Policies and Procedures

Criteria and Procedures for the Graduate College Review of Proposals for New and Revised Graduate Degree Programs and Options under Existing Degrees

August 2006

Review and approval of all proposed new and revised graduate degree programs by the Dean and Executive Committee of the Graduate College are required, as one mechanism for fulfilling the statutory functions of the Graduate College to "develop and safeguard standards of graduate work." As a discipline evolves, a new area may be developed that is in effect a new graduate program under an existing degree, requiring revision of the existing program and Graduate College review and approval of such revisions. Criteria by which proposals for graduate programs are judged by Graduate College committees and the review procedures are described below. (The criteria and procedures for proposals for graduate courses are described in a separate document.)

Recognizing the diversity of graduate programs on campus, the criteria are deliberately general to permit flexibility in evaluation of programs by the standards of the discipline.

I. Criteria

Criteria for New Ph.D. Programs or New Options under Existing Ph.D. Programs
1. A Ph.D. program should contribute to the broad mission of the University of Illinois at Urbana-Champaign.
2. There should be a defined and complementary relation of the proposed Ph.D. program to other graduate programs on the campus, and in the case of a new degree option, to other degree options in the unit.
3. A Ph.D. program should derive from a body of knowledge established over a sufficient period to develop a substantial scholarly discipline of well-defined content, in a field of reasonable depth.
4. The Ph.D. is a research degree; the unit proposing a Ph.D. should have in place or under development a strong program of research and scholarship. A rigorous research component should be required in the graduate program.
5. A core faculty of demonstrated experience and achievement in graduate teaching and research should be available and committed to conducting the Ph.D. program.
  1. Normally, all of the core faculty should be members of the Graduate Faculty and a substantial proportion should have tenure. Evidence of scholarly productivity through publication or creative achievement through performances or exhibits should be presented.
  2. The core faculty should be sufficient in number to teach the graduate courses and conduct and supervise the research.
6. The need for a Ph.D. program in the discipline should be demonstrated in terms of the potential contribution of its graduates to education, research, public service, or private enterprise.
7. The demand for graduates of the program should be addressed in the proposal, but demand should not be the primary criterion for measuring the need for a Ph.D. program.
8. There should be evidence of a potential clientele of qualified students for the Ph.D. program.
9. There should be evidence that the proposing unit has the resources, available or committed, to mount a Ph.D. program, without diluting existing programs. The resources should be sufficient to support the necessary facilities, e.g., library, laboratory, and so forth.
10. The proposed Ph.D. program must meet the minimum requirements of the Graduate College for admission, credit, doctoral examinations, dissertation, and so forth, as stated in the Programs of Study catalog and in the Graduate College Handbook.
Other Doctoral Degree Programs
Other doctoral degree programs must be judged by the above criteria, where appropriate, as well as the special criteria of the profession and the discipline.
Criteria for New Master's Programs
In a university where the emphasis is on the research Ph.D., there is wide variety in the objectives and organization of master's degrees. In general they fall into two categories: a) Those that lead to the academic degrees Master of Arts (A.M.) or Master of Science (M.S.) and are introduction to the scholarly activities and research for the Ph.D.; and b) professional master's programs that prepare graduates for careers as teachers or practitioners.

