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Curricular Definitions

Degree Definitions

Undergraduate Programs

Associate of Arts Degree and Associate of Science Degree

The Associate of Science (A.S.) and Associate of Arts (A.A.) degree are typically two-year transfer degrees. Within Regental institutions, these degrees are often (but not always) complementary to existing four-year bachelor’s degrees in closely aligned academic fields. Universities award an associate degree to a student for satisfactory completion of a prescribed course of study. Associate degree programs shall require 60 credit hours. The Board of Regents may grant exceptions those cases in which a program must comply with specific standards established by external accreditation, licensure or regulatory bodies or for other compelling reasons approved by the executive director in consultation with the Board of Regents’ president (). The curricular structure of an associate degree program includes a system general education core curriculum (24 credit hours per ), support courses, major courses and electives. Up to 16 credit hours at the 300 and 400 level may be required. More than 16 credit hours at the 300 and 400 level may be required if specified by an accrediting agency.

Associate of Applied Science Degree

An Associate of Applied Science (A.A.S.) degree is a non-transferable degree. Coursework for such degrees may be transferable to Regental institutions only when a specific articulation agreement exists (see SDBOR Policy 2.2).

Associate Degree Programs SDState is authorized to offer:

  • Associate of Arts (A.A.)
  • Associate of Science (A.S.)

The bachelor’s degree is awarded to a student by a university for satisfactory completion of a prescribed course of study ranging from 120-138 credits. It is verified by a diploma and transcript signifying a measure of achievement. The bachelor’s degree enables a student to acquire a certain amount of general learning and to also become proficient in a particular field of study or a profession. The curricular structure of a bachelor’s degree program includes a system general education core curriculum, institutional graduation requirements, support courses, major courses, and electives. More detail on the System General Education curriculum can be found in the current university catalog.

Bachelor’s degrees SDState is authorized to offer:

  • Bachelor of Arts (B.A.)
  • Bachelor of Fine Arts (B.F.A.)
  • Bachelor of General Studies (B.G.S.)
  • Bachelor of Landscape Architecture (B.L.A.)
  • Bachelor of Music Education (B.M.E.)
  • Bachelor of Science (B.S.)
  • Bachelor of Science in Education (B.S.E.)
  • Bachelor of Science in Nursing (B.S.N.)

Graduate Programs

In broad terms, the master’s degree indicates that the recipient has mastered a program of advanced, specialized study in a particular field. Normally, degree titles indicate one of two major categories. The first category, the Master of Arts (M.A.) and Master of Science (M.S.) degrees, provides an introduction to scholarship activities and research. These degrees often serve the needs of individuals teaching in public schools or community colleges and/or preparation for further graduate study. The second category leads to professional master’s degrees, such as the Master of Education (M.Ed.) or Master of Business Administration (M.B.A.). Although similar to the M.A. and M.S., these programs tend to emphasize professional practice.

Despite differences in titles and objectives, all master's degrees share common characteristics. The degree normally requires one to two years of full-time study (or equivalent) and the completion of a minimum of 30 semester hours of credit, depending on the plan of study. The degree is awarded upon completion of a coherent program which is designed to assure mastery of specified knowledge and skills, rather than a random accumulation of credits beyond the baccalaureate degree. The basic components of the degree may vary in emphasis, but generally include a common core in the discipline; a concentration in a subfield of study; cognate courses outside the department as a means of broadening the curriculum or to provide needed skills; an integrative experience to synthesize the program's content and/or to translate theory into practice such as seminars; practicums or internships, etc.; and a summative experience (both oral and written processes) to measure achievement and intellectual growth such as a thesis, research paper and/or comprehensive examination.

Master’s Degrees SDState is authorized to offer:

  • Master of Architecture (M.Arch.)
  • Master of Arts (M.A.)
  • Master of Education (M.Ed.)
  • Master of Engineering (M.Eng.)
  • Master of Mass Communication (M.M.C.)
  • Master of Public Health (M.P.H.)
  • Master of Science (M.S.)

The professional doctoral degree requires two or more years of professional study past the baccalaureate degree. This degree prepares an individual for entry into the practice of a recognized profession. Examples of professional doctorates are the M.D., Pharm.D., J.D., DVM, Ed.D., Au.D. and DPT degrees.

Professional Doctoral Degrees SDSU is authorized to offer:

  • Doctor of Pharmacy (Pharm.D.)
  • Doctor of Nursing Practice (D.N.P.)

Doctor of Philosophy (Ph.D.) program prepare a student to become a scholar; that is, to discover, integrate, and apply knowledge, as well as communicate and disseminate it. A well-prepared doctoral graduate develops the ability to understand and critically evaluate the literature of the field and to apply appropriate principles and procedures to the recognition, evaluation, interpretation, and understanding of issues and problems at the frontiers of knowledge. The doctoral graduate will also have an appropriate awareness of and commitment to the ethical practices appropriate to the field.

The central purpose of scholarship is extension of knowledge. Students in doctoral programs become scholars by choosing an area in which to specialize and a professor with whom to work. Individualized programs of study must be developed and supervisory committee members selected. When all courses are completed, the research analyzed, the dissertation written, and all examinations passed, the graduate will have acquired the knowledge and skills of a mature scholar.

