of the SED Inventory of Registered Programs and was thereby reminded that we had never submitted our list of 'corrections.' As you may know, our list contains quite a few programs that have long been dead and been treated by the college as, for all practical purposes, discontinued. Before I proceed, I want to review with you what would be the best approach to take. Should I send a letter explaining that we have reviewed (and assessed, of course) all of our deactivated programs and that we are requesting that the following list of programs be discontinued? If so, to whom should that letter go? "|
|KVA: Heres what I suggest for ease in processing:
|August 13, 2001||"I know that half the work for a B.S. degree must be in the liberal arts. Where is it written and is it half the total credit hours in the program?"|
It is the Rules of the Board of Regents that define the minimum
liberal arts content for each undergraduate degree in New York State.
See Section 3.50 "Registered Degrees" at http://www.highered.nysed.gov/ocue/rules.htm.
Here you will see the A.S., B.S., B.S. in Ed., B.S. in Med. Tech., B.S. in Nursing, and the B.S. in Phar. each require one half of the work in the liberal arts and sciences. The fraction represents the minimum amount and therefore for the B.S. it is one half of 120 or 60 credit hours.
|August 6, 2001||"We are about to submit a Program Announcement for three related programs: a certificate, an A.A.S. and an A.S., all in Leadership (ed.). We are planning to submit the proposal shortly and would like to do so in one document. Will this be a problem in the review of the programs?"|
It should not be a problem in the review of the proposal by the University
or SED if you are careful to address each issue for each
program in the documentation. For example, in addressing career objectives,
program goals and learning outcomes, projected enrollment, program impact,
etc., you will want to provide tripartite answers or be adroit in your
use of appendices. A "one-size-fits-all" generic reply will
not suffice, particularly under the new guidelines which request focused
and minimal information. Remember that while you have bundled the information
in one document, it represents separate proposals for three new programs,
not one program with three "options."
We ask that you be especially careful in addressing the transfer and articulation items for the proposed A.S. and provide specific information and concrete assurances.
The one possible drawback in packaging your proposals in this manner is that should we SUNY or SED need additional information or clarification on any one program, the entire set of proposals could be delayed.
|July 30, 2001||"I think you have a site that shows currently proposed program announcements. Can you tell me where it is? I understand that this site is not public, but it seems the information should be easier to find, perhaps with a link from the provost page, or a reference off of the program review page."|
The address is http://www.drs.suny.edu.
I note you are already listed as having access to
the DRS so you should have no problem. If you do have any difficulty,
see the advice at the conclusion of this update. For those readers without
DRS access, it can be obtained by asking your chief academic officer
to ask us to have you added you to our listing. We have also, as you
suggested, placed a link to the DRS on the Program
Review webpage. Thanks for the idea!
|July 23, 2001||"Sometime ago we submitted two Program Announcements for electronic publication by System Administration. To date, we have received no comments from any SUNY unit. How will the lack of response to a Program Announcement impact us as we proceed with the Program Proposal?"|
|KVA: You are correct in noting the absence of responses
to Program Announcements under the new Guidelines and under the new
process in which System Administration notifies campuses of Program
Announcements submitted. (See section below, "New Program Announcements.")
Under the 2001 Guidelines, a Program Announcement may be filed with us electronically or by surface mail. (We prefer electronically.) At the beginning of each week via this medium we notify all State University campuses of new Program Announcements received. We also remind campuses how to access the new announcements on the Document Retrieval System (DRS) and how to file substantive comments with the proposing campus and the University Provost. We too are finding that the Program Announcements under this process are engendering few responses from sister institutions.
Your question prompted us to review the process. I can assure you that the weekly Program Update is being delivered successfully to campuses, that your Program Announcements are posted on the DRS, and that they are being reviewed by other State University campuses. (I counted the hits).
