Agenda, Meeting of the Utah State Board of Regents, August 18-19, 2005.

Agenda, Meeting of the Utah State Board of Regents. The Gateway, Salt Lake City, Utah. August 18-19, 2005.

AGENDA BOARD OF REGENTS MEETING August 18-19, 2005 BOARD OF REGENTS MEETINGS SALT LAKE CITY, UTAH AUGUST 2005 12:00 - 4:00 p.m 7:00 p.m. AGENDA Thursday, August 18 MEETING OF REGENTS, PRESIDENTS, TRUSTEE CHAIRS/VICE CHAIRS AND AUDIT COMMITTEE CHAIRS Governor's Mansion)_______________________________________________ RECOGNITION DINNER Board of Regents' Offices (by invitation)__________ Friday, August 19 REGULAR BOARD OF REGENTS MEETING (Board of Regents' Offices)________________ 8:30 a.m. - 9:00 a.m. COMMITTEE OF THE WHOLE 5th Floor Board Room 1. Welcome and overview - Chair Karras 2. Administration of Oath of Office to New Regents 3. Election of Vice Chair 4. Committee Assignments - Chair Karras 9:00 a.m. 11:00 a.m. MEETINGS OF BOARD COMMITTEES 2 Proarams Committee Chair - Regent James S. Jardine 4th Floor Executive Conference Room ACTION: 1. Weber State University - Associate of Science Degree in Health Sciences Tab A 2. Southern Utah University - Mission Statement Tab B 3. Snow College - Associate of Applied Science Degree in Traditional Building Skills Tab C 4. Proposed Policy R470, General Education, Course Numbering, Lower-Division Pre-Major Tab D Requirements, Transfer of Credits, and Credit by Examination CONSENT: 5. Utah Valley State College - Center for Digital Design and Development Tab E INFORMATION: 6. Information Calendar, Programs Committee Tab F A. University of Utah - Human Factors Certificate in the Department of Psychology B. Utah State University i. Creative Writing Emphasis ii. School of the Arts iii. Computational Engineering Emphasis C. Utah Valley State College i. Religious Studies Minor ii. Online Bachelor of Science Degree in Public Emergency Services Management iii. Restructuring of School of Computer Sciences and Engineering Technology and the School of Technology, Trades and Industry 7. Institutional Program Reviews Tab G A. University of Utah B. Weber State University C. Salt Lake Community 8. Utah State University - Doctoral Program in Audiology Third-year Report Tab H 9. Southern Utah University - Athletic Training Third-year Report Tab I 10. Utah Valley State College/Weber State University - Bachelor of Applied Technology Report Tab J 3 Finance, Facilities and Accountability Committee Chair - Regent Jerry C. Atkin 5th Floor Board Room ACTION: 1. USHE - Proposed Revisions to Policy R205, Presidential Appointment, Term of Office, and Tab K Compensation and Benefits, and Policy R207, Institutional Residences for Colleges and Universities in the Utah System of Higher Education 2. USHE - Long-term Enrollment Projections Tab L 3. University of Utah - Non-State Funded Capital Development Project, Student Recreation Center Tab M 4. University of Utah - Purchase of Research Building in Delta, Utah Tab N 5. Utah State University - Property Purchase for Uintah Basin Campus Tab O 6. Weber State University - Authorizing Resolution, Student Facilities Revenue Bonds (Shepard Tab P Union Building), Series 2005 CONSENT: 7. Consent Calendar, Finance Committee: Tab Q A. USHE - 2005-2006 Budget Implementation Reports B. USHE - 2005-2006 Appropriated Operating Budgets C. USHE - Spring Semester and End-of-term Enrollment Reports D. UofU and USU - Capital Facilities Delegation Reports E. Southern Utah University - Property Sale of Residential Lots INFORMATION/DISCUSSION: 8. USHE - Preview List, 2006-2007 Capital Development Projects Tab R 9. USHE - Follow-up Report on Opportunities to Combine Bond Issues Tab S 10. USHE - Annual Report on Research Grant Awards Tab T 11:00 a.m. - 12:00 noon REGULAR BOARD MEETING 5th Floor Board Room 1. Strategic Directions for Utah Higher Education Tab U 2. Reports of Board Committees Programs Committee, Tabs A - J Finance Committee, Tabs K - T 3. General Consent Calendar Tab V 4. UESP Settlement Agreement Tab W 5. Report of the Commissioner 6. Report of the Chair 12:00 noon REGENTS' GROUP AND INDIVIDUAL PHOTOS Library and Board Room 4 LUNCH Projected times for the various meetings are estimates only. The Board Chair retains the right to take action on either day. In compliance with the Americans with Disabilities Act, individuals needing special accommodations (including auxiliary communicative aids and services) during this meeting should notify ADA Coordinator, 60 South 400 West, Salt Lake City, UT 84180 (801-321-7124), at least three working days prior to the meeting. TDD # 801-321-7130. Memorandum August 8, 2005 State Board of Regents Richard E. Kendell Weber State University - Associate of Science Degree in Health Sciences - Action Item Issue Weber State University (WSU) requests authorization to offer an Associate of Science Degree in Health Sciences (ASHS). The proposed degree was approved by the WSU Board of Trustees on June 14, 2005. The proposal was reviewed by the Regent's Program Review Committee on August 1, 2005 and recommended for the abbreviated track. If approved the proposed program will be available Fall Semester 2005. Background The Proposed ASHS Degree will serve as a preparatory associate degree for other WSU baccalaureate degrees and will expand students' options for related health care employment as Healthcare Business Office Manager, Healthcare Technical Writer, Eldercare Health Specialist, Medical Secretary, Healthy Lifestyle Coach, Pharmaceutical or Medical Equipment Sales, and Medical Social Worker (Appendix I has a more extensive list of related health care career paths that build upon the ASHS degree). Students who complete the ASHS degree will also satisfy course pre-requisites for a wide variety of health professions programs currently housed in the WSU Dumke College of Health Profession (DCHP): Dental Hygiene, Nursing, Radiologic Sciences, Respiratory Therapy, Clinical Laboratory Sciences, Health Information Systems, and Health Administration. Finally, the ASHS degree will also serve as a transfer associate degree for students who go to other USHE institutions to earn baccalaureate degrees. TO: FROM: SUBJECT: Policy Issues The proposed AS Degree in Health Sciences has been reviewed by the USHE institutions. No USHE institution expressed concerns about this proposal being approved. Commissioner's Recommendation The Commissioner recommends that the Regents approve the Request from Weber State University to offer an Associate of Science Degree in Health Sciences, Spring Semester, 2006. Richard E. Kendell, Commissioner REK/GW Attachment 2 Academic, Applied Technology and Student Success Committee Action Item Request to Offer an Associate of Science Degree In Health Sciences Beginning Fall 2005 Weber State University Prepared for Richard E. Kendell By Gary Wixom August 8, 2005 SECTION I: The Request Weber State University (WSU) requests authorization to offer an Associate of Science Degree in Health Sciences (ASHS). The proposed degree was approved by the WSU Board of Trustees on June 14, 2005. SECTION II: Program Description The ASHS is a 60 credit degree program which includes 40 credits of general education and 20 credits of Health Sciences courses. All of these courses are already in existence and have been taught for many years at WSU. Associate of Science in Health Sciences Degree An overall GPA of 2.5 or higher is required, and a course grade of "C" or higher is required for all Health Sciences (Hthsci) courses. Students must meet with an advisor to be certain the courses they complete will satisfy program pre-requisites. General Education: 40 cr total • English Composition - 6 cr • American Institutions - 3 cr • Quantitative Literacy - 3 cr • Computer & Information Lit. - 4 cr • Creative Arts/Humanities (Comm 1020 or 2110, 6 additional cr) 9 cr • Life/Physical Sciences (Chem 1010, Nutr 1020, Micr 1113) 9 cr • Social Sciences (Psych 1010, Soc 1010) - 6 cr Health Sciences: 20 cr total • Hthsci 1101(Medical Terminology) - 2 cr • Hthsci 1110/1111(Bio Medical Core) - 8 cr OR Zool 2100 (Human Anatomy) and Zool 2220 (Human Physiology) OR Hthsci 1105/1106 (Technology- A&P) • Hthsci 2230 (Intro to Pathophysiology) - 3 cr • Hthsci 2231(Pathophysiology Lab) - 1 cr • Minimum of 6 cr from the following: Hthsci 1120 (Case Studies in Health Sc)-- 2 cr Hthsci 1108 (Biocalculations for Health Prof.)-5cr Hthsci 1130 (Common Medicines) - 3 cr Hthsci 2240 (Introduction to Pharmacology) - 3 cr Purpose of Degree Students who complete the ASHS degree will also satisfy course pre-requisites for a wide variety of health professions programs currently housed in the WSU Dumke College of Health Profession (DCHP): Dental Hygiene, Nursing, Radiologic Sciences, Respiratory Therapy, Clinical Laboratory Sciences, Health Information Systems, and Health Administration. The ASHS degree will also serve as a preparatory associate degree for other WSU baccalaureate degrees and will expand students' options for related health care employment as Healthcare Business Office Manager, Healthcare Technical Writer, Eldercare Health Specialist, Medical Secretary, Healthy Lifestyle Coach, Pharmaceutical or Medical Equipment Sales, and Medical Social Worker (Appendix I has a more extensive list of related health care career paths that build upon the ASHS degree). Finally, the ASHS degree will also serve as a transfer associate degree for students who go to other USHE institutions to earn baccalaureate degrees. 2 Institutional Readiness Regents' policy R312 indicates that the mission of WSU is "to transmit knowledge and skills primarily through undergraduate programs at the associate and baccalaureate levels, including applied technology education programs ...The institution offers certificates, diplomas, general education, associate degrees and awards in applied technology education, (and) baccalaureate degree programs including those built upon associate degree programs......Within the organization of the institution the comprehensive community college function is identifiable, supported through programs, services, and specific administrative responsibility, and includes transfer education ....". To fulfill this mission, WSU and the DCHP have a strong focus upon career-ladder programs where students are able to complete one-year certificate, two-year associate degree, and four-year baccalaureate degree programs within the same or closely-related disciplines. The proposed ASHS degree will serve as another "rung" in the array of existing WSU DCHP career-ladder programs, programs with national reputations for excellence. This proposed degree is an excellent fit under the R312 description for WSU. Faculty Since the Health Sciences Department serves the entire Dumke College of Health Professions by teaching the prerequisite courses for all of the DCHP programs, the faculty members come from diverse health science backgrounds. There are two faculty members with a clinical laboratory science background, a respiratory therapist, a dentist and a medical doctor. In addition there is a faculty member with a PhD in endrocrinology and physiology from the University of Pittsburgh. (Appendix II for a complete list of faculty) Staff The DCHP Division of College Services includes the Health Sciences Department, the DCHP Admissions/Advisement office and a career counselor. The Division is managed by Marie Kotter, former WSU Vice President for Student Services. The director of the Admissions/Advisement office has a MEd in higher education administration. There are two full time advisors with bachelor degrees in psychology. A new advising position was just approved and filled for the 2005-06 year. The career counselor has a MEd in Educational Counseling Psychology and a post master's certificate in art therapy. In addition there are two full time secretaries. No additional staff will be required to implement the proposed program. Library and Information Resources The WSU Stewart Library provides a broad range of information resources and services on both the Ogden and Davis campuses. Collections include print, electronic and audio-visual resources as well as an increasingly large number of electronic databases. Day, evening and weekend hours are maintained to accommodate patron needs at both campuses. Off-campus access to resources and services is available 24/7 through the library's website, library.weber.edu. During 2004-5, visitors to the 3 library's web-site numbered more than 1,600,000, a 7% increase over the previous year. The use of the electronic reserve system increased 12%. To ensure that the online and on-site collection resources are relevant to curricular needs, a subject matter expert librarian is assigned to each college. These subject librarians are responsible for consulting regularly with assigned faculty and students to assess instructional and research needs and to collaborate with faculty in developing the collection. This is particularly important for the DCHP programs and the Health Science department. Students are learning to write their first subject matter specific papers in the health sciences prerequisite courses. Admission Requirements Students must be admitted to Weber State University and declare a program of study in the DCHP Admissions/Advisement office. There are no special admissions or application requirements for this degree. However, the degree requirements fulfill pre-requisites for all other professional programs in DCHP in addition to meeting the general Associate of Science General Education requirements. Student Advisement All majors in Health Sciences will be required to meet with an advisor on a regular basis to plan out their academic career. This will be critical to insure that the professional program admissions requirements, the general education requirements and the Health Sciences degree requirements are completed concurrently to enable students to complete all the requirements in a two year time period. The advising staff will continue to provide admissions advising for all of the DCHP professional programs. In this advising process, students will also be informed on the degree requirements for the new Associate of Science Degree in Health Sciences. If students are interested in the degree in addition to one of the professional programs, they will be able to complete all the requirements for both in a two year time period. In addition to providing career counseling for current DCHP graduates, the career counselor will work with Health Science graduates, who are not admitted to DCHP programs to identify and implement new career goals. Justification for Number of Credits The proposed Degree in Health Sciences requires 60 credit hours, falling within USHE guidelines. Projected Enrollment In a 2004-05 survey of 348 students enrolled in Health Sciences pre-requisite classes, 228 students (66%) said they would be interested in the ASHS degree, and the remainder said they were not sure or they did not want the degree (24% and 10%, respectively). Given the competitive application process for DCHP programs that results from high student demand for the limited number of available spaces, the ASHS degree will be of great value to students. 