Doctoral Degrees SDSU is authorized to offer:

  • Doctor of Philosophy (Ph.D.)

Certificates

A certificate program is a sequence, pattern or group of courses that focus upon an area of specialized knowledge or information with defined outcomes. In the Regental system certificates typically consist of 9-12 credit hours including prerequisites. Any exceptions must be justified. Courses may be offered through a collaborative arrangement with another Regental university (or other collaborative arrangements). Completion of a certificate appears on student transcripts.

Academic Discipline of Study

An academic major or primary area of study within a degree program enables students to make an in-depth inquiry into a discipline or a professional field of study. It is organized around a specific set of goals and objectives that are accomplished through an ordered series of courses, whose connections define an internal structure and whose sequence advances levels of knowledge and understanding. A major introduces students to a discipline or field of study and related area through a foundation of theory and method. A major that focuses on a specific discipline draws its courses predominantly from one department. A major that encompasses a professional field of study or is interdisciplinary usually obtains its courses from more than one department.

The number of credit hours required for a major and its organizational structure will vary, depending on whether it aims at disciplinary or professional preparation. Variations are due to the demands of accrediting agencies, certification requirements, professional competence and expectations. Undergraduate majors require both discipline specific and support courses. In the Regental system majors typically consist of 47-89 semester credit hours with the mean at 68.5 hours. Credits required for the major are supported by the general education core and electives and together meet the total degree requirement. Majors are established by Board of Regents action.

An academic minor within a degree program enables a student to make an inquiry into a secondary discipline or field of study, or to investigate a particular content theme. It too should be organized around a specific set of objectives that are achieved through a series of courses. Minors are intended to provide limited competency in the subject. Course offerings in a minor may be centered in a specific department or drawn from several departments as in the case of a topical or thematic focus. Some specific requirements are included. Regental undergraduate minors typically consist of 18 semester credit hours. Flexibility typically is achieved by offering the student a choice from among a group of courses to complete the credits. Minors are established by Board of Regents action.

A specialization is a designated plan of study, within an existing degree program. It provides a student an alternative to the primary format of the major or it may be one of several tracks within a broad major. It is specified in the institutional catalog and is designated on the transcript. Specializations are established by Board of Regents action. Specializations are not required.

An emphasis is a concentration within a major and is accomplished by individual student choices within a plan of study. For example, within a major on adult health the student may focus on the older adult. An emphasis is not regarded as a separate program. It may be described in the catalog, but not detailed as a specific plan of study. It is not specified on a transcript. An emphasis is not required.

Professor speaking to a group of students in a finance lab.

General Education Requirements

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The General Education component of all associate and baccalaureate programs shall consist of the System General Education Requirements. Students may only select general education courses from a limited approved list to meet the System General Education Requirements. These requirements are effective for students entering Fall 2017.

System General Education Requirements Course/Credit Distribution

System General Education Requirements shall include 24 credits of course work. At least 3 credit hours shall be earned from each of 6 goals (total of 18 credits) set out in the System General Education Goals and Requirements below. Each institution shall identify 6 credit hours of additional course work from the six goals. The distribution of courses/credits will be maintained as guidelines managed by the Academic Affairs Council and approved by the Committee on Academic and Student Affairs.

SDSU has identified the following requirements to total the 24 credits of course work:

GoalSDBOR Requirement: 18 CreditsSDSU Requirement: 6 Credits
Goal #13 Credits3 Credits
Goal #23 Credits 
Goal #33 Credits3 Credits *
Goal #43 Credits3 Credits *
Goal #53 Credits 
Goal #63 Credits3 Credits *

* Three (3) additional credits selected from approved list of courses for Goals #3, #4, or #6.

System General Education Requirements shall include 30 credits of course work. At least 3 credit hours shall be earned from each of 6 goals (total of 18 credits) set out in the System General Education Goals and Requirements below. Each institution shall identify 12 credit hours of additional course work from the six goals. The distribution of courses/credits will be maintained as guidelines managed by the Academic Affairs Council and approved by the Committee on Academic and Student Affairs.

SDSU has identified the following requirements to total the 30 credits of course work:

GoalSDBOR Requirements: 18 CreditsSDSU Requirements: 12 Credits
Goal #13 Credits3 Credits
Goal #23 Credits 
Goal #33 Credits3 Credits
Goal #43 Credits3 Credits
Goal #53 Credits 
Goal #63 Credits3 Credits

Approved Courses to meet System General Education Requirements

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The limited approved to meet each of the established system goals will be maintained as guidelines managed by the Academic Affairs Council and approved by the Committee on Academic and Student Affairs. Proposed changes to the courses permitted to meet System General Education Requirements are approved by the Board of Regents each year during the March meeting impacting the next academic year. The list of courses approved to meet each of the established system goals will be closely monitored by the System General Education Committee and Academic Affairs Council to ensure course relevance, program coherence, and breadth of student choice.