This will affect your Program Proposal under the section entitled "Impact of the New Program" only in that you will want to describe the response (or absence thereof) to the Program Announcement. This should not indeed, has not affected our review of proposed programs under the 2001 Guidelines.
|July 16, 2001||"The new undergraduate program guidelines, under 'Impact of the New Program,' call for us to list similar programs at SUNY institutions and to include the enrollment. The guidelines refer us to a Web site we cant access. This information is needed for planning purposes as well as the program development guidelines. Is there an alternative means of acquiring this information?"|
|KVA: Yes. Go to: http://www.suny.edu/apis/
The Academic Program Information System (APIS) site was updated and moved to its permanent address above just as we issued the hardcopy of the 2001 Guidelines for the Submission of Undergraduate Academic Program Proposals. The address has always been listed correctly on the forms at the Program Review Web Page.
Use the APIS database in conjunction with SEDs on-line Inventory of Registered Programs at http://www.nysed.gov/heds/irpsl1.html for planning and program purposes.
|July 9, 2001||"Do you know if there is a policy or regulation, SUNY or SED, for course numbering, 200 level versus 300 or 400?"|
You would be surprised how often we are asked this. No, there is no State University
policy or State rule or regulation governing course numbering systems. There is, as you
have doubtless discovered, commonality in the practices, e.g., 300-400 denote
upper-division work, but there is no consistent protocol. In reviewing a program proposal,
I often refer to the colleges catalog to understand that institutions course
numbering practice. I do this most often for proposed curricula that guarantee transfer,
and when assessing the amount of upper-division coursework in the major.
|July 2, 2001||"We routinely submit program revisions. In a recent approval letter (from the Provost to the State Education Department) the program number we used in submitting the revision was changed from a four-digit to a five-digit number. Will you please advise on program numbers in submitting curricular revisions?"|
In any correspondence regarding program revisions it is best if you
use the SED program code number. This five-digit number is assigned
by SED upon registration of the curriculum and is unique to that program.
It allows us (and our SED colleagues) to identify quickly and accurately
the subject program.
Your campus, I note, is using the curriculum code from the "Application Viewbook" in submitting program revisions. While this is helpful, it does not fully identify the program. Let me describe the source of a curriculum code.
The Office of Enrollment Management at System Administration produces the annual "Application Viewbook." That office assigns a curriculum code to a registered program and adds the program to the Viewbook, thus opening the program for applications. All similar programs share a Viewbook curriculum code. As you know from the June 4 Ask Kate column, we do not advertise and admit students to un-registered programs. Therefore, the five-digit SED program code number is the ticket: it allows easy identification and gives legitimacy to a specific curriculum. You can find SED program code numbers on the on-line Inventory of Registered Programs at http://www.nysed.gov/heds/irpsl1.html.
|June 25, 2001||"Will you give us a quick reference point to check on the appropriate abbreviation for awards? For example, I often see B.T. but you say B.Tech. Is it an Associate in Applied Science or as Associate of Applied Science?"|
There is often confusion about degree names and abbreviations. The Bachelor
of Technology is a B.Tech. The Bachelor of Music is a Mus.B. The A.A.S.
is an Associate in Applied Science. The M.S.T. is a Master of Science
for Teachers. For the names and "corresponding symbols" of
degree awards in New York State, see the Rules of the Board
of Regents, §3.50.
|June 18, 2001||"Will you tell us the division of labor there at System offices for Program Review? Should I be directing all my program questions to you?"|
The Program Review and Planning Group here has specific
campus assignments by staff member, by campus. (As one of my assigned
campuses, feel free to send me your questions.) Among our responsibilities
is the on-going review of curriculum activity at all award levels in
all disciplines, including new programs, major revisions, title changes,
and deactivations and discontinuances. Other responsibilities include
curriculum development support, extension activity, academic policy
and related inquiries.