4 SECTION III: Need Program Need Weber State University has a strong focus on career-ladder programs where students complete a one-year certificate, a two-year associate degree, and then a four-year baccalaureate degree. The proposed degree, an Associate of Science in Health Sciences will provide that career-ladder for students in a variety of health related areas. The proposed degree will expand students options for related health care employment. Labor Market Demand The Utah Department of Workforce Services report on Utah Job Trends predicts that four of the eight fastest growing Utah occupations are in health care. Health care is a broad employment category and includes both clinical health care practitioners (nurses, respiratory therapists, radiologic technicians, dental hygienists, etc) and those who work in related health care fields (management, communication, public relations, sales, equipment repair, etc). In the health care practitioner category, it is predicted that there will be nearly 2,400 open jobs each year in Utah from 2002 to 2012. These open positions, along with available jobs in related health care fields, are predicted to account for at least 10 % of the job growth in Utah. Utah data are consistent with the national demand for health care industry employees. According to U.S. Bureau of Labor Statistics, from 2002 to 2012, 14% of new jobs will be in health care. These new jobs include licensed health care practitioners, as well as non-practitioner related health care employment in clinics, doctors' offices, research institutions, and medical supply companies. There is strong market demand in Utah and nationally for health care employment. Student Demand Potential student demand for the degree emerged from recent DCHP strategic planning discussions which focused on how to better assist students who apply for WSU health care programs. Most of these programs require students to complete a minimum of two semesters of pre-requisite courses as part of the application process. Applications are judged against multiple criteria, including pre-requisite course grades, other college degrees held by the applicant, and whether or not the student is a reapplicant. Students who apply or reapply for DHCP programs are provided with information on the process and criteria by the two professional advisors and one staff member of the DCHP Office of Admissions Advisement. In 2004-05, 2,037 applicants applied for approximately 930 openings in the DCHP health care programs. Because of the high student demand for these programs and the limited number of available spaces, more than half of those who apply are unsuccessful. Since many unsuccessful applicants are strongly focused on the goal of obtaining health care employment, approximately half of them reapply for admissions. Reapplicants are rated more positively if they have already earned a college degree. Reapplicants who are unsuccessful are better served if they have earned a degree 5 that has prepared them for related health care employment because they are able to continue to make progress toward achieving their goal of health care employment, even if this employment is in a related area and not as a clinical practitioner. Thus, the proposed ASHS degree will meet the needs of several categories of students: those who initially apply for and are accepted into DCHP programs, those who are successful reapplicants, and those who are unsuccessful in either their initial application or subsequent reapplications. Similar Programs There are currently no other associate degree health science programs in the USHE system that are similar to this ASHS degree. There are similar programs outside of Utah, including an Associate of Applied Science in Health Science at the University of Alaska-Southeast (Juneau, Sitka and Ketchikan, AK campuses), Associate of Science in Health Sciences at Drexel University (Philadelphia, PA), and a degree designed for students planning to transfer into Allied Health Programs at Merced Community College called Associate in Arts Degree in Health Sciences (Merced, CA). Collaboration with and Impact on Other USHE Institutions The proposed program has been reviewed by the other USHE institutions. No institution expressed concern about the proposed program being approved. Consistency with Institutional Mission Regents' policy R312 indicates that the mission of WSU is "to transmit knowledge and skills primarily through undergraduate programs at the associate and baccalaureate levels, including applied technology education programs ...The institution offers certificates, diplomas, general education, associate degrees and awards in applied technology education, (and) baccalaureate degree programs including those built upon associate degree programs......Within the organization of the institution the comprehensive community college function is identifiable, supported through programs, services, and specific administrative responsibility, and includes transfer education ....". To fulfill this mission, WSU and the DCHP have a strong focus upon career-ladder programs where students are able to complete one-year certificate, two-year associate degree, and four-year baccalaureate degree programs within the same or closely-related disciplines. The proposed ASHS degree will serve as another "rung" in the array of existing WSU DCHP career-ladder programs, programs with national reputations for excellence. This proposed degree is an excellent fit under the R312 description for WSU. 6 SECTION IV: Program and Student Assessment Program Assessment Expected Standards of Performance Program Assessment. Since this degree is designed to meet student needs as they prepare to apply for various DCHP professional programs, program assessment will be driven by measuring student success. Comparisons will be run between previous applicant pools in areas such as program admittance, completion and graduation. Student drop out rates will also be measured every year. Graduates will be tracked to determine job placement, completion of advanced degrees and other success indicators. In addition, student satisfaction with the advising and learning processes and degree outcomes will be measured regularly. (See Appendix III for Complete Program Assessment Plan) The degree is predicated on the premise that regardless of whether or not an individual student is admitted to a WSU health profession program both the university's and the student' s success will be enhanced by the completion of a degree. Since this degree will be a health sciences degree, students who transfer to another institution or to another career area will have completed all their general education requirements and can apply their health science knowledge to a new discipline. For example, a graduate, who uses the degree to transfer to technical sales to obtain a bachelor's degree, should be more successful in obtaining a technical sales position in the health area. The standard of performance for the program will be to increase the current number of applicants who receive an associate degree, and more specifically, the health sciences degree. Given the retention research, working on a specific degree should also increase retention rates. Student Assessment. Student graduation rates, program admittance and job placements will all be tracked. Given that several programs give extra points for completed degrees, admittance to these programs for health science graduates should be higher than the general applicant pool. For those students not accepted into a DCHP program, transfers to another discipline and related job placements, should also increase. Continued Quality Improvement. In addition to the student success measurements mentioned in previous sections, student satisfaction with the curriculum, advising, career counseling and learning support provided by the Division of College Services will be regularly measured. Once baseline data is obtained this will be used to monitor all the services provided by the division. In addition to student satisfaction measures feedback will be obtained from programs who accept health sciences graduates and transfer colleges and universities who accept health sciences graduates. SECTION V: Finance Budget No new or reallocated funding will be required to implement the proposed ASHS degree because all the required courses have been and will be taught by existing WSU faculty and because students will be advised on this degree by existing DCHP advising staff. In fact, if this proposed degree meets the 7 criteria for Career and Technical Education (CTE) Perkins funding, there could be an increase in WSU revenue as a result of implementing the ASHS degree. The following table provides a projected five-year budget for the Division of College Services which includes the both the DCHP Office of Admissions Advisement and the Health Sciences Department. Budget Categories 2005-06 2006-07 2007-08 2008-09 2009-10 Contract Salaries $464,745 $483,335 $502,668 $522,775 $543,686 Benefits $186,452 $189,268 $196,839 $204,519 $212,700 Current Expense/Travel/Capital (E&G funds, lab fees, application fees) $49,035 $50,996 $53,035 $55,156 $57,362 8 APPENDIX I Possible related health care employment for ASHS graduates who pursue baccalaureate degrees at WSU; compiled by Jan St. Clair, dChP Career Counselor, May 12, 2005 Accounting - Health Care Accountant Art - Art Therapist, Medical Illustrator, Medical Arts Specialist, Medical Video Producer, Healthcare Advertising Designer Automotive - Automotive Safety Designer Bilingual Education - Bilingual Health Educator Business - Healthcare Business Office Manager, Nursing Home Owner, Health Service Company Owner, Medical Products, Manufacturer, Healthcare Product Sales Small Business Owner, International Health Policy Administrator Child Development - Healthcare Child Life Specialist, Play Therapist Communication - Healthcare Public Relations Specialist, Health Network Broadcaster/Producer, Health Journalist Computer Design - Medical Supply Designer, Medical Advertising Computer & Electronics Engineering Technology -Computer Designer for Disabled Computer Science - Medical Webpage Designer Construction Management Technology - Construction Safety Designer Dance - Dance Therapist Design Graphics Engineering Technology - Healthcare Product Advertising Designer Early Childhood - Children's Health Specialist Elementary Education - Child Health Educator Economics - Healthcare Business Economist English - Healthcare Technical Writer, Health Novelist, Writing Therapist Geography - Global Health Specialist/Researcher Family Studies - Family Health Specialist/Researcher Fashion Merchandising - Healthcare Uniform Fashion Designer, Uniform Sales Rep, Prosthetic Fashion Design/Sales Foreign Language - International Healthcare Worker, International Healthcare Interpreter Geology - Healthcare Mineral Specialist/Researcher Gerontology - Eldercare Health Specialist History - Healthcare Historian Human Performance - Post-operative Fitness Trainer, Geriatric Fitness Trainer, Pregnancy Fitness Trainer, Preventative Health Specialist Human Resources - Corporate Health Educator Interior Design - Interior Designer for Hospitals/Clinics/Doctors, Healthcare Furniture Designer Lifestyle Management - Healthy Lifestyle Manager Manufacturing Engineering Technology - Medical Products Process Control Engineer Marketing - Medical Products Marketer Mechanical Engineering Technology - Medical Products Design Engineer Music - Music Therapist Office Technologies - Medical Secretary Photography - Medical Illustration Photographer 9 Physical Education Teaching/Coaching - Healthy Lifestyle Coach Physics - BioMedical Technician Assistant Psychology - Hospital Psychology Technician Social Work - Medical Social Worker Sociology - Health-related Career Researcher Special Education - Hygiene Educator Technical Sales - Pharmaceutical Sales, Medical Supply/Equipment/Service Sales, Healthcare Recruiter, Healthcare Event Planner, Healthcare Customer Service Manager Theater Arts - Drama Therapist 10 APPENDIX II Department of Health Sciences Faculty Georgine Bills, RRT; BS Respiratory Therapy WSU 1985, MBA University of Utah 1991 - Professor Kraig Chugg, MT (ASCP); BS Clinical Laboratory Sciences WSU 1995, MS Utah State University 1999 - Assistant Professor Curtis DeFriez, MD; BS Brigham Young University 1979; MD University of Utah 1983 - Assistant Professor G. Craig Gundy, BS, MS, PhD University of Pittsburgh 1969, 1972, 1974 - Professor Marie Kotter, MT (ASCP); BS, MS, PhD University of Utah 1968, 1973, 1979 - Professor Robert C. Soderberg, DDS; BS, MS University of Utah 1952, 1972; DDS University of Washington 1963 - Associate Professor 11 Appendix III Mission Statement The Mission of the Dumke College of Health Professions Division of College Services is to provide academic programs, foundation support courses, learning resources and program admission and career counseling advising and career services to students applying for admission into any of the DCHP professional programs. These services support students, faculty and staff learning and promote healthy lifestyles. The Division of College Services includes the Health Sciences Department, the Admissions/Advisement Office and Career Counseling. In providing these services, student outcome goals are as follows: Provide students with an education emphasizing understanding and development of basic skills in health sciences including medical terminology, anatomy and physiology and pathophysiology Provide students with an education encompassing all the required general education courses and prerequisite courses required for acceptance into all DCHP professional programs. Provide students with the opportunity to obtain an Associate of Science Degree in Health Sciences. Provide students with advising and career services to prepare them for admission into any of the DCHP professional programs, obtaining an Associate of Science Degree in Health Sciences and meeting individual career goals. Student Learning Outcomes The student learning outcomes for the Associate of Sciences Degree in Health Sciences include: 1. Demonstrate the acquisition of basic skills in health sciences including medical terminology, anatomy and physiology and pathophysiology consistent with professional program acceptance standards. 2. Demonstrate the ability to access various campus learning resources, utilize the computer in learning, testing and research tasks and demonstrate awareness of learning and professional skills and values required for health services. 3. Demonstrate the acquisition of basic general education core skill requirements in composition, American institutions, quantitative literacy, computer information literacy and general education breadth requirements consistent with w Su standards and professional program acceptance standards. ASSESSMENT PLAN: 12 4. Demonstrate the acquisition of additional health sciences skills including biocalculations, case studies or pharmacology consistent with department standards. 5. Demonstrate the acquisition of knowledge about program requirements for DCHP professional programs by successfully submitting a timely, complete, qualified and accurate DCHP program application. 