System General Education Goals and Requirements

The General Education Committee will specify student learning outcomes for each of the general education goals listed in this section using appropriate faculty input. The specific student learning outcomes will be maintained as guidelines and managed by the Academic Affairs Council in consultation with the System General Education Committee and approved by the Committee on Academic and Student Affairs. The six System General Education Goals are:

Students will write effectively and responsibly and will understand and interpret the written expression of others.

Students will communicate effectively and responsibly through listening and speaking.

Students will understand the organization, potential, and diversity of the human community through study of the social sciences.

Students will understand the diversity and complexity of the human experience through the study of the arts and humanities.

Students will understand and apply fundamental mathematical processes and reasoning.

Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world.

Assessment of System General Education

As specified in and , all universities shall participate in a process to assess and evaluate the achievement of the goals and student learning outcomes of the System General Education Requirements. This assessment and evaluation process will use a random sample of course syllabi, student work, and system-standard rubrics or measures to evaluate performance against standards.

The system general education assessment process is structured in such a way that all six goals will be assessed over a three-year period. Universities will assess at a minimum the same two goals annually to facilitate system-wide inferences on student learning. The cycle shall rotate in this way:

  • Year 1: Goals 1 and 5
  • Year 2: Goals 3 and 6
  • Year 3: Goals 2 and 4

Level and Numbering of Courses

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Course Numbering at SDState

  • 001-099: Pre-college, remedial skills, special improvement, non-degree credit (Remedial or non-college level courses do not earn credits toward graduation. Remedial courses offered at SDSU are delivered only as self-support).
  • 100-199: Freshman level
  • 200-299: Sophomore level
  • 300-399: Junior level
  • 400-499: Senior level (may be dual-listed with 500-level graduate course)
  • 500-599: Entry level graduate (may be dual listed with a 400-level undergraduate course and may include limited enrollment by undergraduates)
  • 600-699: Graduate level (undergraduate enrollment only by permission of Graduate Dean)
  • 700-799: Graduate level (graduate students only)
  • 800-899: Doctoral and post-doctoral level (doctoral and post-doctoral students only)

Undergraduate students who have completed a minimum of 90 credit hours may request to enroll in 500/600 level. Students will pay graduate tuition and the courses will be recorded on a graduate transcript. A maximum of 12 graduate credits may apply to an undergraduate degree. SDSU Policy 2:22 Use of Graduate Credit for Undergraduate Degree Requirements designates standards concerning the use of graduate credit to fulfill undergraduate degree requirements as allowed by .

Explanation of Course Levels

Lower division courses are numbered 100 and 200. Typically, they require no, or limited, prerequisite background in the discipline. They also may have one or more of the following characteristics:

  1. Introductory courses or part of a series of basic courses in a discipline.
  2. Courses that may be counted in majors, minors, electives, the system general education requirements and/or institutional graduation requirements.
  3. Used at the basic level in baccalaureate programs.
  4. Used in associate degree programs.

Lower division courses increase the knowledge students have of subjects with which they are already familiar, introduce them to new subjects, and/or establish a foundation for them to study a major subject in depth.

Lower division courses usually are tightly structured with the expectation that students are to receive considerable instructional guidance in the learning process. Instruction at the lower division level normally is informational and emphasizes learning skills; it usually entails the use of text materials or resources provided by the instructor or acquired through library or other resources. The intellectual skills emphasized in lower division courses include comprehension, analysis, synthesis, evaluation, and application of knowledge, but these competencies are not stressed to the same degree they are in upper division courses. Evaluation of student performance at this level typically tests information, concepts and skills, but may include aspects identified below for upper division courses.

Upper division courses are numbered 300 and 400. Typically, they build on the background of the lower division. They also may have one or more of the following characteristics:

  1. Built on a foundation of prerequisite lower division courses in general education, a discipline, or related field of study.
  2. May be included components of an institution’s graduation requirements.
  3. Synthesize and integrate knowledge and skills from several specific areas in a discipline or from related disciplines.
  4. Used primarily in bachelor’s degree programs.

Upper division courses enable students to study a major field in depth by building upon and integrating the knowledge they have gained in the lower division. However, upper division courses may also be an introduction to sub-fields in a discipline. Upper division courses are characterized by more flexible structure, which allows for a variety of approaches to the subject matter, a wide range of course material, and an emphasis on independent study and/or research in the laboratory, library, studio or community. Students are expected to accept increasing responsibility for their own learning both inside and outside the classroom. Upper division courses typically emphasize comprehension, analysis, synthesis, evaluation and application of knowledge. Evaluation of student performance at this level stresses such outcomes as comprehension and understanding of concepts, the ability to solve problems, and to integrate knowledge.

Graduate courses are numbered 500, 600, 700, and 800. Typically, graduate courses are restricted to students who have successfully completed a bachelor's degree. Graduate students:

  1. Typically build upon a foundation of undergraduate courses in a single or related discipline.
  2. Exhibit intellectual maturity and ability to study and work independently.
  3. Efficiently use the library, studio, laboratory, community and/or field-based facilities in ways commensurate with the level of learning.