|June 11, 2001||"We want to revise several of our masters graduate programs two are professional licensure programs to add an option of seminar coursework as the capstone experience. Anything I need to know? Can these be fast-tracked?"|
Yes, provided you keep in mind the requirements in the Regulations of the Commissioner,
§52.2(c)(8), particularly the following: "The requirements for a masters
degree shall normally include at least one of the following: passing a comprehensive test,
writing a thesis based on independent research or completing an appropriate special
Your graduate programs currently require either a thesis or a comprehensive examination. You will need to make clear how the additional coursework represents a culminating experience and the intent of the Regulation, or you will need to make a case for each program requiring an exception. I must tell you that I have never seen a proposed masters program that did not include a thesis, a comprehensive exam, or a special project.
|June 4, 2001||"Whose policy is it and where is it written that campuses cannot advertise programs pending approval? We submitted a couple program proposals last week and want to put them in our catalog."|
This is an important question. Thank you.
We cannot support your listing in the college catalog or in any promotional material academic programs that are not registered and not listed on SEDs Inventory of Registered Programs. The following citations from the Regulations of the Commissioner apply to all higher education and proprietary institutions in New York State. (Underscoring of text is for emphasis.)
Part 52 Registration of Curricula
§ 52.1(a)(1-3): Registration is required for every curriculum creditable toward a degree offered by institutions of higher education; every curriculum leading to licensure in a profession; every curriculum for which registration is required by statute, the Rules of the Board of Regents, or any other section of these regulations...
§52.1(g): Each curriculum for which registration is required shall be registered before the institution may publicize its availability or recruit or enroll students in the curriculum.
Part 53 Information for Students and Prospective Students
§ 53.3(d)(1-2): A list of degree, certificate and diploma programs shall be provided. The list shall be consistent with the inventory of registered degree and certificate programs maintained by the Education Department. The list shall contain at least the official approved program title, degree and HEGIS code number, and shall be preceded by a statement that enrollment in other than registered or otherwise approved programs may jeopardize a students eligibility for certain student aid awards. Each degree, certificate or diploma program shall be described in terms of both prerequisites and requirements or completion.
Subpart 145-2 Educational Requirements for Awards and Loans
§145-2.3(a): The commissioner shall periodically provide each approved institution of postsecondary education in the State with a list of registered programs approved by the commissioner for purposes of general and academic performance awards in that institution, and such institution shall certify as attending approved programs of study only those students enrolled in programs included in such list Copies of all such lists of registered programs shall be provided to the president of the Higher Education Services Corporation for use in implementing the purposes of this section.
For further reading, see: Part 52, Part 53, and Subpart 145-2 at http://www.highered.nysed.gov/ocue/rules.htm.
|May 29, 2001||"Some time ago I spoke to you about students seeking second undergraduate degrees. We discussed the fact that policy states that a student cannot matriculate for a second degree in a program that is in the same area as his or her first degree. In recent years, we have seen an increasing number of students who want a second degree in a related field. Just now I have a drama grad from last year who wants to matriculate for a second BA in dance. What is current State University policy on this issue?"|
KVA: Recently questions regarding two degrees at the same level are asked quite frequently. In general the questions are: "Is there a policy on two degrees at the same level, and what is it?"
The State University Guidelines on Awarding of Two Degrees at the Same Level are outlined in Memorandum to Presidents, Vol. 86 No. 2, issued in March 1986. The guidelines are still valid and contain two key elements: 1) each campus shall have a defined, written policy on the matter, and 2) for the second degree, a significant amount of additional coursework should be completed in a program in a different field with different academic objectives. The determination of significant and different are, of course, in the judgment of the faculty and the campus. It is expected that each campus will develop its own degree of specificity in interpreting and applying the guidelines. The policy guidelines, like most State University policies, are not specific. Rather, they represent a broad policy framework for diverse campuses and a variety of degrees and degree levels.