6. Demonstrate the acquisition of knowledge about personal career goals and career paths to reach these goals by being accepted into a professional program, transferring to another institution or department, or obtaining a related job. ASSESSMENT PLAN The assessment plan for the Associate of Sciences Degree in Health Sciences will include the following internal and external assessments. Internal Assessments: ASHS degree entry survey Outcomes assesses- non, to be used as a baseline for exit survey. Frequency - when declaring major in ASHS degree Responsibility - Admissions and Advisement Office ASHS degree sign off exit survey Outcomes assessed 1-6 Frequency - upon completion of the AS Degree Responsibility - Admissions and Advisement Office Program research: Compare ASHS degree graduates' program application for completeness, accuracy and qualified level against general pool percentages Outcome assessed -5 Frequency - yearly Responsibility - Admissions and Advisement Office Compare ASHS degree graduates' program acceptance rate against the general pool percentages. . Outcome assessed - 6 Frequency - yearly Responsibility - Admissions and Advisement Office External Assessments: Professional Program and transfer institution survey 13 Outcomes assessed - 1 - 6 Frequency- every 2 years Responsibility - department chair Employer survey Outcomes assessed - 1 - 6 Frequency- every 5 years Responsibility - department chair Alumni survey Outcomes assessed - 1 - 6 Responsibility - department chair Program Board scores data Outcomes assessed-1 , 3 & 4 Frequency - annually Responsibility - department chair General Education Assessment Outcome - 3 Frequency - Determined by WSU General Education Task Force Comparisons of ASHS degree graduates scores with other associate degree scores on CAAP exams, General Education Knowledge/Skills Self Perception Student Survey, General Education Writing/Numeracy Skills Portfolio Project and any other general education assessments done by WSU. Responsibility - Associate Provost and General Education Task Force 14 August 5, 2005 MEMORANDUM TO: State Board of Regents FROM: Richard E. Kendell SUBJECT: Southern Utah University Mission Statement--Action Item Issue The Board of Regents' 2002 Master Planning Task Force on Missions and Roles recommended the development of policy R3l2, Configuration of the Utah System of Higher Education and institutional Mission and Roles. This policy, approved May 2003, will eventually contain a new mission and role statement for each institution of higher education in Utah. Attached is Southern Utah University's Statement of Mission and Roles for Regents' consideration. Background Policy R3l2 describes the categories in which institutions in the Utah System of Higher Education are placed according to their approved specific mission and roles. The policy reflects changes that have occurred within the system during the last decade and establishes mission and roles for the institutions for a five-year period. No issues were raised by other institutions with Southern Utah University's Mission Statement. Southern Utah State University has submitted its mission and roles statement for Board of Regent's approval. The statement has been approved by their Board of Trustees. Commissioner's Recommendation The Commissioner recommends the Board review Southern Utah University's Mission and Roles Statement and if satisfied it accurately describes the institution, approve its inclusion in Policy R3l2, Configuration of the Utah System of Higher Education, and Institutional Missions and Roles. Richard E. Kendell REK/LS Attachment Southern Utah University Mission Statement Our Heritage: Through our more than 108 year history, Southern Utah University has evolved from a teacher training institution to a comprehensive regional university. From the time of its founding, SUU has placed students first by featuring personalized and participative classes, combined with competent, qualified and supportive faculty, staff and administration. The university provides skill development opportunities, major academic specialties, outreach services, cultural and athletic activities, economic and business development resources and regional archives. Capitalizing on our unique environment, Southern Utah University prepares its graduates to excel in careers and as citizens by emphasizing the following core values: Academic Excellence, Community and Social Responsibility, and Involvement and Personal Growth Our Vision: Southern Utah University will be nationally recognized as a premier regional university where exemplary faculty and staff, personalized learning, and academic integrity, enable students and graduates to honor thought in all its finest forms and to excel in life. Our Mission: Southern Utah University is a comprehensive regional institution offering graduate, baccalaureate, associate, and technical programs. SUU is committed to providing an excellent education through a diverse, dynamic and personalized learning environment. The university educates students to be critical thinkers, effective communicators, lifelong learners and individuals who demonstrate integrity and empathy as they pursue their lives' ambitions. Our Core Values: Academic Excellence: With superior teaching as its centerpiece, academic excellence is the hallmark of Southern Utah University. Highly qualified faculty promote and encourage critical and creative thinking, participative educational experiences, applied research and a supportive learning community. SUU is committed to an academic environment that encourages students to develop as scholars, citizens and effective communicators. Assessment of quality and continual improvement are hallmarks of the educational experience at the University. Community and Social Responsibility: 1 Essential to the educational process is a sense of "community", wherein collaboration, diversity, respect for all people, civility and shared governance are cultivated. The University encourages the discussion and exploration of differing views while recognizing the cherished individual freedom to reach one's own conclusions. Developing students into productive, responsible citizens involves training and instilling ethics and values and the responsibilities one has toward others. Involvement and Personal Growth: Southern Utah University encourages student growth and development by providing opportunities to broaden service, social, and cultural perspectives through campus and community involvement. The University affirms that active participation in extra-curricular activities provides a holistic educational experience and helps prepare students to become responsible, caring members of society. 2 Memorandum August 8, 2005 State Board of Regents Richard E. Kendell Snow College - Associate of Applied Science Degree in Traditional Building Skills - Action Item Issue Officials at Snow College request approval to offer the Associate of Applied Science Degree (AAS) in Traditional Building Skills. The proposal has been reviewed and approved by the department chair, division dean, curriculum committee, academic vice president and president. The proposed program has been approved by the Institutional Board of Trustees on June 16, 2005 and was reviewed by the Regent's Program Review Committee and recommended for the abbreviated track. Background The Traditional Building Skills Institute received a commendation by the Northwest Association of Schools and Colleges during the accreditation review in 2004. The purpose of this proposed AAS Degree is to develop a new generation of skilled trades people who can reinvigorate the traditional building skills industry in Utah and the Intermountain West. The proposed degree complements and is integral with the existing AAS degree in the Building Construction and Construction Management Department (BCCM). The Traditional Building Skills Institute (TBSI) was created as a result of the $8.5M restoration of the Utah Governor's Mansion when it was severely damaged by fire in 1993. At this time, an extensive search for skilled trades persons revealed a desperate lack of Utah-based contractors with sufficient expertise to accomplish needed restoration, sending many of the funded aspects of this project to firms located outside Utah. TO: FROM: SUBJECT: Policy Issues The proposed AAS Traditional Building Skills has been reviewed by the USHE institutions. No USHE institution expressed concerns about this proposal being approved. Commissioner's Recommendation The Commissioner recommends that the Regents approve the Request from Snow College to offer an Associate of Applied Science Degree in Traditional Building Skills, Fall Semester, 2005. Richard E. Kendell, Commissioner REK/GW Attachment 2 Academic, Applied Technology and Student Success Committee Action Item Request to Offer an Associate of Applied Science Degree in Traditional Building Skills Beginning Fall 2005 Snow College Prepared for Richard E. Kendell By Gary Wixom August 8, 2005 SECTION I: The Request Officials at Snow College request approval to offer the Associate of Applied Science in Traditional Building Skills Degree. The proposal has been reviewed and approved by the department chair, division dean, academic vice president and president. It has also been reviewed and approved by the curriculum committee, dean's council and career and technical education (CTE) director. SECTION II: Program Description The proposed program is for building professionals including building trades teachers, architects, trades-people, homeowners, contractors, engineers, and construction students. The degree can be completed in as little as two years. Each student must complete a project (approximately 45 hours) for the completion of this degree. (See Appendix A for the proposed Curriculum) The Traditional Building Skills Institute (TBSI) was created as a result of the $8.5M restoration of the Utah Governor's Mansion when it was severely damaged by fire in 1993. At this time, an extensive search for skilled trades persons revealed a desperate lack of Utah-based contractors with sufficient expertise to accomplish needed restoration, sending many of the funded aspects of this project to firms located outside Utah. The construction skills they were looking for included timber framing, blacksmithing, log cabin, adobe, and masonry restoration; and finishing skills like decorative faux painting, ornamental plaster work, wood window and millwork restoration, stained glass restoration, architectural wood carving, and traditional furniture making. As this country enters the twenty-first century, there is a resurgent and growing interest in traditional buildings skills nationwide. The federal government and the Utah state government offer tax incentives for restoring and rehabilitating historic buildings. These incentives have increased the demand for traditional building skills that are no longer readily available in many parts of the country. The largest market segment in the design and construction industry is the rehabilitation of existing buildings. A growing segment of this is the restoration of buildings fifty or more years old. The continuing need for restoration skills is growing as evidenced by the number of preservation awards offered by city, county and state planning departments and other heritage foundations, including the $220M restoration of the State Capitol. The Traditional Building Skills Institute is building on the success of its hands-on workshop series by formulating a two year Associate of Applied Science Degree within the Division of Business and Technology at the Ephraim Campus of Snow College. Purpose of Degree The purpose of this AAS degree is to develop a new generation of skilled trades people who can reinvigorate the traditional building skills industry in Utah and the Intermountain West. The proposed degree complements and is integral with the existing AAS degree in the Building Construction and Construction Management Department (BCCM). The curriculum, consisting of a minimum of 64 credit hours completed in two years, prepares students for the construction trades industry with a specialization in historic preservation. (See appendix A & B.) 2 Institutional Readiness The proposed AAS degree upholds the concept of the Snow College Missions & Roles Statement. Briefly, Snow's mission is "to educate students, inspire them to love learning, and lead them to serve others" while "building upon the tradition and heritage of academic distinction and personalized attention." Specifically, this program enhances Role 2 of the statement: "Snow College enhances the economic development of Central Utah through partnering with business, industry, government, and community to provide high-demand professional, career, and applied technology education;" and Role 3 by enriching " the educational, cultural and recreational life of Central Utah through community and continuing education opportunities... and outreach services." Faculty Fulltime faculty members teaching courses in Building Construction, Business Management, Communications and English will teach required degree courses. Specialists in historic preservation conduct the required historic restoration courses. Master craft instructors, professionals in their respective trades, provide training and hands-on experience at all workshops. (See Appendix C.) Staff No additional staff will be required to implement the proposed program. Library and Information Resources The existing Library collection will support the courses included in the AAS Degree Traditional Building Skills. Admission Requirements There are no special admission requirements for this program. Admission is consistent with general Snow College open admission procedures and guidelines. Student Advisement Students will consult with an academic advisor who specializes in advising students for this program. Faculty work with and advise students in the program, giving them current information on requirements and opportunities in the Traditional Building Skills area. Justification for Number of Credits The proposed Degree in Traditional Building Trades requires 64 credit hours, falling within USHE guidelines. 3 External Review and Accreditation The proposed program has been reviewed by the program advisory committee. No specialized accreditation is available. Representatives from Snow College, TBSI, the Bureau of Land Management, National Park Service, National Forest Service, Division of State History, the Utah State Historic Preservation Officer, University of Utah College of Architecture + Planning, and Heritage Highway 89 signed a Cooperative Agreement. Its purpose is "to encourage the cooperation between these entities to develop a regional hands-on Traditional Building Skills Institute at Snow College, Sanpete County, Utah." Projected Enrollment Student interest in this program has been high. During the last four years attendance in the Traditional Building Skill workshops have been strong. Attendance for the past four years is shown here: Academic Year No. of Workshops Student Enrollment 2000-2001 10 92 2001-2002 15 199 2002-2003 14 144 2003-2004 12 138 Snow College Officials project an initial enrollment of 12 students the first year. The projected enrollment for five years is as follows: Academic Year Student Enrollment 2005-06 12 2005-07 14 2005-08 20 2005-09 28 2005-10 30 SECTION III: Need Program Need The proposed program in Traditional Business Skills was requested by the current program advisory committee. Student interest in the program is high as reflected in the attendance at the workshops during the summer. Labor Market Demand According to the Utah State Historic Preservation Office, the State of Utah has 62,125 buildings designated as historical buildings. Sanpete County alone has 3,722. These numbers increase annually. This degree is needed to develop a new generation of skilled trades-people to regenerate the 4 traditional building and preservation skills industry within the state of Utah, throughout the west, and nationwide. In the past several years, historic preservation oriented projects have accounted for construction activity in the range of multiple billions of dollars nationwide and in the hundreds of millions of dollars in the intermountain west. These figures are expected to grow or hold steady in both the near and the long terms. A recent National Park Service (NPS) mandate to rehabilitate and restore its historic buildings and structures has led to a tremendous rise in the demand for workers with expertise in traditional building skills. President Bush has made the commitment to invest $4.9B1 to eliminate the maintenance backlog in the National Park system. In addition, the current administration has supported the Saving America's Treasures program and implemented the Preserve America initiative. Both provide incentives to agencies and communities to restore historic buildings and encourage heritage tourism. Almost every community has historic buildings in danger of being torn down. Community representatives are looking for ways to properly preserve these buildings. Trades people are expanding skill levels by crossing into complementary work areas i.e. masonry & stonework or wood windows & millwork. Homeowners are purchasing older homes with restoration and preservation in mind. These community representatives, trades people and homeowners want information, instruction and practical hands-on training. TBSI workshops provide this training on a yearly basis. Student Demand Demographics of the 2003-2004 workshop participants (138) include: 65 Snow College students, 19 homeowners, 31 trades people, 14 educators, 3 architects, 1 engineer, and 5 contractors. Demographics show out of state participants came from Colorado, Kansas, and Pennsylvania. Although statistics for the current years are incomplete, numbers include participants from Colorado, Idaho, California, Nevada, Maryland, and Virginia. Nationally, TBSI has gained respect and recognition. Students graduating from these programs typically begin apprenticeships with existing contracting firms or recognized individuals within the industry. Such companies as State Stone, Inc., Abstract Masonry Restoration, Inc., Cooper Roberts Simonsen Architecture, and the NPS have hired TBSI students. Similar Programs At present, no other college or university in the USHE offer a program at the associate degree level in building construction training that focuses on historic preservation and traditional building skills. While several associate degree programs of this nature exist in the eastern United States, Snow College will be the first college in the West to offer the AAS in Traditional Building Skills. 