Graduate courses broaden the perspective and deepen the knowledge within a particular discipline or professional field of study, or provide initial preparation in a professional field that requires foundational knowledge and experience.

Graduate courses are often containing complex ideas and concepts and structured with a variety of learning activities, covering a wide range of source material, require substantial student interaction, and a significant emphasis on independent study and/or research. Evaluation of student performance in graduate courses entails a variety of means and is commensurate with the level of complexity of these courses.

Cross-listed Courses

Cross-listed courses differ in course prefix and are identical in every other aspect. Cross-listed courses have the same number, title, description, credit hours, prerequisite(s), co-requisite(s), CIP code, etc.

Electrical engineering student working on a project in the lab.

Multi-Numbered and Dual-Listed Courses

In this approach, a given body of content is available in separately approved courses at two different levels. It is assumed that each of those courses is needed, one for each level of curriculum. However, in the context of curriculum and resource management, the institution may make the decision to teach those two courses simultaneously by one faculty member. Different levels of expectations would be stated for the students. Separate course syllabi outlining these different expectations or a segment of the common syllabi that clarifies these differences would be made available and on file. Multiple numbered courses must be properly approved, documented, and monitored for quality and maintenance of standards. Two types of multiple numbered courses are acceptable. Undergraduate studio and ensemble courses may be multiple numbered (100, 200, 300, 400), and senior and entry level graduate courses may be dual numbered (400-500). Multiple numbered courses do not have to be used on a campus, but, should they be used, initiation is accomplished by approval of the appropriate course proposals and would follow these guidelines.

Common Course Guidelines within Regental System

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The Regental system’s catalog of courses serves as the foundation of a commitment to provide students the opportunity to use courses offered by any Regental institution to fulfill degree requirements. Faculty members from the separate institutions have agreed that this catalog includes a set of common courses that are considered equivalent, regardless of the institution that offers instruction. This permits students to successfully complete a common course and have it recognized as meeting any requirement that includes that course at any Regental institution. This commitment removes the uncertainty that exists when students attempt to transfer completed coursework between Regental institutions. The Academic Affairs Council (AAC) maintains these common courses using the guidelines outlined in .

Student working in a lab.

A common course is a course offered by one Regental institution that has essentially the same content (subjects/breadth) and level of instruction (depth) as a course offered by at least one other Regental university. Common courses shall have common CIP codes, prefixes, course numbers, course titles, course descriptions, and prerequisite requirements; common courses are equated (considered the same course for degree completion) in the Student Information System (SIS). Common courses also include courses cross-listed with a common course and 500-level courses dual-listed with a common course. Courses approved as meeting system general education requirements are not necessarily considered common courses. Common courses are not necessarily offered at all Regental universities.

  • Common courses shall have common CIP codes, prefixes, course numbers, course titles, course descriptions, and prerequisite requirements; common courses are equated (considered the same course for degree completion) in the Student Information System (SIS).
  • Common courses at the 100 and 200 level shall have the same number of credit hours.
  • Common courses at the 300 and 400 level shall have the same number of credit hours with a few exceptions that must be within +/- 1 credit.
  • Common courses shall use the same course number for courses that have both a lecture and a laboratory. An “L” in the course number identifies laboratories (i.e., 101-101L). This applies to both composite courses (students must register for the lecture and the lab concurrently) and courses for which the student may register for the lecture and the laboratory in separate terms. Laboratory courses for which there are no parallel lectures courses do not need the “L” identifier.
  • Common lecture/laboratory courses at the 100/200 level will have the same total number of credit hours. The number of credit hours attached to the lecture and the lab may vary between universities as long as the total number of credit hours is the same. Each university determines faculty workload associated with laboratory courses.
  • Approval of deviations from the common course format occurs on a case-by-case basis.
  • Unique courses shall not have the same course number and/or title as other courses considered either common or unique. A course may be unique due to differences in level of instruction, accreditation standards, or level of the degree program.
  • The prefix need not reflect the name of the department offering the course.
  • Not all universities need to offer a course for the course to be a common course.
  • Common course numbering shall adhere to common course numbering guidelines.
  • Universities are not required to offer all of the courses associated with a common course’s prerequisites.
  • Any changes to a common course must be approved the executive director of the Board of Regents.

The following middle digit nine course-numbering scheme is used in the South ֱ public university system. These courses may have multiple sections. A section’s title may or may not reflect the material covered in that section. See the academic department for section information, e.g., description, prerequisites such as instructor or department consent, GPA required, junior or senior standing, etc.

NumberCourse TitleDescription
x90Seminar

A highly focused and topical course. The format includes student presentations and discussions of reports based on literature, practices, problems, and research.

Instructional method = E (Seminar) for 300-level (and higher) courses; D (Discussion) or O (Orientation) for 100/200-level courses

x91Independent Study

Students complete individualized plans of study which include significant one-on-one student-teacher involvement. The faculty member and students negotiate the details of the study plans.

Instructional method = I (Independent Study)

The X91 course is intended for a single, exclusive purpose: accommodating students who express interest in a specific facet of an established discipline, but no course of relevance currently exists; the independent study meets this unique need. It is not intended for utilization as a strategic effort to meet section size minimums or to diminish faculty workload calculations.

x92Topics

A course devoted to a particular issue in a specified field. Course content is not wholly included in the regular curriculum. Guest artists or experts may serve as instructors.