|May 21, 2001||"Were rethinking our several computer science and information systems programs. The faculty believes that more than fine-tuning is needed and that perhaps the curricula should morph into another program or programs. However, they are not interested in going through the whole process of a Program Announcement and Program Proposal for "new" programs. The SED form (for revisions) in the Handbook for the Submission of Undergraduate Academic Program Proposals doesnt seem to cover the kind of curricular re-haul we have in mind. We agreed this was a question for Ask Kate."|
You are describing a change in program. It is more than a revision of
an existing curriculum in which the requirements for completion are
altered, but neither does it represent a change in campus mission or
a departure from existing authorization, expertise and resources. (We
often see requests for such changes in program as a result of advances
in technology and changes in professional standards.) We will process
such a request much as we would a revision. However, since it will result
in the approval (by the University) and registration (by the State Education
Department) of a new program(s), additional information may be
required. I suggest you use the guidelines for a curricular revision
outlined in my March
12, 2001 column and keep in mind the following several points:
|May 14, 2001||"We want to request an expedited review of a new bachelors program were submitting. If we cover it with the Expedited Review Request Form are we automatically entitled to the fast track?"|
|KVA: No. If you wish to request
an expedited review under the Guidelines
for the Submission of Undergraduate Academic Program Proposals,
be sure first of all to request a waiver of the requirement for external
review at the Program Announcement stage. For a bachelors program
proposal, you "will need to satisfy a set of conditions related
primarily to mature faculty governance structure and established practice.
A waiver will be considered for a campus that has degree authorization
at the baccalaureate level in the program proposal discipline and where:
Please note that the Guidelines also indicate that "Baccalaureate proposals that represent a change in, or extension to, campus mission which is not addressed in the Memorandum of Understanding, that are a significant academic departure for the campus, that call for new or experimental pedagogical formats or modes of delivery, or that lead to professional licensure or are designed to articulate with licensure programs will not be considered for a waiver of external review. Programs at any level where part of the instruction will be offered by a non-degree granting entity require external review."
You should know that Expedited Review Requests are given special attention here and that the proposal is placed at the top of the respective reviewers queue of proposed program activity. If you are submitting your proposal under the 1996 Guidelines and want to request "fast-track" treatment, please use the conditions listed under those guidelines, e.g., "Curriculum raises no issues of program duplication " Avoid the temptation to mix the 1996 and the 2001 procedures; that is, please do not put an Expedited Review Request Form on a proposal using the 1996 Guidelines.
|May 7, 2001||"We have several follow-up questions or perhaps they are misimpressions regarding program deactivation and discontinuance. We thought that deactivation was limited to three years after which you System Administration took down the program. Is this true? Is there any advantage to the campus, besides tidying records, in discontinuing programs that have been deactivated for three years or longer? Isnt it to our advantage to mothball deactivated programs indefinitely and retain the authorization?"|
|KVA: Misimpression 1: There is no sunset provision on
deactivated programs which automatically eliminates them after three years from the
colleges roster of approved programs and from State University (and SED) records.
The request for program elimination or discontinuance must come from the campus.
Misimpression 2: While I understand that there is precious little time for tidying and record keeping, we believe there is an important advantage in formally discontinuing programs that are no longer viable. Let me first state that it is our impression that campus program development and devolution are the result of ongoing institutional self-study and planning aimed at increasing the institutions effectiveness. The program deactivations and discontinuances we receive are often evidence of a colleges ability to plan, assess, and make difficult choices. If due process has determined that it is not in the best interest of the institution to continue to offer a Dance BFA (ed.) or Poultry Science AAS (ed.), there is no advantage to keeping its hollow authorization on the books. Conversely, there is strategic advantage in a solid record of on-going assessment, change, renewal, and continuous improvement.
Misimpression 3: A campus never loses authorization to offer a program in a discipline area or leading to a particular award. Should you decide, for example, to formally discontinue your Dance BFA (the colleges hypothetical sole program in the Fine & Applied Art HEGIS division and its sole BFA degree), the college retains authorization to offer programs in the Fine & Applied Arts and leading to the BFA degree. A future request to offer, for example, a Modern Dance BFA would be a matter of program registration only (not master plan amendment) and our focus here would be primarily on market and quality issues.
|April 30, 2001||"Were interested in revising and reactivating a previously deactivated program, Industrial Technology A.A.S. (ed.). We would like to revise the curriculum, use the same title, and reactivate it as soon as possible. Please advise regarding the form our request should take and on required justifications, etc. Thanks."|
KVA: I will address your question generally and then specifically. The guidelines for program deactivation and discontinuance are outlined in Memorandum to Presidents, Vol. 83 No. 11, Procedures for Deactivation and/or Discontinuance of Academic Programs.