1 "President Bush and Interior Secretary Gale Norton are committed to caring for our National Parks and protecting them for the enjoyment of Americans now and into the future. Tremendous headway has been made in addressing the Park's deferred maintenance backlog. The President is meeting his commitment to invest $4.9 billion to meet this challenge. President Bush has committed a total of $2.875 billion toward reducing the National Park Service maintenance backlog over the past three years; the FY 2005 budget requests an additional $1.1 billion, bringing the total investment to $3.9 billion. 5 The proposed program has been reviewed by the other USHE institutions. No institution expressed concern about the proposed program being approved. Collaboration with and Impact on Other USHE Institutions Consistency with Institutional Mission The Associate of Applied Science degree will help Snow College fulfill this mission. The recently approved Snow College Mission and Roles statement includes enhancing the economic development of Central Utah through partnering with business, industry, government, and community to provide professional, career and technical education. The proposed Associate of Applied Science degree supports the mission of Snow College by responding to student and employer demand for technical and artistic skills in the Building Trades area. SECTION IV: Program and Student Assessment Program Assessment Expected Standards of Performance Program Assessment. Program assessment will include written and performance exams included as a part of students' course work. Student attainment of program goals will be monitored and placement rates will be tracked. Employers will be surveyed. Student Assessment. Students will be assessed through assignments, production tests, projects, concept exams, and faculty observation. Continued Quality Improvement. Surveys and/or interviews will be conducted with former students to evaluate the adequacy of course concepts being applicable to a real-world setting. A continuous review of Building Trade standards and techniques will determine the up-to-date needs of employers. Program Advisory Committees will validate the curriculum. SECTION V: Finance Budget Resources for this program are already in place since all of the courses existed previously. Faculty, facilities, equipment, and supplies are all in place. No additional resources will be required. Budgets have been in place for several years. There will be no increase in cost in the foreseeable future other than the normal yearly inflationary costs. 6 Snow College Traditional Building Skills Five Year Budget Summary and Projection Salaries & Benefits Current Travel/ Training Capital Equipment Total FY 2005-2006 84,600 15,500 1,500 0 101,600 FY 2006-2007 86,700 15,500 1,500 0 103,700 FY 2007-2008 88,900 15,500 1,500 0 105,900 FY 2008-2009 91,110 15,500 1,500 0 108,110 FY 2009-2010 93,400 15,500 1,500 0 110,400 7 Appendix Appendix A - Program Curriculum AAS Degree in Traditional Building Skills This program is for building professionals including building trades teachers, architects, trades-people, homeowners, contractors, engineers, and construction students. The degree will be completed in as little as two years. Each student must complete a project (approximately 45 hours) for the completion of this degree. The TBSI director will monitor the project. 1. Required preservation workshops (10.5 credits required) Course # Course Title Credits BCCM 2586 Traditional Log Cabin6estoration 1.5 BCCM 2546 Traditional Decorative & Flat Plaster 1.5 BCCM 2606 Traditional Old Wood Windows 1.5 BCCM 2656 Traditional Historic Masonry Preservation 1.5 BCCM 2506 Traditional Stonework 1.5 BCCM 2516 Traditional Millwork/Wood Preservation 1.5 BCCM 2686 Traditional Adobe Restoration 1.5 2. Choose 4.5 credits from the following: BCCM 2536 Traditional Stained Glass Restoration 1.5 BCCM 2596 Traditional Wood Furniture Making 1.5 BCCM 2636 Traditional Architectural Blacksmithing 1.5 BCCM 2556 Traditional Architectural Wood Carving 1.5 BCCM 2626 Traditional Faux Painting 1.5 BCCM 2676 Traditional England Preservation Work Abroad 2.0 3. Required preservation workshops (34 credits required) Historic Preservation Courses (minimum 7 credits) BCCM 2700 Historic Restoration 3.0 BCCM 2701 Building Assessment 3.0 BCCM 2356 Construction Specialties 1-10 Construction Courses BCCM 1010 Construction Safety 1.0 BCCM 2010 Framing Methods 7.0 BCCM 2100 Interior Finish 7.0 Drafting DRFT 1020 Architectural Drafting & Design 3.0 Computations: BCCM 1100 Construction Math and Estimating 3.0 Communications (choose one of the following): BUED 2200 Business Communications 3.0 ENGL 1010 Expository Composition 3.0 ENGL 1410 English Mechanics 3.0 Human Relations (choose one of the following): BMGT 1170 Human Relations 3.0 COMM 1020 Interpersonal Communications 3.0 8 4. Construction Courses (6 credits required) Course # Course Title BCCM 1150 Blueprint Reading BCCM 1280 Plumbing Fundamentals BCCM 1290 Electrical Wiring BCCM 2150 Cabinet Construction BCCM 2160 Exterior Finish BCCM 2690 Advanced Cabinet Construction BCCM 2050 Building Layout and Concrete Construction 5. Business Courses (9 credits required) BCCM 2330 Advanced Computerized Estimating & Cost Accounting BMTG 1010 Introduction to Business BMTG 1060 Business Management Accounting BMTG 1210 Personal Finance BMTG 1320 Applied Business Math CIS 1010 Introduction to Computer & Business Application Credits 2.0 2.0 2.0 4.0 3.0 3.0 7.0 3.0 3.0 3.0 3.0 3.0 3.0 64.0 Credits 9 This prototypical academic program shows a possible scenario for completing the proposed AAS Degree in Traditional Building Skills. Actual selection of course and sequences would be determined by student objectives and background in consultation with a faculty advisor. The course load each semester may range from 14-18 credit hours so long as the total meets the minimum 64 credit hours required by the degree. Appendix B - Program Curriculum Program Schedule Year 1 Fall BCCM 2586 Log Cabin 1.5 BCCM 2686 Adobe 1.5 BCCM 2546 Plaster 1.5 BCCM 2516 Millwork 1.5 BCCM 1010 Construction Safety 1.0 BCCM 1100 Construction Math 3.0 DRFT 1020 Arch Draft & Design 3.0 BCCM 2700 Historic Restoration .3.0 16.0 Year 2 Fall BCCM 2636 Blacksmithing 1.5 BCCM 2626 Faux Painting 1.5 BCCM 1290 Electrical Wiring 2.0 BMTG 1280 Intro to Business 3.0 BCCM 2010 Framing Methods 7.0 15.0 Spring BCCM 2656 Masonry 1.5 BCCM 2606 Wood Windows 1.5 BCCM 2506 Stonework 1.5 BCCM 2596 Wood Furniture 1.5 BCCM 1150 Blueprint Reading 2.0 BCCM 1280 Plumbing Fund 2.0 ENGL 1410 English Mechanics 3.0 BCCM 2701 Building Assessment 3.0 16.0 Spring BMTG 1060 Business Mgmt Acct 3.0 CIS 1010 Intro to Computers 3.0 COMM 1020 Interpersonal Comm 3.0 BCCM 2100 Interior Finish 7.0 BCCM 2356 Construction Specialties 1.0 17.0 10 Appendix C - Faculty Snow College Full Time Faculty Russel L. Mendenhall, Ph.D., Professor and Executive Director of TBSI Robert Wright, B.A., M.A., ED.S., Professor and Department Chair, Building Construction & Construction Management Marlin Christensen, B.S., M.Ed., Instructor, Building Construction & Construction Management Douglas Dyreng, B.A., M.S., Dean, Division of Business and Technology Russell Johnson, B.A., M.S., Instructor, Business Management Adjunct Faculty Donald Hartley, AIA, Preservation Architect, Utah State Historic Preservation Office, Salt Lake City, UT Cory Jensen, Preservation Specialist, Utah State Historic Preservation Office, Salt Lake City, UT Wilson Martin, Utah State Historic Preservation Officer, Utah State Division of History, Salt Lake City, UT Allen Roberts, AIA, Principal, Cooper Roberts Simonsen Architects, Salt Lake City, Ut Richa Wilson, Regional Architectural Historian, US Forest Service Regional Office, Ogden, UT Robert A. Young, PE, Associate Professor, University of Utah College of Architecture + Planning, Salt Lake City, UT TBSI Workshop Instructors Specific description of workshop instructors available at http://www.snow.edu/~tbsi/index content.html Adobe: David Yubeta Blacksmithing: Dan Wardle Decorative Plaster: Dick Cook and Justin Davis Faux Painting & Historic Ceramic Tile Painting: Regina Gardner Furniture Making: Dale Peel Log Cabin: Joseph Gallagher Masonry/England Study Abroad: John Lambert Millwork: Mike Jackson Stained Glass: Willie Littig Stonework: Keith McKay Timber Framing: Joey Paulsen Wood Carving: Ian Agrell Wood Windows: Philip Kearns 11 August 10, 2005 MEMORANDUM FROM: Richard E. Kendell SUBJECT: Regents Policy R470, General Education, Course Numbering, Lower-Division Pre­Major Requirements, Transfer of Credits, and Credit by Examination - Action Item TO: Board of Regents Issue Currently, General Education, transfer and articulation have been explained in five Regents' policies. The proposed R470 consolidates the five existing policies, removing redundancies and clarifying ambiguous processes that were of concern to the General Education Task Force and the Statewide Transfer and Articulation Committee. A section on common course numbering, as mandated by H.B. 320 (2004 Utah Legislative session) has been added. The draft policy has been reviewed by the General Education Task Force, the Statewide Transfer and Articulation Committee, the Chief Academic Officers, and the Council of Presidents. The attached policy includes a Table of Contents for ease of review. Background The Utah State Board of Regents is strongly committed to improve transfer between two-year and four-year institutions. From 1970 to 1998, the Board of Regents adopted five policies that address and support transfer and early college preparation, and encourage faculty from the credit-bearing, degree-granting institutions to involve themselves in the process of facilitating transfer. The five policies and their original approval dates are: R472, Course Numbering: specifies lower-, upper-division, and graduate numbers - 1970. R463, Credit by Examination: gives credit value with maximums and minimums on AP and CLEP - 1974. R471, Transfer of Credit: articulates full acceptance transfer when students complete associates' degrees (AA/AS) or complete the General Education requirements at the sending institution - 1982. R465, General Education: defines General Education and the discipline areas to be included in a General Education curriculum, their transfer, and the role of the General Education Task Force - 1997 1 R467, Lower-Division Major Requirements: established the Majors meetings and their role in facilitating transfer - 1998. The combined R470 updates and consolidates the many former references to transfer and clarifies how pre-major courses are to articulate for ease of transfer. In addition, it more fully explains the responsibilities of the faculty Majors meetings and the technical aspects of assigning credit for Advanced Placement courses and ClEp examinations. The combined policy covers all areas of transfer efficiently. Commissioner's Recommendation The Commissioner recommends that the Board review and approve the consolidated Regents' Policy 470, General Education, Course Numbering, Lower-Division Pre-Major Requirements, Transfer of Credits, and Credit by Examination. Richard E. Kendell, Commissioner REK/PCS Attachment 2 R470, General Education, Course Numbering, Lower-Division Pre-Major Requirements, Transfer of Credits, and Credit by Examination R470-1. Purposes.............................................................................................................................................. 5 R470-2. References........................................................................................................................................... 5 2.1. Utah Code §53B-16-102........................................................................................................................5 2.2. Utah Code §53B-2-106(2)(c)................................................................................................................ 5 R470-3. General Education Policy...................................................................................................................5 3.1. General Education Credit and Core Requirements.............................................................................5 3.1.1. Composition................................................................................................................................. 5 3.1.2. Quantitative Literacy.................................................................................................................... 5 3.1.3. American Institutions...................................................................................................................6 3.2. General Education Breadth Requirements beyond the Core.............................................................6 3.3. Substitution of Courses in Pre-Major Area for General Education Requirements........................... 6 3.4. Similar Names, Common Numbers, and Equal Credits for General Education Courses................6 3.5. General Education Common Competencies/Learning Goals............................................................ 7 R470-4. Committees for General Education Procedures............................................................................7 4.1. General Education Task Force............................................................................................................. 7 4.1. 1 7 4.1. 2 7 4.1. 3 7 4.2. General Education Area Task Forces.................................................................................................. 7 4.2. 1 7 4.2. 2 8 4.2. 