Instructional method = D (Discussion)

Note: The topics course is intended for only these two situations:

  • Experimental course: piloting innovative content that may evolve into an established course
  • Authentic topical course: offering a unique course entrenched in content that is currently – but not perpetually – relevant

The X92 course is not intended to be utilized as an alternative to an established course.

x93Workshop

Special, intense sessions in specific topic areas. 45 hours of student work is required for each hour of credit earned. Workshops may vary in time range, but typically use a compressed time period for delivery. They may include lectures, conferences, committee work, and group activity.

Instructional method = W (Workshop)

x94Internship

Applied, monitored, and supervised field-based learning experience for which the student may or may not be paid. Students gain practical experience; they follow a negotiated and/or directed plan of study. A higher level of supervision is provided by the instructor in these courses than is the case with field experience courses.

Instructional method = S (Internship/Practicum)

x95Practicum

Applied, monitored, and supervised field-based learning experience for which the student may or may not be paid. Students gain practical experience; they follow a negotiated and/or directed plan of study. A higher level of supervision is provided by the instructor in these courses than is the case with field experience courses.

Instructional method = S (Internship/Practicum)

x96Field Experience

Applied, monitored, and supervised field-based learning experience for which the student may or may not be paid. Students gain practical experience; they follow a negotiated and/or directed plan of study established by the student, instructor, and field-based supervisor. Due to the presence of a field experience supervisor, a lower level of supervision is provided by the instructor in these courses than is the case with an internship or practicum course.

Instructional method = S (Internship/Practicum)

x97Cooperative Education

Applied, monitored, and supervised field-based learning experience for which the student may or may not be paid. Students gain practical experience; they follow a negotiated and/or directed plan of study established by the student, instructor, and field-based supervisor. Due to the presence of a field experience supervisor, a lower level of supervision is provided by the instructor in these courses than is the case with an internship or practicum.

Instructional method = S (Internship/Practicum)

498Research

Independent research problems/projects or scholarship activities. The plan of study is negotiated by the faculty member and student. Contact between the two may be extensive and intensive.

Instructional method = J (Research)

788Research Problems/Projects

A formal treatise presenting the results of study submitted in partial fulfillment of the requirements for the applicable degree. The process requires extensive and intensive one-on-one interaction between the candidate and professor with more limited interaction between and among the candidate and other members of the committee.

Instructional method = T (Thesis)

789Research Problems/Projects

Independent research problems/projects or scholarship activities. The plan of study is negotiated by the faculty member and student. Contact between the two may be extensive and intensive.

Instructional method = J (Research)

798Thesis

A formal treatise presenting the results of study submitted in partial fulfillment of the requirements for the applicable degree. The process requires extensive and intensive one-on-one interaction between the candidate and professor with more limited interaction between and among the candidate and other members of the committee.

Instructional method = T (Thesis)

898DDissertation

A formal treatise presenting the results of study submitted in partial fulfillment of the requirements for the applicable degree. The process requires extensive and intensive one-on-one interaction between the candidate and professor with more limited interaction between and among the candidate and other members of the committee.

Instructional method = T (Thesis)

Student teacher and children playing at a table.

Credit Hour Definition

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The credit hour is a unit by which an institution measures its course work. The credit hour value for a course is determined primarily by the amount of time, the intensity of the educational experience, and the amount of outside preparation required by the student. For example, a lecture course with readings or other out-of-class preparation would result in one credit for each class hour scheduled per week for a semester while a laboratory experience with little out-of-class preparation may equal one credit for three hours scheduled per week of a semester.

The following are generally accepted standards:

  1. At least fifteen (15) contact hours of recitation, lecture, discussion, seminar, or similar experience, as well as a minimum of thirty (30) hours of student homework is required for each credit hour;
  2. Laboratory courses with few outside requirements require a minimum of forty-five (45) contact hours for each credit hour;
  3. Laboratory courses with moderate out-of-class preparation require a minimum of thirty (30) contact hours for each credit hour;
  4. Studio courses must involve at least thirty (30) contact hours and at least fifteen (15) hours of homework for each credit hour;
  5. Internships/practica/field experiences must require a minimum of forty-five (45) clock hours of work for each credit hour;
  6. Music instruction and specialized types of music performance offerings must conform to the requirement for accreditation of the National Association of Schools of Music;
  7. Workshops must involve a minimum of forty-five (45) hours for each credit hour, including a minimum of fifteen (15) contact hours, with the balance of the requirement completed as students fulfill related assignments; and
  8. Credit hours for courses delivered using online (distance), hybrid, and other nontraditional modes are assigned based on competencies or learning outcomes that are acquired through coursework and are equivalent to those of students in a traditional classroom setting. As a general rule, an equivalent of forty-five (45) hours of work by a typical student is required for each credit hour.
Student checking airplane before flying.