Deactivation is the temporary suspension of admissions to a registered program. The period of deactivation is limited to three years; it cannot be deactivated indefinitely. Within the three-year period you must request reinstatement (usually with revisions) or discontinuance of the curriculum. Usually a reactivation request occurs within the three-year period and consists of documentation addressing the reason for deactivation (e.g., loss of faculty, lack of sustained enrollment) as well as revisions to the curriculum. It should be noted that the State Education Department does not recognize program deactivation. Discontinuance is the formal removal of the curriculum from the colleges roster of registered programs. After the discontinuance effective date, the college can no longer advertise, admit, or graduate students from the curriculum.
With respect to your specific situation, I am sorry to report that our records reveal the College discontinued, not deactivated, the Industrial Technology A.A.S. in September 1997. I must advise you to submit a new program proposal following the 2001 Guidelines for the Submission of Undergraduate Academic Program Proposals, outlined in Memorandum to Presidents, Vol. 01 No. 1. We can expedite your proposal here inasmuch as there is no issue with campus mission. Please do address forthrightly in the documentation the matter of market and student demand, as the reason for discontinuing the earlier program was evidently lack of student interest and enrollment.
|April 23, 2001||"The new 2001 Guidelines for the Submission of Undergraduate Academic Proposals in both the Program Announcement and the Program Proposal ask for the instructional location of the curriculum. I know this is tied to policies on off-campus instruction. What are the policies? (We want to start a certificate program at a remote location.)|
|KVA: There are
several policies pertaining to program approval and registration that apply here.
First, there is the Part 54 of the Regulations of the Commissioner (www.highered.nysed.gov/ocue/IndexRegs.html), based on the regulatory definition in Part 50.1. The implementation guidelines for Part 54 are contained in SEDs policy memo CEO 80-16, Implementation of New Regulations on Off-Campus Instruction, which "classifies all instruction offered for credit at a location other than the institutions principal center into four categories:" extension site, extension center, branch campus, and exceptions. The extension site, extension center and branch campus categories are defined by the amount of instruction offered at the off-campus location; the extension center and branch campus categories need various approvals before beginning operation. You should know that offering a complete program leading to a degree or a certificate at the off-campus location is considered a branch campus and requires approval by the Board of Regents as a master plan amendment. (This does not mean that its a bad idea or impossible, and there are exceptions for certain programs.)
There is also the State University policy outlined in Memorandum to Presidents, Vol. 88 No. 9, Restatement of Guidelines for the Administration of Credit-bearing Off-campus Instructional Activities. This policy is particularly noteworthy for the requirement of notification of planned off-campus credit-bearing activity to other State University institutions "in the geographic region."
Finally, in providing instructional services beyond the sponsorship area, community colleges should be sensitive to service area agreements.
You may want to consult us at an early stage on plans for an off-campus program to learn the parameters and process.
|April 16, 2001||"I have a question regarding the requirement that any course offered as part of a certificate program be linked to a degree program offered by the College. In the past we have started several programs as certificates only (ed: for example, Surgical Technology), then added the A.A.S. several years later. Given that the courses for the certificates were specific to those programs, no other degree program at the time would accept them as electives towards any degree. Do current regulations preclude program development in this manner, that is, first a stand-alone certificate, then a degree?"|
|KVA: Thank you for this question. I discussed this
with several State Education Department colleagues and we agree that
you might be interpreting the Regulations more narrowly than is necessary.
Try the following approach:
Is each course in the certificate program, in the determination of the faculty, credit worthy? (Yes.) Does the College in its registered degree programs have free, open, or general electives? (Yes.) Will the College accept the courses in the certificate as free, open or general electives in registered degree programs at the College? (Say yes.)