3 8 R470-5. Course Numbering Code.................................................................................................................... 8 5.1. Lower-Division Courses........................................................................................................................8 5.2. Upper-Division Courses........................................................................................................................ 8 5.3. Honor's Programs..................................................................................................................................8 5.4. Graduate Courses................................................................................................................................. 8 R470-6. Lower-Division Pre-Major Requirements........................................................................................ 9 6.1. USHE Major Committees......................................................................................................................9 6.1. 1 9 6.1. 2 9 6.2. Committee Responsibilities.................................................................................................................. 9 6.2. 1 9 6.2. 2 9 6.2. 3 10 6.2. 4 ..........................5 6.3. Maximum Credits.................................................................................................................................10 6.3. 1 10 6.3. 2 10 6.3. 3 10 6.4. Admission to Upper-Division Major Program.....................................................................................10 6.5. Disclosure of Partial Program..............................................................................................................11 R470-7. Transfer of Credit Polic y ..................................................................................................................11 7.1. Transfer of General Education Credits...............................................................................................11 7.1.1. Transfer of Partially Completed General Education Credits.................................................. 11 7.1.2. Transfer of Completed General Education Credits through Program Completion.............. 11 3 7.2. Transfer of Non-General Education Credits...................................................................................... 11 7.2.1. Application of Credit...................................................................................................................11 7.2.2. Transfer with Upper-Division Status.........................................................................................11 7.2.3. Exceptions to Applying Pre-Major Coursework Credit............................................................12 R470-8. Credit Transfer Principles................................................................................................................12 8.1. Institutional Integrity............................................................................................................................ 12 8.2. Transfer Statements............................................................................................................................12 8.3. Minimum Standards............................................................................................................................ 12 8.4. Individual Student Consideration........................................................................................................12 8.4.1. Anticipated Program...................................................................................................................12 8.4.2. Readiness Appraisal.................................................................................................................. 12 8.4.2.1. Accredited Institutions......................................................................................................12 8.4.2.2. Unaccredited Institutions................................................................................................. 13 8.5. Foreign Institutions and Proprietary Schools.....................................................................................13 8.6. Credits from Extra Institutional Settings.............................................................................................13 8.7. Basic Responsibilities of All Institutions............................................................................................. 13 8.7. 1 13 8.7. 2 13 8.7. 3 13 8.7. 4 13 R470-9. Credit by Examination Policy.......................................................................................................... 13 9.1. Examinations That Replace Specific Coursework............................................................................ 13 9.1.1. Departmentally Devised Examinations.................................................................................... 14 9.1.2. External Standardized Examinations....................................................................................... 14 9.1.2.1. Advanced Placement Examinations...............................................................................14 9.1.2.1. 1 14 9.1.2.1. 2 14 9.1.2.1. 3 14 9.1.2.2. CLEP Examination........................................................................................................... 14 9.1.2.2.1. Composition............................................................................................................14 9.1.2.2.2. Quantitative Literacy.............................................................................................. 14 9.1.2.2.3. American Institutions............................................................................................. 15 9.1.2.2.4. Life Science............................................................................................................ 15 9.1.2.2.5. Physical Science.................................................................................................... 15 9.1.2.2.6. Humanities..............................................................................................................15 9.1.2.2.7. Social and Behavioral Sciences........................................................................... 15 9.1.2.2.8. Other General Education.......................................................................................15 9.1.3. International Baccalaureate.......................................................................................................15 9.2. Allowable Credit...................................................................................................................................15 4 R470, General Education, Common Course Numbering, Lower-Division Pre-Major Requirements, Transfer of Credits, and Credit by Examination R470-1. Purposes To assure reciprocity and consistency in the structure and core requirements for General Education programs in the Utah System of Higher Education (USHE); to provide a course numbering code for the System, to establish common lower-division pre-major requirements and support timely progress toward student graduation; to provide policies and principles for the transfer of credit among System institutions; and to establish the credit by examination policy. R470-2. References 2.1. Utah Code §53B-16-102 2.2. Utah Code §53B-2-106(2)(c) R470-3. General Education Policy General Education is defined as the intellectual and practical knowledge and skills required of students to communicate effectively, to employ quantitative and qualitative analysis in problem solving, to interpret and evaluate information, to work successfully within diverse groups and complex organizations, to adjust to and manage change, and to act with social responsibility, intellectual honesty, and ethical judgment. The Board of Regents' policy is to assure there is consistency in the structure and core requirements of General Education programs at all USHE institutions, and that institutions will grant complete reciprocity for the General Education courses and programs completed at other USHE institutions. 3.1. General Education Credit and Core Requirements. To assure full value and reciprocity among all USHE institutions, the number of credits required in General Education for each institution shall range from at least 30 to 39 semester credits, including credits required in the core areas of composition, quantitative literacy, and American institutions. Institutions are encouraged to allow students who demonstrate competencies by other means to satisfy General Education requirements, such as through Advanced Placement tests. Students must satisfy all of the following General Education core requirements, which will be included at all institutions: 3.1.1. Composition. Students shall be required to complete English 1010, Introduction to Writing (3 credits), and English 2010, Intermediate Writing (3 credits). 3.1.2. Quantitative Literacy. Students may satisfy this requirement by completing Mathematics 1030, Quantitative Literacy (3 credits), or 5 Mathematics 1040, Statistics (3 credits), which have prerequisites of high school intermediate algebra or 2 years of high school algebra. Students may also satisfy the requirement by completing at least one institutionally approved mathematics course at the level of college algebra or which requires college algebra as a prerequisite. 3.1.3. American Institutions. Students may satisfy this requirement by completing one of the following courses: Economics 1740, United States Economic History, (3 credits); Political Science 1100, American Political Institutions (3 credits); or History 1700, American Civilization (3 credits). An interdisciplinary integrated course that satisfies comparable competencies may also satisfy the requirement. Some institutions may require a two course sequence in the areas of economics, political science, or history which satisfy comparable competencies. 3.2. General Education Breadth Requirements beyond the Core. In addition to completing all core requirements described in 3.1, students will be required to complete 18 to 27 credits beyond the General Education core. These courses shall be in the areas of fine arts, humanities, social and behavioral sciences, life sciences, physical sciences, and other areas deemed appropriate at individual USHE institutions. Outside the core requirements, USHE institutions are encouraged to establish unique course requirements, which reflect emphases of the institutions, strengths of faculties, and the varying interests of students. Institutional General Education requirements may be accessed through the www.utahsbr.edu Website. 3.3. Substitution of Courses in Pre-Major Area for General Education Requirements. To encourage timely decisions by students to select pre-major areas while promoting educational breadth, institutions may allow students with declared pre-majors in areas listed in section 3.2 to substitute courses in their pre­major area for General Education requirements in that area. Students may achieve the required number of total General Education credits by completing additional coursework in other General Education areas. Transfer students who retain the same pre-major area will be allowed to maintain the substitution at the receiving institution and will not be required to complete additional General Education coursework in their major area. 3.4. Similar Names, Common Numbers, and Equal Credits for General Education Courses. To facilitate articulation, General Education courses at USHE institutions that have essentially the same learning goals and similar content, rigor, and standards, should have similar names, common numbers, and equal credits. The Statewide Articulation Committee shall assure through institutional action that all courses satisfying General Education requirements at any USHE institution will be articulated to the fullest extent possible to satisfy comparable General Education requirements at all other USHE institutions. 6 3.5. General Education Common Competencies/Learning Goals. To support efforts to assess the results of General Education instruction, common competencies/learning goals underlying General Education areas shall be identified by the General Education Task Force, under the direction of the Chief Academic Officers. These competencies/learning goals will be utilized at all USHE institutions. All General Education courses will be expected to address the identified competencies/learning goals. R470-4. Committees for General Education Procedures To implement the General Education policy, the following committees shall be established. 4.1. General Education Task Force. The General Education Task Force will be comprised of one representative from each USHE institution, nominated by the Chief Academic Officer and appointed by the President, and non-voting or ex officio members as needed for expertise on particular issues. This task force shall: 4.1.1. Identify competencies/learning goals in the core and other General Education areas, based on recommendations made by the General Education faculty, and submit recommendations to the Chief Academic Officers. 4.1.2. Propose methods to assess student outcomes in General Education and submit those recommendations to the Chief Academic Officers and the USHE institutions. 4.1.3. Facilitate coordination with groups working on related tasks by appointing members of the Task Force to assist other USHE committees, such as the Statewide Articulation Committee, as requested and appropriate. 4.2. General Education Area Task Forces. The General Education Area Task Forces include Fine Arts, Humanities, Social and Behavioral Sciences, Life Sciences, and Physical Sciences. These task forces shall be comprised of two representatives from each USHE institution, nominated by the appropriate academic dean and appointed by the Academic Vice President, and non-voting or ex officio members as needed for expertise on particular issues. These task forces may be convened by the General Education Task force as needed. These task forces shall: 4.2.1. Provide recommendations on the competencies that underlie each General Education area and suggestions on methods that should be used to assess student outcomes in relation to these competencies. These recommendations are to be submitted to the General Education Task Force for review. 7 4.2.2. Meet annually or as needed to review the General Education competencies/learning goals in each area, and discuss and compare programs. 4.2.3. Submit recommendations for review by the General Education Task Force, then to the Chief Academic Officers for approval. R470-5. Course Numbering Code Courses of similar level shall be given numbers in accordance with the following code. 5.1. Lower-Division Courses. This includes all USHE institutions. ■ 0001-0999 Remedial or preparatory courses-noncredit ■ 1000-1999 Freshman courses ■ 2000-2800 Sophomore courses ■ 2800-2999 Lower-division independent study designation (directed reading, individual projects, etc.) and selected pre-major courses 5.2. Upper-Division Courses. This includes courses at the University of Utah, Utah State University, Weber State University, Southern Utah University, Utah Valley State College, and Dixie State College of Utah. These numbers are meant to act as a guide. ■ 3000-3999 Junior courses ■ 4000-4800 Senior courses ■ 4800-4999 Upper-division independent study designation (directed reading, individual projects, festivals, institutes, workshops, seminars, etc.) ■ 4800 Individual research courses (1-5 credits) ■ 4830 Directed reading courses (1-5 credits) ■ 4860 Practicum courses (1-12 credits) ■ 4890 Intern courses (1-12 credits) ■ 4920 Workshops, festivals, institutes (1-5 credits) ■ 4950 Field trips (1-5 credits) ■ 4990 Seminars (1-5 credits) ■ 5000-5799 Advanced upper-division and graduate courses (graduate credit allowed for department majors or by permission of student's department chair) ■ 5800-5999 Advanced upper-division and graduate independent study designation (seminars, directed reading, individual projects, etc.) 5.3. Honor's Programs. These courses can be found at the University of Utah, Utah State University, Weber State University, Southern Utah University, Snow College, Dixie State College, and Utah Valley State College. ■ Honor's courses will be clearly designated in institutional catalogs. 