Program Fee Guidelines

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Tuition and Fees authorizes universities to assess certain fees and retain the revenue for the specified uses. The Board of Regents must approve all such fees at their annual March/April meeting. The Board of Regents modified the approach for establishing program fees at their April 2015 meeting. The modification included a) the elimination of lab fees to provide greater consistency across courses; and b) alignment of program fees across institutions based on common prefix codes. Proposals for program fees are submitted independently of curriculum proposals.

View of students hands working in a lab.

CIP Codes

The are a nationally developed taxonomy of educational programs and their subdivisions. The CIP is a classification of program terms and descriptions reflecting the manner in which institutional instructional program data are organized, collected and reported. The U.S. Department of Education’s National Center for Education Statistics (NCES) developed the system in 1980, with revisions occurring in 1985, 1990, 2000, 2010, and 2020.

The Classification of Instructional Program (CIP) is intended to establish standard terminology in order to improve communication and standardize record-keeping. Among the intended users of the CIP system, besides the federal government, are state governments, local governments, educational institutions, education research organizations, accrediting agencies, professional associations, and individual researchers. Specifically, the CIP codes are designed to:

  1. Assist in collecting, reporting and interpreting data about instructional programs.
  2. Aid those responsible for designing data collection instruments.
  3. Indirectly assist in educational planning, resource allocation and review via standardized data categories;
  4. Aid those responsible for responding to data requests.
  5. Serve as a tool to assist those who compile, verify and analyze instructional program data.
Students outside looking at plants in food production lab.

CIP codes are assigned to departments/schools, faculty, programs, majors, minors, specializations, and courses. New program and course request forms require a CIP code when being submitted for SDBOR approval Whenever possible, the institution attempts to match the program, major, minor, and course CIP. The Academic Affairs Office works with the department and college to identify the CIP Code. The description of the major or course as published in the catalog is the basis for the selection and assignment of a CIP code.

Instructional Methods

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The following is a listing of the Instructional Methods table. The purpose of this table is to provide the basis for a systematic, qualitative, identification and labeling of all courses taught at public higher education institutions in South ֱ. To these ends it is essential that the elements of this listing be both mutually exclusive and exhaustive.

Upon creation of a new course, each university authorized to teach identifies the most fitting instructional method; alternately stated, there must be a single instructional method per course per university.

Identification of the appropriate instructional method should be aligned with reality; the instructional method of choice should truthfully and accurately reflect actual teaching methods. It should not hinge upon anticipated enrollment.

Co-requisite scenarios (instances in which students must concurrently register for two – or more – courses): each component is assigned the most applicable instructional method; choices need not be identical. In instances of linked courses, instructional methods both should be indicated. For example, the instructional method for the lecture section would be “R” and the instructional method for the laboratory section would be “L”.

A specific course retains its predetermined instructional method within a term and from term to term. To officially change an instructional method, the institution submits a revised course request during the regular curriculum review process. Changes to instructional method must be submitted via Revised Course Requests; they are subject to approval by the system Vice-President of Academic Affairs and the Academic Affairs Council (AAC). Effective term must be a future – not current - term.

If a few students need a specific named and numbered course to maintain plans of study and low enrollment causes cancellation of the course, a university may offer the course content to the students via independent study (i.e., Instructional Method I: special problems, directed study, mentored study, special projects). If the university uses the independent study approach, the student reregisters in the subject matter for an independent study upon the cancellation of the specific course. This alternative can occur only when three or fewer students need the subject matter of the canceled course for their plans of study. While campus workload policies vary, independent study courses do not appear in the workload report or the small section report.

Curriculum management applies to all instructional methods. The University system plans course scheduling according to projected enrollment and seeks to optimize faculty resources throughout the course offerings. The Course Enrollment Management Policy () serves to provide direction with respect to the course schedule. Courses should be scheduled to ensure maximum enrollment and student accessibility. Course enrollment looks to coordinate section size by understanding class capacity, section enrollment and the course rotation scheduling.

This policy applies to all courses and academic units during the academic year (fall/spring and summer). Each university while managing section size should take into consideration careful planning, informed by enrollment histories and course rotations.

Course Section Management:

  • Undergraduate fall/spring academic term section enrollment - The total percentage of sections for 100, 200, 300 or 400 level undergraduate courses and dual-listed undergraduate/graduate course enrollments of less than 10 students must remain at or less than 18% of total sections for the university.
  • Graduate fall/spring academic term section enrollment -
    • Lower Division Graduate Courses (500-699) - The total percentage of sections for course enrollments of less than seven students must remain at or less than 25% of total sections for the university.
    • Upper Division Graduate (700+) - The total percentage of sections for course enrollments that are less than four must remain at or less than 75% of total sections for that university.
CodeTypeDescription
AStudio

Intended for fine arts courses held in a specialized studio environment which is precisely and intentionally geared to the nature of course (for example, dance studio).

Course presentation and student participation is contingent upon the special studio; no other learning venue will suffice.

Course content demands significant one-to-one student/instructor interaction; the course is very hands-on with extensive student engagement.

BCompetency-based/Self-paced Study

Each enrolled student advances at his/her preferred rate; that is, progression is controlled by the student, not the faculty member.