The Regulations do not preclude the development of credit-bearing certificate programs in any sequence, dimension, or discipline. SED relies significantly on the judgment of the faculty in determining the applicability of courses in a certificate to degree programs. We have all seen very specialized courses be applied to seemingly unrelated degree programs as free electives. I suggest that in a proposal for a stand-alone certificate program the College make every effort to identify several degree programs to which the certificate courses may be applied, even as free electives.
On the other hand, if the faculty feel strongly that specialized courses in a proposed certificate cannot be used as electives in a degree program because the courses represent applied knowledge, for example we will work with you on developing a statement of explanation in the proposal. If, however, in the judgment of the faculty, the certificate courses cannot be applied toward a degree program because they are not college-level work and are not credit worthy, we will advise on a non-credit certificate.
|April 9, 2001||"We just received a Program Announcement for a certificate program at a four-year college. Can four-year colleges offer certificates? Are there specific guidelines for certificate programs? Im confused."|
|KVA: Yes, baccalaureate
institutions may offer programs leading to an undergraduate certificate. No, there are no
guidelines on the content of certificates. There are the following Regulations of the Commissioner to
The policy and working interpretation of the above Regulations prompts the one salient feature of a certificate: that each course involved must be applicable to a registered degree program at the institution, at least as an elective. Undergraduate certificates show a great variation in the number of credits required. Most lead to twenty-four credits or more for TAP eligibility. Most are designed and offered for a particular clientele and/or for a particular purpose. Most are offered by the two-year colleges to meet a local or immediate need; many are short-lived. Certificate programs currently offered by baccalaureate campuses are primarily advanced or graduate certificates, though several offer undergraduate certificates to serve a local need not being met by a two-year college.
|April 2, 2001||"Recently we requested and received from you a list of academic program activity our campus has pending in the Program Review and Planning office. This was very helpful given recent changes in administration on our campus and our renewed commitment to strategic planning. However, the list you provided includes Program Announcements and Program Proposals identified as 'expired.' What does this mean and how will the 'expired' status of the program affect us?"|
|KVA: You are asking for inside information and
Im pleased to provide it! We maintain a database of all proposed academic program
activity in the University since 1989. It is used by all of us here engaged in program
review, mission review, campus visits, accreditation team liaison visits, as well as
forming the basis for special reports for the System, a campus, a sector, or a particular
All program entries carry a status code indicating their place or stage in the review process, e.g., Program Announcement (PA) or Program Proposal (PP). Internally we use the term "expire" to indicate a program record on which there has been no activity for at least one year. In other words, we will expire a Program Announcement for Poultry Science A.A. if no Program Proposal is received within a year of the PAs receipt. We also expire Program Proposals when a year has elapsed since we wrote the campus for further information and received no reply. This is consistent with the 2001 SUNY Guidelines, which state:
The internal effect of expired status is that the program record no longer appears on this offices operational lists of "active proposals." The effect on the campus should be minimal. The program record has expired; the program idea stands. If, in fact, the campus is aware that submission of a full Program Proposal will be delayed and a year may elapse, we ask that you seek an extension and provide an explanation. We will decline to extend the timeline of a Program Announcement or Letter of Intent in circumstances where a significant period of time has elapsed, where there were competition concerns from other institutions, and/or when market conditions for the program have changed. In such cases, we will ask that your redistribute the program idea as a new Program Announcement or Letter of Intent.
Let me add that the information on the database is available to you. Send us a specific request and well provide the information electronically. We plan to make the database accessible and searchable by campuses in the future.
|March 26, 2001||"You said that all changes in teacher education programs are considered major and must be approved by the State University and the State Education Department before implementation. We have a joint teacher education program. Do both colleges have to approve the changes?"|
|KVA: Yes, absolutely. Jointly registered or
multiple-institution programs are co-owned. Ideally the letter requesting changes should
come from both campuses, just as the formal request to initiate the program did.