5.4. Graduate Courses. These can be found at the University of Utah, Utah State University, Weber State University, and Southern Utah University. These numbers are meant to act as a guide. ■ 6000-7999 Graduate courses (students without baccalaureate degrees must obtain special permission to enroll) 8 ■ 6800-6899 Graduate seminars (including methodology and research seminars) ■ 6900-6999 Directed reading, individual projects, thesis, etc. ■ 6970-6979 Master's thesis research ■ 6980-6989 Master's thesis faculty research consultation ■ 6990 Master's thesis continuing registration ■ 7800-7899 Advanced graduate seminars ■ 7900-7969 Doctoral independent study, special topics, etc. ■ 7970-7979 Doctoral dissertation and/or project research ■ 7980-7989 Doctoral dissertation faculty research consultation ■ 7990 Doctoral dissertation continuing registration R470-6. Lower-Division Pre-Major Requirements In establishing policies and procedures to support ease of transfer and timely progress toward graduation for USHE students, the Board of Regents recognizes that pre-majors and emphases may differ because of the institutions' unique missions. Committees and procedures are therefore established to provide common lower-division pre-major requirements so when students transfer or apply for upper-division majors, they will receive full value for their academic work. 6.1. USHE Major Committees. To achieve these objectives, the Office of the Commissioner shall organize USHE Major Committees in each of the disciplines. Major departments at the universities are expected to work closely with these Major Committees to achieve the greatest possible congruence between the major emphases at community colleges and lower-division major requirements at four-year institutions. 6.1.1. The Chief Academic Officers of each institution shall nominate a faculty representative from his or her institution in each discipline area. If appropriate, the President may also nominate faculty representatives in major areas within a discipline. 6.1.2. Meetings of the Major Committees shall be organized by the Office of the Commissioner and be held at least annually. 6.2. Committee Responsibilities. It shall be the responsibility of each USHE Major Committee to: 6.2.1. Reach agreement on specific required lower-division pre-major courses that are common at all USHE community colleges and that are equivalent to the requirements at the four-year institutions. It is important to note the equivalencies are based on content and mastery of subject matter, not just course level. Not all institutions offer all lower-division courses. 6.2.2. Continually review standards of skills and content matter that should be satisfied in required lower-division pre-major area courses, to 9 assure that students who complete the coursework will be fully prepared to successfully complete upper-division coursework. 6.2.3. Assure that in most major programs at USHE four-year institutions, courses numbered 3000 or higher are not required to be taken by lower-division students, and that community colleges do not offer courses at the lower division that the Major Committee agrees should be taught at the upper division. Exceptions will be dealt with by the individual Major Committees. 6.2.4. Review lower-division courses that are now commonly numbered to assure that they fulfill General Education and pre-major requirements. Additional lower-division courses may be considered for common numbering if they are similar in content, standard, and rigor as specified in Utah Code. 6.3. Maximum Credits. Each committee will establish a maximum number of credits of lower-division pre-major coursework to be required in each discipline. 6.3.1. Generally, the number of credits required should be limited so that students may also complete required General Education coursework within the number of credits allowable for the AA or AS degree. 6.3.2. Exceptions may be made when mandated by accreditation, licensing, extra-departmental professional, or other institutional requirements, and, consequently, students may not be able to complete required General Education coursework within the number of credits allowable for the AA or AS degree. 6.3.3. If Major Committees determine that additional lower-division credits are needed to prepare students to successfully complete upper-division coursework, the committee may recommend the delay of some General Education requirements until after transfer and/or acceptance to an upper-division major program. Under no circumstances will individual Major Committees be allowed to make exceptions to General Education requirements-a degree may not be awarded unless the General Education and program requirements for that degree are met. 6.4. Admission to Upper-Division Major Program. Completion of required lower-division pre-major coursework by transfer students from USHE community colleges shall not constitute an assurance that they will be admitted into the major program at a USHE four-year institution. It must be understood that many programs have a limited number of openings and admission is therefore highly competitive. 10 6.5. Disclosure of Partial Program. If an institution does not have the faculty or resources to offer as part of its curriculum all of the agreed-upon lower-division pre-major courses in a given discipline and emphasis, it will inform prospective students interested in that pre-major area that the institution does not offer all the needed lower-division pre-major courses and that they may want to consider attending another institution that offers the required coursework. R470-7. Transfer of Credit Policy USHE colleges and universities shall facilitate transfer from institution to institution. 7.1. Transfer of General Education Credits. 7.1.1. Transfer of Partially Completed General Education Credits. For transfer students from USHE institutions who have not fully satisfied the General Education requirements, all USHE receiving institutions shall accept at full value all General Education coursework approved by the sending institution provided it meets the minimum letter grades accepted by the receiving institution. Receiving institutions shall only require transfer students to complete any additional coursework needed to satisfy the unmet requirements of the receiving institution. 7.1.2. Transfer of Completed General Education Credits through Program Completion. An AA or an AS degree earned at any USHE institution will meet the General Education requirements of any other USHE institution. If a student has completed all institutional General Education requirements, a Letter of Completion issued by the sending institution that confirms such General Education completion should be accepted by the receiving USHE institution. 7.2. Transfer of Non-General Education Credits. Credit for courses numbered 1000 or above earned in the USHE, regardless of being General Education credits or not, are transferable within the USHE and will be carried on the student's transcript by the receiving institution. 7.2.1. Application of Credit. Acceptance of credit should not be confused with its application. Transfer applicants are entitled to a clear disclosure by the receiving institution of the difference between acceptance of credits and the application of credits toward a credential or degree. Transfer credit may or may not apply to the graduation requirements of an institution, regardless of the number of credits transferred. The receiving institution will apply credit based on the appropriateness to a particular institution's specific degree program requirements and curricula. 7.2.2. Transfer with Upper-Division Status. Institutions shall enable community college students, if they fully complete an AA or AS degree and a prescribed pre-major area that comports and articulates with the 11 receiving institution's pre-major requirements, to transfer with upper-division status to any USHE four-year institution without needing to take any lower-division pre-major courses at the receiving institution. 7.2.3. Exceptions to Applying Pre-Major Coursework Credit. Exceptions may occur when mandated by institutional requirements or other accreditation, licensing, or extra-departmental professional requirements, and as provided in 6.3.3, 6.4, 6.5 above. In such cases, the transfer student will be expected to complete the lower-division coursework required at the four-year institution. R470-8. Credit Transfer Principles 8.1. Institutional Integrity. In order to promote institutional integrity, each institution is responsible for developing its own transfer policies and procedures consistent with the policies established by the Board of Regents to facilitate the transfer of credits within the USHE. 8.2. Transfer Statements. Because USHE institutions are part of a statewide system, institutions should perfect and communicate reasonable and definitive transfer statements to avoid confusion and possible injustice to individual applicants and to promote articulation within the USHE. 8.3. Minimum Standards. The educational quality of the sending institution is a basic consideration. Course content and level of credit earned at the sending institution should be comparable to those of the receiving institution. 8.4. Individual Student Consideration 8.4.1. Anticipated Program. Because students' educational goals should be closely reflected in the program offered by the receiving institution, transfer policies and practices should be tailored to the student and that student's anticipated program. 8.4.2. Readiness Appraisal. An institution receiving students who have not completed the General Education requirements of the sending institution will appraise the readiness of those students to perform in the new environment by assessing work completed and judging the comparability of the material and credits earned. 8.4.2.1. Accredited Institutions. A receiving institution should have reasonable confidence that students from recognized regionally-accredited institutions are qualified to undertake its educational program. Students from recognized national or specialized accredited institutions may need to demonstrate competency only in instances where academic attainment is uncertain. 12 8.4.2.2. Unaccredited Institutions. Receiving institutions should validate any credits earned at unaccredited institutions on an individual basis. Validation may be assisted by information provided by or about the unaccredited institution such as a catalog covering the years students attended, a description of the courses students completed, course syllabi, faculty credentials, and library facilities. 8.5. Foreign Institutions and Proprietary Schools. In evaluating credits from foreign institutions and proprietary schools, the receiving institution should make equivalency and placement decisions in terms of its own policies and curricula. 8.6. Credits from Extra Institutional Settings. In order to expand the range of educational opportunities and to incorporate them into the credit exchange system, and in order to remove unnecessary restrictions to access, institutional policies should contain statements on credits earned in extra institutional settings (structured and non-structured) including the military, religious institutions, and career and technical institutions. 8.7. Basic Responsibilities of All Institutions. The basic responsibilities of both sending and receiving institutions include: 8.7.1. Furnishing transcripts and course descriptions vital in judging the quality and quantity of transfer students' work, 8.7.2. Advising students as to the acceptability of the credits shown on individual transcripts, 8.7.3. Making clear and prompt decisions on credit acceptance and application, 8.7.4. Informing potential students of services by the institution. R470-9. Credit by Examination Policy The Board of Regents accepts as valid the concept of credit by examination without equivalent previous college coursework. Because of the variety of testing programs, the domain of individual departments and General Education, and the need for appropriate articulation agreements among state institutions, the following specific policies shall apply. 9.1. Examinations That Replace Specific Coursework. Individual departments should consult with Major Committees and/or equivalent departments at sister institutions to establish consistent and acceptable application of the following examination instruments. 13 9.1.1. Departmentally Devised Examinations. Each department should determine which of its offerings may be challenged by examination and should construct, administer, and evaluate appropriate examinations upon the request of students. 9.1.2. External Standardized Examinations. External standardized examinations should be evaluated by individual departments as they become available to determine their appropriateness, validity, and acceptable scores. When a transfer student has completed the General Education requirements of a USHE institution, the receiving institution will honor the sending institution's determination of General Education credit awarded, including credit granted for external standardized exams. 9.1.2.1. Advanced Placement Examinations. The following policies for the awarding of credit for Advanced Placement have been determined by a statewide committee with representatives from all USHE institutions: 9.1.2.1.1. Scores of 3, 4, or 5 should receive a maximum of up to 10 semester hours of credit for a foreign language exam, up to 8 semester hours of credit for a full year course, or a maximum of 4 semester hours of credit for a half year course. 9.1.2.1.2. A score of 2 should be evaluated by the department to determine what, if any, credit should be awarded. 9.1.2.1.3. A score of 1 should receive no credit. 9.1.2.2. CLEP Examination. CLEP General Examination credit should be recognized and a standard should be set based on the recommendation of the Statewide Articulation Committee and CLEP Examination Guidelines. A minimum score of 50 is required to award credit with 10 semester hours per test being the maximum number of credits allowed. Each institution has the autonomy to award credit as it sees fit; however, the following guidelines are for awarding General Education credit. 9.1.2.2.1. Composition. The Freshman College Composition with Essay exam will satisfy the Introduction to Writing requirement. 9.1.2.2.2. Quantitative Literacy. College Algebra Subject exam or the Calculus Subject exam will satisfy the Quantitative Literacy requirement. 14 9.1.2.2.3. American Institutions. The American Government Subject exam will satisfy the American Institutions requirement. 9.1.2.2.4. Life Science. The Biology Subject exam will satisfy the Life Science requirement. 9.1.2.2.5. Physical Science. The Chemistry Subject exam will satisfy the Physical Science requirement. 9.1.2.2.6. Humanities. The Analyzing and Interpreting Literature with Essay exam will satisfy the Humanities requirement. 