Successful mastery of content is based on achievement of competencies as opposed to completion of assignments.

Student progression through course content is often assisted by technology.

Individual or group tutorials may be provided to supplement individual learning.

CClinical Laboratory

Learning takes place in a clinical laboratory, an operation which conducts diagnostic tests performed on samples taken on/from the human body.

These clinical laboratories may be free-standing or situated within hospitals or medical clinics.

Faculty members are heavily involved; they maintain direct and close supervision of students.

Enrollment is limited; it varies from 1 to 9 students.

DDiscussion

Communication between faculty member and students is two-way; all are participants who actively share experiences, ideas, viewpoints, and feedback. Depth of information sharing surpasses ordinary question and answer sessions.

Designed to stimulate thinking and interest, this method is particularly relevant when subject matter is subjective, controversial, and/or multi-faceted.

Student involvement is strong; it entails conversation, dialogue, and/or debate.

Enrollment maximum is typically 35 students.

ESeminar

This course is highly focused and topical with strong, direct faculty-student interaction.

Instruction features significant emphasis on student exploration of scholarly literature; research; and professional challenges, problems, and practices.

This instructional method is exclusive to graduate and upper-level undergraduate (300, 400) course work.

The enrollment maximum is typically 20 students.

FSmall Group

Because of known and ongoing constraints, section size is extremely limited; such constraints are physical in nature; they tie to limited numbers of work stations, specimens, crucial pieces of equipment, etc.

Section size is restricted to 9 or fewer students; because of inflexible physical constraints, teaching 10 or more is impossible.

GClinical Experience

This course entails provision of direct patient care in a clinic-based setting.

Through observation and treatment of patients, students focus on developing specific skill sets designed to improve health (physical and/or mental).

Oversight and instruction are provided by a faculty member and/or approved site supervisor.

Enrollments are small (1 to 9) due to the inherent nature of this experience.

HMusic Ensemble, Large

Intended for large groups, either instrumental or vocal in nature; examples include band, orchestra, and choir.

Enrollments vary (10 or greater students) with regularly scheduled instructional meetings and/or faculty-led practices.

Performers can register for a credit bearing or non-credit bearing experience; however, those who are enrolled for 0 credits must also register for other courses which are credit bearing.

IIndependent Study

Format is distinctive and individualized; content is tailored to the student(s) and particular situation.

Intended for unique learning experiences outside of established courses.

Enrollment varies; typically, however, section size is small (1 to 5 students).

For each section, a suitable plan of study and meeting schedule are negotiated and established.

JResearch

This course focuses on designing and conducting research; a viable and appropriate plan is developed as a collaborative effort between faculty member and student.

Interaction between faculty member and student researcher is both extensive and intensive.

This instructional method is not intended for courses that focus on either research methods (grounded in theory) or research proposal development; nor is it intended for graduate thesis/dissertation courses.

LLaboratory

The learning environment is highly structured; course content is largely rooted in facts, principles, ideas, and theory.

Communication is very straightforward and primarily one-way; the faculty member formally relays information, while students listen.

This format is particularly relevant to situations in which student knowledge of subject matter is very limited.

Classes can be sizable; enrollment maximums – which widely vary – depend on course level, discipline, and university preference.

MPrivate Instruction

This course centers on personalized, one-to-one training; common examples include music performance and flight instruction.

Course content is consistent with prescribed learning outcomes; it is not negotiable but rather, inherent to the course.

NMusic Ensemble, Small

Intended for small groups, either instrumental or vocal in nature.

The course involves regularly scheduled instructional meetings and/or faculty-led practices.

Enrollments vary between 3 and 9 students (trio, quartet, quintet, etc).

OOrientation

This course is designed to bolster navigational success (collegiate and/or programmatic); content facilitates optimal student acclimation and promotes informed decision making.

Content is grounded in practical concepts associated with general collegiate life or a specific professional discipline. This focus is reinforced by opportunities of expeditionary learning and interactions with guest speakers.

Learning is highly hands-on with strong student engagement. The faculty member of record functions as a coordinator/mentor who offers support and encourages exploration.

PPhysical Education Activity

This course is devoted to participation in/performance of a physical activity; faculty instruction includes proper form and technique.

The enrollment maximum varies, depending on factors such as nature of the particular sport, availability of venue and equipment, and safety considerations.

QTracking 
RLecture

Content is largely rooted in facts, principles, ideas, and theory.

Communication is primarily one-way; the faculty member formally relays information, while students listen.

Classes can be sizable; enrollment maximums – which widely vary – depend on course level, discipline, and university preference.

SInternship/Practicum

This field-based learning experience is monitored and supervised; examples include discipline-specific field work, student teaching, and cooperative education.

Placed in real-world environments of chosen professions, students strongly engage; involvement is memorable and impactful.

In pursuit of relevant, discipline-based experience, each student follows a prearranged plan of study and benefits from skilled mentoring.

Such experience may or may not be associated with payment of wages.

Enrollment is variable, depending on need.

TThesis

A formal treatise presenting the results of study, which is submitted in partial fulfillment of the student’s program requirements.