There are many models of jointly registered programs, though the term is most commonly used to describe the arrangement between a two-year and a four-year college collaborating in an associate/baccalaureate degree curriculum leading to New York State teacher certification. These are, in my view, exquisite programs. They are characterized by a high degree of interdependence between the two institutions, their faculty, and resources toward a mutually beneficial goal. They are co-developed, co-offered, and co-assessed. Thirteen State University community colleges are involved in joint teacher preparation programs with nine senior colleges, including three independent institutions.
Right now, as co-owner of a joint elementary education curriculum, you know that all teacher preparation programs are being revised to meet the new standards for preparing classroom teachers adopted by Board of Regents in 1999. These programs including the joint curricula are important to the University and to the State in addressing the current and projected teacher shortage. We depend on your continued commitment.
|March 19, 2001||"What are the guidelines for the revision of an existing program? I am particularly interested in the minimum information my campus needs to provide in order to obtain the necessary approvals."|
|KVA: As I indicated last week, the Regulations of the Commissioner of
Education §52.1(h) require new registration of a major change in an existing
program. This requires that the following information be provided under the signature of
the campus president or chief academic officer, and addressed to the Provost of the
This outline can be used for title changes as well as curricular content changes. It will satisfy the requirements of the State Education Department for programs registered as general purpose as well as those leading to teacher certification or professional licensure.
|March 12, 2001||"This one is simple, but I need to hear it from the expert. What is the percentage change in a curriculum that would require a review from your office, and how is it computed? Is it figured on the proposed number of courses vis-à-vis the current number of courses? (Somewhere, weve picked up the number of 25% as being equivalent to a major change.) Can you clarify this for me? Thanks."|
|KVA: Knowing when to inform the University and SED of
modifications in existing programs is more visceral than a calculation of percentage. Let
The Regulations of the Commissioner of Education §52.1(h) state: "New registration shall be required for any existing curriculum in which major changes are made that affect its title, focus, design, requirements for completion, or mode of delivery." (If this language sounds familiar to you, it should. It is contained in every SED registration letter for a new program.)
Your good judgment is required in the interpretation of what is considered a major change, particularly in the "requirements for completion." Lets say, for example, in Engineering Science A.S., you propose to change the requirement of Calculus I, II, and III to 9 credit hours of undesignated math electives. Is this a major change? Yes. Do you submit it as a revision of an existing program to SUNY and SED for review? Absolutely. Why? Because this program (with Calculus I, II, and III) subscribes to the uniform arrangement of engineering science curricula with the accredited engineering schools in New York State and, as such, guarantees admission with junior standing to the engineering colleges. With only a small percentage change in the total curriculum you have significantly altered the content, intent, and success of the program and your students.
The SED guidelines attempt to define major change for us. See our Handbook for the Submission of Undergraduate Program Proposals, where SED lists, "A change of 15 or more required (non-elective) credits in an undergraduate degree program (e.g., adding a track or option)." We understand from our SED colleagues that this applies to baccalaureate degree programs registered for general purposes. I find this figure helpful, but cannot recommend it as your single guide. Use your judgment and keep the following in mind:
With your permission (and patience), I would like to expand on this next week and share with you our guidelines for filing a revision.
|March 5, 2001||"We recently received a January 31, 2001 memorandum addressed to Chief Academic Officers from the Deputy Commissioner of the State Education Departments Office of Quality Assurance, enclosing a copy of SEDs revised Program Registration Procedures. Use of the SED forms according to the document will allow "efficient, timely, and consistent review and action on proposals" by SED. How does this relate to the new SUNY process and the 2001 Guidelines? Which guidelines do we use?"|
|KVA: Thank you for asking. I have had several inquiries on this
State University of New York campuses, by prior agreement with State Education Department officials, use the State University procedures. Our new guidelines, outlined in Memorandum to Presidents, Vol. 01 No.1 (issued on January 3, 2001), were developed in cooperation with SED. A thoughtful preparation of materials under the SUNY 2001 Guidelines will meet SEDs revised requirements and will assure you of the same efficient, timely, and consistent response (if not better).