9.1.2.2.7. Social and Behavioral Sciences. The Introductory Psychology or Introductory Sociology exams will satisfy the Social and Behavioral Sciences requirement. 9.1.2.2.8. Other General Education. Other General Education credit may be awarded as determined by each institution. 9.1.3. International Baccalaureate. Credit should be granted for International Baccalaureate examinations and/or diplomas as determined by each institution. 9.2. Allowable Credit. Institutional limits may be imposed on General Education. Institutional limits may also be imposed on departmentally devised or standardized subject area examinations. (Amended to incorporate and replace previously adopted Regent policies R463, R465, R467, R471, and R472. Approved_______________ .) 15 R470, General Education, Course Numbering, Lower- Division Pre-Major Requirements, Transfer o f Credits, and Credit by Examination R470-1. Purposes............................................................................................................................... R470-2. References........................................................................................................................... 2.1. Utah Code §53B-16-102........................................................................................................ 2.2. Utah Code §53B-2-106(2)(c)................................................................................................. R470-3. General Education Policy................................................................................................... 3.1. General Education Credit and Core Requirements............................................................. 3.1.1. Composition.................................................................................................................. 3.1.2. Quantitative Literacy..................................................................................................... 3.1.3. American Institutions.................................................................................................... 3.2. General Education Breadth Requirements beyond the Core............................................. 3.3. Substitution of Courses in Pre-Major Area for General Education Requirements........... 3.4. Similar Names, Common Numbers, and Equal Credits for General Education Courses. 3.5. General Education Common Competencies/Learning Goals............................................ R470-4. Committees for General Education Procedures............................................................ 4.1. General Education Task Force.............................................................................................. 4.1. 1 4.1. 2 4.1. 3 4.2. General Education Area Task Forces.................................................................................. 4.2. 1 4.2. 2 4.2. 3 R470-5. Course Numbering Code.................................................................................................... 5.1. Lower-Division Courses......................................................................................................... 5.2. Upper-Division Courses......................................................................................................... 5.3. Honor's Programs................................................................................................................... 5.4. Graduate Courses.................................................................................................................. R470-6. Lower-Division Pre-Major Requirements........................................................................ 6.1. USHE Major Committees....................................................................................................... 6.1.1......................................................................................................................................... 6.1.2......................................................................................................................................... 6.2. Committee Responsibilities................................................................................................... 6.2.1......................................................................................................................................... 6.2.2......................................................................................................................................... 6.2. 3 6.2. 4 6.3. Maximum Credits.................................................................................................................... 6.3. 1 6.3. 2 6.3. 3 6.4. Admission to Upper-Division Major Program....................................................................... 6.5. Disclosure of Partial Program................................................................................................ R470-7. Transfer of Credit Policy .................................................................................................... 7.1. Transfer of General Education Credits................................................................................. 7.1.1. Transfer of Partially Completed General Education Credits.................................... 7.1.2. Transfer of Completed General Education Credits through Program Completion. 7.2. Transfer of Non-General Education Credits......................................................................... 7.2.1. Application of Credit..................................................................................................... 1 0 ) 0 ) t n o i o i o i o i o i o i t n o i o i t n ^ . A 4 i . ^ . j i ^ . ^ . ^ 4 i . c o w w w w w c o w r o r j N ) K ) i o N ) N ) r o N ) 7.2.2. Transfer with Upper-Division Status............................ 7.2.3. Exceptions to Applying Pre-Major Coursework Credit R470-8. Credit Transfer Principles................................................... 8.1. Institutional Integrity................................................................. 8.2. Transfer Statements................................................................ 8.3. Minimum Standards................................................................. 8.4. Individual Student Consideration........................................... 8.4.1. Anticipated Program...................................................... 8.4.2. Readiness Appraisal...................................................... 8.4.2.1. Accredited Institutions......................................... 8.4.2.2. Unaccredited Institutions..................................... 8.5. Foreign Institutions and Proprietary Schools........................ 8.6. Credits from Extra Institutional Settings................................ 8.7. Basic Responsibilities of All Institutions................................. 8.7. 1 8.7. 2 8.7. 3 8.7. 4 R470-9. Credit by Examination Policy.............................................. 9.1. Examinations That Replace Specific Coursework................ 9.1.1. Departmentally Devised Examinations........................ 9.1.2. External Standardized Examinations........................... 9.1.2.1. Advanced Placement Examinations.................. 9.1.2.1. 1 9.1.2.1. 2 9.1.2.1. 3 9.1.2.2. CLEP Examination.............................................. 9.1.2.2.1. Composition............................................... 9.1.2.2.2. Quantitative Literacy................................. 9.1.2.2.3. American Institutions................................. 9.1.2.2.4. Life Science................................................ 9.1.2.2.5. Physical Science....................................... 9.1.2.2.6. Humanities................................................. 9.1.2.2.7. Social and Behavioral Sciences............... 9.1.2.2.8. Other General Education.......................... 9.1.3. International Baccalaureate.......................................... 9.2. Allowable Credit....................................................................... 2 C 0 C 0 C 0 C 0 0 D 0 D 0 D C » C 0 C 0 C 0 C 0 C 0 C 0 C 0 - v l - v l - v J S - v | ' s | v | ' * s J ' s | v | - v l - v l 0 ) 0 ) 0 ) 0 ) 0 ) 0 ) 0 ) a > 0 ) 0 ) R470, General Education, Common Course Numbering, Lower-Division Pre-Major Requirements, Transfer o f Credits, and Credit b y Examination R470-1. Purposes To assure reciprocity and consistency in the structure and core requirements for General Education programs in the Utah System of Higher Education (USHE); to provide a course numbering code for the System, to establish common lower-division pre-major requirements and support timely progress toward student graduation; to provide policies and principles for the transfer of credit among System institutions; and to establish the credit by examination policy. R470-2. References 2.1. Utah Code §53B-16-102 2.2. Utah Code §53B-2-106(2)(c) R470-3. General Education Policy General Education is defined as the intellectual and practical knowledge and skills required of students to communicate effectively, to employ quantitative and qualitative analysis in problem solving, to interpret and evaluate information, to work successfully within diverse groups and complex organizations, to adjust to and manage change, and to act with social responsibility, intellectual honesty, and ethical judgment. The Board of Regents' policy is to assure there is consistency in the structure and core requirements of General Education programs at all USHE institutions, and that institutions will grant complete reciprocity for the General Education courses and programs completed at other USHE institutions. 3.1. General Education Credit and Core Requirements. To assure full value and reciprocity among all USHE institutions, the number of credits required in General Education for each institution shall range from at least 30 to 39 semester credits, including credits required in the core areas of composition, quantitative literacy, and American institutions. Institutions are encouraged to allow students who demonstrate competencies by other means to satisfy General Education requirements, such as through Advanced Placement tests. Students must satisfy all of the following General Education core requirements, which will be included at all institutions: 3.1.1. Composition. Students shall be required to complete English 1010, Introduction to Writing (3 credits), and English 2010, Intermediate Writing (3 credits). 3.1.2. Quantitative Literacy. Students may satisfy this requirement by completing Mathematics 1030, Quantitative Literacy (3 credits), or Mathematics 1040, Statistics (3 credits), which have prerequisites of high school intermediate algebra or 2 years of high school algebra. Students may also satisfy the requirement by completing at least one institutionally approved mathematics course at the level of college algebra or which requires college algebra as a prerequisite. 3.1.3. American Institutions. Students may satisfy this requirement by completing one of the following courses: Economics 1740, United States Economic History, (3 credits); Political Science 1100, American Political Institutions (3 credits); or History 1700, American Civilization (3 credits). An interdisciplinary integrated course that satisfies comparable competencies may also satisfy the requirement. Some institutions may 1 require a two course sequence in the areas of economics, political science, or history which satisfy comparable competencies. 3.2. General Education Breadth Requirements beyond the Core. In addition to completing all core requirements described in 3.1, students will be required to complete 18 to 27 credits beyond the General Education core. These courses shall be in the areas of fine arts, humanities, social and behavioral sciences, life sciences, physical sciences, and other areas deemed appropriate at individual USHE institutions. Outside the core requirements, USHE institutions are encouraged to establish unique course requirements, which reflect emphases of the institutions, strengths of faculties, and the varying interests of students. Institutional General Education requirements may be accessed through the www.utahsbr.edu Website. 3.3. Substitution of Courses in Pre-Major Area for General Education Requirements. To encourage timely decisions by students to select pre-major areas while promoting educational breadth, institutions may allow students with declared pre-majors in areas listed in section 3.2 to substitute courses in their pre-major area for General Education requirements in that area. Students may achieve the required number of total General Education credits by completing additional coursework in other General Education areas. Transfer students who retain the same pre-major area will be allowed to maintain the substitution at the receiving institution and will not be required to complete additional General Education coursework in their major area. 3.4. Similar Names, Common Numbers, and Equal Credits for General Education Courses. To facilitate articulation, General Education courses at USHE institutions that have essentially the same learning goals and similar content, rigor, and standards, should have similar names, common numbers, and equal credits. The Statewide Articulation Committee shall assure through institutional action that all courses satisfying General Education requirements at any USHE institution will be articulated to the fullest extent possible to satisfy comparable General Education requirements at all other USHE institutions. 3.5. General Education Common Competencies/Learning Goals. To support efforts to assess the results of General Education instruction, common competencies/learning goals underlying General Education areas shall be identified by the General Education Task Force, under the direction of the Chief Academic Officers. These competencies/learning goals will be utilized at all USHE institutions. All General Education courses will be expected to address the identified competencies/learning goals. R470-4. Committees for General Education Procedures To implement the General Education policy, the following committees shall be established. 4.1. General Education Task Force. The General Education Task Force will be comprised of one representative from each USHE institution, nominated by the Chief Academic Officer and appointed by the President, and non-voting or ex officio members as needed for expertise on particular issues. This task force shall: 4.1.1. Identify competencies/learning goals in the core and other General Education areas, based on recommendations made by the General Education faculty, and submit recommendations to the Chief Academic Officers. 4.1.2. Propose methods to assess student outcomes in General Education and submit those recommendations to the Chief Academic Officers and the USHE institutions. 4.1.3. Facilitate coordination with groups working on related tasks by appointing members of the Task Force to assist other USHE committees, such as the Statewide Articulation Committee, as requested and appropriate. 2 4.2. General Education Area Task Forces. The General Education Area Task Forces include Fine Arts, Humanities, Social and Behavioral Sciences, Life Sciences, and Physical Sciences. These task forces shall be comprised of two representatives from each USHE institution, nominated by the appropriate academic dean and appointed by the Academic Vice President, and non-voting or ex officio members as needed for expertise on particular issues. These task forces may be convened by the General Education Task force as needed. These task forces shall: 4.2.1. Provide recommendations on the competencies that underlie each General Education area and suggestions on methods that should be used to assess student outcomes in relation to these competencies. These recommendations are to be submitted to the General Education Task Force for review. 