The faculty thesis director is a strong presence; he/she provides considerable mentoring, guiding, and directing. Members of the thesis committee engage in more limited – but still important - interaction with the student.

Should the student not complete all thesis requirements in the current term, a transitional grade (see BOR 2:10) must be assigned.

VTravel Study

Intended for a travel experience that is structured, academic, and university-sponsored with clearly established, onsite faculty leadership.

Faculty member guides students through a progression of cohesive, theme-based learning environments; shares contextual information, motivates guided inquiry, and facilitates debriefing.

Interactive instruction heavily relies on engagement of students with comparison of information and observations as well as sharing of insights and reactions.

WWorkshop

A very intense, rigorous academic experience, the workshop focuses on a specific, narrowly tailored topic of current interest and professional relevance.

The workshop is restricted to graduate level instruction; in rare instances, 300/400-level undergraduate instruction is allowed; this scenario requires special approval from the system Vice-President of Academic Affairs.

For each earned credit, 45 hours of student work is required.

XExperiential Learning

This course entails discovery learning in a specified area or discipline; through dedicated participation, students derive personal understanding and attach meaning to acquired experiences.

Focus is placed on the learning process itself, not preconceived learning outcomes; the contrast to traditional instruction presents a defining element of this method.

Learning is inductive, student-centric, and activity-oriented. Throughout, participants critically assess the experience, draw useful conclusions, and anticipate application of such knowledge to future situations. The assigned faculty member assumes a role of mentor/coach.

Geared toward participation-based experiences such as service learning and job shadowing.

Course Delivery Methods

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  1. Each course section will be assigned a single delivery method code that indicates the primary method by which instruction is delivered to the student. Assignment of the delivery method code will not be changed after the university billing date.
  2. The primary delivery method is the one by which more than half of the instruction is delivered.
  3. Department heads/directors will be responsible for specifying the code for each section.
  4. In order to facilitate DDN enrollment reporting, any course section that uses DDN as one of its delivery methods must use the appropriate DDN code even if less than half of the instruction is provided via the DDN. For example, an on-campus course that is also sent out to receive sites via the DDN must use the 025 DDN Host/Send Site code.
  5. If a course has one group of students receiving instruction primarily through one type of delivery method and another group of students receiving instruction primarily through another type of delivery method, separate courses sections must be created. For example, one section for students primarily receiving instruction face to face and another section for students primarily receiving instruction over the Internet.
CodeDescriptionDefining ElementsLocation/SessionBuilding/RoomScheduled Class TimeImmunizations
001Face to Face Term Based InstructionFaculty member delivers course content when congregated together with students in a single physical setting.Physical setting (most likely, campus-based)Actual building + roomYesYes
002HyFlexFaculty member delivers course content through a blend of face-to-face and distance methodologies. The mix includes face-to- face, online synchronous, and online asynchronous. Students are allowed to choose, and that selection is fluid.Physical settingActual building + room for F2F meetingsYesYes
003HyFlex SynchronousFaculty member delivers course content through a blend of face-to-face and distance methodologies. The mix includes face-to- face and online synchronous. Students are allowed to choose, and that selection is fluid.Physical settingActual building + room for F2F meetingsYesYes
015Online AsynchronousFaculty member delivers entirety (100%) of course content via internet-based methodologies; instructor and students are physically separated. Students are not required to participate in learning engagements on specified days/times.Online/InternetCINT/InternetNoNo
018Online SynchronousFaculty member delivers entirety (100%) of course content via internet-based methodologies; instructor and students are physically separated. Students are required to participate in learning engagements on specified days/times; this condition of the course is made known before the start of the term.Online/InternetCVIR/VirtualYesNo
020Receive SiteFaculty member utilizes technology (video and audio) in the delivery of course content to distance students.Physical settingActual building + roomYesNo
025Send SiteFaculty member utilizes technology (video and audio) in the delivery of course content to distance students; local students are physically present in the classroom of the host site, which is situated within the main campus.Physical settingActual building + roomYesYes
029Hybrid OnlineFaculty member delivers course content through an integration of online and face- to-face methodologies. Between 75 and 99% of instruction is provided via online modalities.Physical setting for F2F meetingsActual building + room for F2F meetingsYesNo
030Blended/HybridFaculty member delivers course content through an integration of online and face- to-face methodologies. No more than 74% of instruction is provided via online modalities.Physical setting for F2F meetingsActual building + room for F2F meetingsYesYes
031EmporiumFaculty member does not provide traditional lectures, but rather, on-demand personal assistance as students progress through online instructional modules. The learning environment is a computer-based classroom located on campus.Physical settingActual building + roomNoYes
098OtherRelevant to situations in which the instructor of record may or may not play a role in the student’s engagement and learning; such scenarios could include internships, practicums, field experiences, and tracking courses.For sections with instructional method S: Z/off-campus internshipNot relevantNoNo
099Emerging TechnologiesFaculty member utilizes newly available technology to deliver course content. If a trend accompanied by promise of longevity becomes evident, it will volley into creation of a unique delivery method code.Situation-specificSituation-specificNoNo