You will note that both the SED and SUNY procedures rely significantly on the use of forms and tables to provide the necessary information in an easy-to-read format, and that SED now requires external reviews of several categories of programs, consistent with the new SUNY guidelines. Let me also point out that the 2001 Handbook incorporates the information and documents covered in the SED procedures, e.g., "Key Standards in the Regulations," "Format Definitions," etc. You should find what you need there. If not, unlike the SED procedures, you are always welcome to ask Kate.
|February 26, 2001||"Last week you convinced me of the need to suggest a HEGIS code number for a proposed program. How do I go about finding an appropriate HEGIS descriptor for a curriculum? Where can I find a list of the code numbers?"|
We have added a new appendix to the on-line version of the Handbook for the Submission of
Undergraduate Academic Program Proposals. (See Appendix U in any of the file formats
listed below.) Remember that HEGIS is a dated taxonomy. You will find that for
cross-disciplinary programs, such as geographic information systems technology, there will
be several possible choices. You and the faculty are the best judges in determining a
HEGIS code that accurately represents the curriculum content.
Go to HEGISCodes.pdf, which is keyword searchable.
|February 20, 2001||"In submitting a Program Announcement or Program Proposal, is it necessary for us to fill in the proposed HEGIS code number? Isnt this something you can do?"|
The advantages of your suggesting a HEGIS number are several.
Heres more than you want to know about HEGIS: It stands for Higher Education General Information Survey, a federal education classification system developed in the late 60s and since, functionally replaced for IR purposes by Classification of Instructional Programs (CIP) codes. However, in New York State, policies and protocols originating in the early 70s for triggering a master plan amendment or change in mission use HEGIS codes and are still in force.
Advantage 1: In addition to the title, the proposed HEGIS code (required in the cover to your Program Announcement and Program Proposal) serves to help identify the proposed curriculum. The HEGIS code should accurately represent the curriculum content. Consider, for example, that a baccalaureate program entitled Natural Food Technology could be classified as HEGIS #1306 (Home Ec: Foods & Nutrition), or #0113 (Ag: Food Science & Technology), or #0925 (Engineering Technologies).
Advantage 2: Your thoughtful selection of a HEGIS number reflecting the curriculum content will guide you in the preparation of the full Program Proposal. See the Handbook, Appendices D and H, to determine if the proposed program with a certain HEGIS number requires a master plan amendment and, therefore, additional documentation. (Despite the natural temptation, you should avoid misrepresenting the HEGIS descriptor to escape a master plan amendment.)
Advantage 3: The use of an appropriate HEGIS number at the Program Announcement stage allows us to advise you immediately on special circumstances, such as a master plan amendment.
|February 12, 2001||"Kate, in our discussions about title changes and program revisions, you often mention the need to call the program by its registered title and to use the SED program code number. How do I know the registered title and number? (The last SED Inventory of Registered Programs your office sent was December 1999.)"|
Great question! Go to http://www.nysed.gov/heds/irpsl1.html.
The State Education Department updates its database of registered programs daily, so this
is a convenient way to check the status of a program you know is pending registration. When we cant identify the programs in requests to change,
merge or discontinue programs, it makes it difficult to respond in a timely way (much
|"We're ready to submit the Program Proposal. The Program Announcement is almost a year old. Do we have to use the new guidelines?"|
No. Program Announcements and Program Proposals begun
under the 1996 procedures remain governed by that process. However,
if you have not already assembled and copied the syllabi and faculty
vitae (called for in Sections V.1 & 2 of the 1996 Guidelines), consider
using the forms provided in the 2001 Guidelines see
especially Appendix B for the Curriculum table (page 13) and the Faculty
table (page 15). Use of these new forms has real advantages for the
campus, e.g., they are simpler to use and will reduce paper and mailing
costs and lessen the time needed for preparation... not to mention facilitate
a more focused review by your colleagues here and at SED.