4.2.2. Meet annually or as needed to review the General Education competencies/learning goals in each area, and discuss and compare programs. 4.2.3. Submit recommendations for review by the General Education Task Force, then to the Chief Academic Officers for approval. R470-5. Course Numbering Code Courses of similar level shall be given numbers in accordance with the following code. 5.1. Lower-Division Courses. This includes all USHE institutions. ■ 0001-0999 Remedial or preparatory courses-noncredit ■ 1000-1999 Freshman courses ■ 2000-2800 Sophomore courses ■ 2800-2999 Lower-division independent study designation (directed reading, individual projects, etc.) and selected pre-major courses 5.2. Upper-Division Courses. This includes courses at the University of Utah, Utah State University, Weber State University, Southern Utah University, Utah Valley State College, and Dixie State College of Utah. These numbers are meant to act as a guide. ■ 3000-3999 Junior courses ■ 4000-4800 Senior courses ■ 4800-4999 Upper-division independent study designation (directed reading, individual projects, festivals, institutes, workshops, seminars, etc.) ■ 4800 Individual research courses (1-5 credits) ■ 4830 Directed reading courses (1-5 credits) ■ 4860 Practicum courses (1-12 credits) ■ 4890 Intern courses (1-12 credits) ■ 4920 Workshops, festivals, institutes (1-5 credits) ■ 4950 Field trips (1-5 credits) ■ 4990 Seminars (1-5 credits) ■ 5000-5799 Advanced upper-division and graduate courses (graduate credit allowed for department majors or by permission of student's department chair) ■ 5800-5999 Advanced upper-division and graduate independent study designation (seminars, directed reading, individual projects, etc.) 5.3. Honor's Programs. These courses can be found at the University of Utah, Utah State University, Weber State University, Southern Utah University, Snow College, Dixie State College, and Utah Valley State College. ■ Honor's courses will be clearly designated in institutional catalogs. 3 5.4. Graduate Courses. These can be found at the University of Utah, Utah State University, Weber State University, and Southern Utah University. These numbers are meant to act as a guide. ■ 6000-7999 Graduate courses (students without baccalaureate degrees must obtain special permission to enroll) ■ 6800-6899 Graduate seminars (including methodology and research seminars) ■ 6900-6999 Directed reading, individual projects, thesis, etc. ■ 6970-6979 Master's thesis research ■ 6980-6989 Master's thesis faculty research consultation ■ 6990 Master's thesis continuing registration ■ 7800-7899 Advanced graduate seminars ■ 7900-7969 Doctoral independent study, special topics, etc. ■ 7970-7979 Doctoral dissertation and/or project research ■ 7980-7989 Doctoral dissertation faculty research consultation ■ 7990 Doctoral dissertation continuing registration R470-6. Lower-Division Pre-Major Requirements In establishing policies and procedures to support ease of transfer and timely progress toward graduation for USHE students, the Board of Regents recognizes that pre-majors and emphases may differ because of the institutions' unique missions. Committees and procedures are therefore established to provide common lower-division pre-major requirements so when students transfer or apply for upper-division majors, they will receive full value for their academic work. 6.1. USHE Major Committees. To achieve these objectives, the Office of the Commissioner shall organize USHE Major Committees in each of the disciplines. Major departments at the universities are expected to work closely with these Major Committees to achieve the greatest possible congruence between the major emphases at community colleges and lower-division major requirements at four-year institutions. 6.1.1. The Chief Academic Officers of each institution shall nominate a faculty representative from his or her institution in each discipline area. If appropriate, the President may also nominate faculty representatives in major areas within a discipline. 6.1.2. Meetings of the Major Committees shall be organized by the Office of the Commissioner and be held at least annually. 6.2. Committee Responsibilities. It shall be the responsibility of each USHE Major Committee to: 6.2.1. Reach agreement on specific required lower-division pre-major courses that are common at all USHE community colleges and that are equivalent to the requirements at the four-year institutions. It is important to note the equivalencies are based on content and mastery of subject matter, not just course level. Not all institutions offer all lower-division courses. 6.2.2. Continually review standards of skills and content matter that should be satisfied in required lower-division pre-major area courses, to assure that students who complete the coursework will be fully prepared to successfully complete upper-division coursework. 6.2.3. Assure that in most major programs at USHE four-year institutions, courses numbered 3000 or higher are not required to be taken by lower-division students, and that community colleges do not offer courses at the lower division that the Major Committee agrees should be taught at the upper division. Exceptions will be dealt with by the individual Major Committees. 4 6.2.4. Review lower-division courses that are now commonly numbered to assure that they fulfill General Education and pre-major requirements. Additional lower-division courses may be considered for common numbering if they are similar in content, standard, and rigor as specified in Utah Code. 6.3. Maximum Credits. Each committee will establish a maximum number of credits of lower-division pre-major coursework to be required in each discipline. 6.3.1. Generally, the number of credits required should be limited so that students may also complete required General Education coursework within the number of credits allowable for the AA or AS degree. 6.3.2. Exceptions may be made when mandated by accreditation, licensing, extra­departmental professional, or other institutional requirements, and, consequently, students may not be able to complete required General Education coursework within the number of credits allowable for the AA or AS degree. 6.3.3. If Major Committees determine that additional lower-division credits are needed to prepare students to successfully complete upper-division coursework, the committee may recommend the delay of some General Education requirements until after transfer and/or acceptance to an upper-division major program. Under no circumstances will individual Major Committees be allowed to make exceptions to General Education requirements-a degree may not be awarded unless the General Education and program requirements for that degree are met. 6.4. Admission to Upper-Division Major Program. Completion of required lower-division pre­major coursework by transfer students from USHE community colleges shall not constitute an assurance that they will be admitted into the major program at a USHE four-year institution. It must be understood that many programs have a limited number of openings and admission is therefore highly competitive. 6.5. Disclosure of Partial Program. If an institution does not have the faculty or resources to offer as part of its curriculum all of the agreed-upon lower-division pre-major courses in a given discipline and emphasis, it will inform prospective students interested in that pre-major area that the institution does not offer all the needed lower-division pre-major courses and that they may want to consider attending another institution that offers the required coursework. R470-7. Transfer of Credit Policy USHE colleges and universities shall facilitate transfer from institution to institution. 7.1. Transfer o f General Education Credits. 7.1.1. Transfer o f Partially Completed General Education Credits. For transfer students from USHE institutions who have not fully satisfied the General Education requirements, all USHE receiving institutions shall accept at full value all General Education coursework approved by the sending institution provided it meets the minimum letter grades accepted by the receiving institution. Receiving institutions shall only require transfer students to complete any additional coursework needed to satisfy the unmet requirements of the receiving institution. 7.1.2. Transfer o f Completed General Education Credits through Program Completion. An AA or an AS degree earned at any USHE institution will meet the General Education requirements of any other USHE institution. If a student has completed all institutional General Education requirements, a Letter of Completion issued 5 by the sending institution that confirms such General Education completion should be accepted by the receiving USHE institution. 7.2. Transfer o f Non-General Education Credits. Credit for courses numbered 1000 or above earned in the USHE, regardless of being General Education credits or not, are transferable within the USHE and will be carried on the student's transcript by the receiving institution. 7.2.1. Application of Credit. Acceptance of credit should not be confused with its application. Transfer applicants are entitled to a clear disclosure by the receiving institution of the difference between acceptance of credits and the application of credits toward a credential or degree. Transfer credit may or may not apply to the graduation requirements of an institution, regardless of the number of credits transferred. The receiving institution will apply credit based on the appropriateness to a particular institution's specific degree program requirements and curricula. 7.2.2. Transfer with Upper-Division Status. Institutions shall enable community college students, if they fully complete an AA or AS degree and a prescribed pre-major area that comports and articulates with the receiving institution's pre-major requirements, to transfer with upper-division status to any USHE four-year institution without needing to take any lower-division pre-major courses at the receiving institution. 7.2.3. Exceptions to Applying Pre-Major Coursework Credit. Exceptions may occur when mandated by institutional requirements or other accreditation, licensing, or extra­departmental professional requirements, and as provided in 6.3.3, 6.4, 6.5 above. In such cases, the transfer student will be expected to complete the lower-division coursework required at the four-year institution. R470-8. Credit Transfer Principles 8.1. Institutional Integrity. In order to promote institutional integrity, each institution is responsible for developing its own transfer policies and procedures consistent with the policies established by the Board of Regents to facilitate the transfer of credits within the USHE. 8.2. Transfer Statements. Because USHE institutions are part of a statewide system, institutions should perfect and communicate reasonable and definitive transfer statements to avoid confusion and possible injustice to individual applicants and to promote articulation within the USHE. 8.3. Minimum Standards. The educational quality of the sending institution is a basic consideration. Course content and level of credit earned at the sending institution should be comparable to those of the receiving institution. 8.4. Individual Student Consideration 8.4.1. Anticipated Program. Because students' educational goals should be closely reflected in the program offered by the receiving institution, transfer policies and practices should be tailored to the student and that student's anticipated program. 8.4.2. Readiness Appraisal. An institution receiving students who have not completed the General Education requirements of the sending institution will appraise the readiness of those students to perform in the new environment by assessing work completed and judging the comparability of the material and credits earned. 8.4.2.1. Accredited Institutions. A receiving institution should have reasonable confidence that students from recognized regionally-accredited institutions are qualified to undertake its educational program. Students from recognized national 6 or specialized accredited institutions may need to demonstrate competency only in instances where academic attainment is uncertain. 8.4.2.2. Unaccredited Institutions. Receiving institutions should validate any credits earned at unaccredited institutions on an individual basis. Validation may be assisted by information provided by or about the unaccredited institution such as a catalog covering the years students attended, a description of the courses students completed, course syllabi, faculty credentials, and library facilities. 8.5. Foreign Institutions and Proprietary Schools. In evaluating credits from foreign institutions and proprietary schools, the receiving institution should make equivalency and placement decisions in terms of its own policies and curricula. 8.6. Credits from Extra Institutional Settings. In order to expand the range of educational opportunities and to incorporate them into the credit exchange system, and in order to remove unnecessary restrictions to access, institutional policies should contain statements on credits earned in extra institutional settings (structured and non-structured) including the military, religious institutions, and career and technical institutions. 8.7. Basic Responsibilities of All Institutions. The basic responsibilities of both sending and receiving institutions include: 8.7.1. Furnishing transcripts and course descriptions vital in judging the quality and quantity of transfer students' work, 8.7.2. Advising students as to the acceptability of the credits shown on individual transcripts, 8.7.3. Making clear and prompt decisions on credit acceptance and application, 8.7.4. Informing potential students of services by the institution. R470-9. Credit by Examination Policy The Board of Regents accepts as valid the concept of credit by examination without equivalent previous college coursework. Because of the variety of testing programs, the domain of individual departments and General Education, and the need for appropriate articulation agreements among state institutions, the following specific policies shall apply. 9.1. Examinations That Replace Specific Coursework. Individual departments should consult with Major Committees and/or equivalent departments at sister institutions to establish consistent and acceptable application of the following examination instruments. 9.1.1. Departmentally Devised Examinations. Each department should determine which of its offerings may be challenged by examination and should construct, administer, and evaluate appropriate examinations upon the request of students. 9.1.2. External Standardized Examinations. External standardized examinations should be evaluated by individual departments as they become available to determine their appropriateness, validity, and acceptable scores. When a transfer student has completed the General Education requirements of a USHE institution, the receiving institution will honor the sending institution's determination of General Education credit awarded, including credit granted for external standardized exams. 7 9.1.2.1. Advanced Placement Examinations. The following policies for the awarding of credit for Advanced Placement have been determined by a statewide committee with representatives from all USHE institutions: 9.1.2.1.1. Scores of 3, 4, or 5 should receive a maximum of up to 10 semester hours of credit for a foreign language exam, up to