Because of the variety in master's degrees, it is difficult to set criteria that can apply across the board. Certain general criteria may, however, be applied to guide judgments, which must be tempered by attention to the standards of the discipline and objectives of the particular master's program. The following are such general criteria:
1. A master's program should encompass a well-defined and recognized area of advanced study based on an established body of knowledge.
2. A master's program should consist of a coherent pattern of courses, which, at the unit's discretion, may be capped by a comprehensive examination, a thesis or project report, or a creative project. The unit has the option of requiring a final evaluation and determining its form if required.
3. The relation of the master's program to other graduate programs in the unit, particularly to doctoral degree programs, should be clearly defined. There should also be a defined and complementary relation to other master's programs on the campus; unnecessary duplication should be avoided.
4. A core faculty of demonstrated experience and achievement in teaching and research in the field should be available and committed to conducting the master's program.
  1. Typically, the core faculty should be members of the Graduate Faculty. Evidence of scholarly productivity through publication or of creative achievement through performances and exhibits should be presented.
  2. The core faculty should be sufficient in number to teach the graduate courses and supervise the research connected with a thesis or project if required.
5. The demand for graduates of the program should be addressed in the proposal, but the demand should not be the primary criterion for measuring the need for a professional master's program.
6. There should be evidence of a potential clientele of qualified students for the master's program.
7. There should be evidence that the proposing unit has the resources, available or committed, to mount a master's program without diluting existing programs. The resources should be sufficient to support the necessary facilities, e.g., library, laboratory, and so forth.
8. The proposed master's program must meet the minimum requirements for master's programs for admission, credit, residence, and so forth, as stated in the Programs of Study catalog and in the Graduate College Handbook.
Joint Degree Programs
A joint degree program enables a student to earn two degrees with fewer total units of credit than pursuing each degree program separately. Two academic units that wish to offer a joint degree program must submit a formal proposal for review by the Graduate College. The proposal must include the same elements as a proposal for a new degree program, such as the justification for the program, and budgetary and staff implications. The proposal must address the division of tuition revenues and handling of tuition waivers between colleges in which the separate programs are offered. The proposal should explain how students will be advised and evaluated.

The two disciplines being combined should enjoy intellectual synergies, so that the joint degree student acquires knowledge and skills substantially equivalent to a student who takes the programs separately.

A student who wishes to enter a joint degree program must be admitted separately to each program as a joint degree candidate. Both degrees are awarded simultaneously upon completion of all requirements.
Majors, Concentrations, Options, Tracks, Specializations and Minors
"Major" refers to the student's primary program of study. The successful completion of a major is noted on the student's transcript.

"Concentration" refers either to a specialized program of study within a major, or an interdisciplinary program. Concentrations consist of 24-32 hours of relevant coursework and/or thesis credit. Proposals for new concentrations always require review by the Senate and the Board of Trustees, and the successful completion of a concentration is noted on the student's transcript.

The terms "option," "track," and "specialization" refer to different ways of earning a graduate degree. They are less formal and may require fewer hours than concentrations, and their successful completion is not noted on the student's transcript.

A "minor" is a coherent set of at least 12 graduate hours of courses defined by one or more units outside the student's enrolling department. The successful completion of a minor is noted on the student's transcript.

II. Revised Graduate Programs

The Graduate College Executive Committee should review and approve proposals for substantial revisions of graduate degree programs.

Certain guidelines for determining whether a revision is substantial can be established but must be interpreted in each case. Graduate College staff members should be consulted if revisions which could be interpreted as substantial changes in a graduate program are contemplated.

The following may serve as guidelines:

A change in the credit required for a degree is the one absolute criterion that marks a revision as substantial and requires approval by the Graduate College and beyond (through the Board of Trustees). The Graduate College requires a minimum of 32 hours for the master's degree and 96 hours for the doctorate. A change in credit will usually be to increase (or possibly decrease) the number of units required for a master's degree. Credit for the Ph.D. could also be changed, e.g., by adding or deleting a requirement for a research component carrying credit in excess of the Graduate College minimum. The proportion of course work to thesis research credit is determined by the department.
The department has considerable discretion in establishing the curriculum in a particular discipline. The content of graduate courses and graduate programs naturally evolves in response to new directions or emphases in a discipline. A major change in course requirements that substantially changes the content of the degree should be interpreted as a revised program or a new option under an existing degree and requires Graduate College review and approval.
The department has discretion to revise the course requirements, the sequencing of courses, the requirements and format for master's and doctoral examinations, and the requirements for master's and doctoral theses. Changes in such requirements that do not substantially change the content of the degree do not require Graduate College approval. For example, a new requirement for a comprehensive examination may be instituted by the department. At the request of the department, Graduate College staff can give advice on such matters.

III. Review and Approval Process

The sequence of the review and approval process for graduate degree proposals is given in Section IV. Note that new graduate degree proposals require review and approval at all levels, beginning with the department and proceeding through the Illinois Board of Higher Education. Section IV also indicates the approval points for revised programs and options.

An experimental graduate program may be proposed as an option, concentration, or specialization within an existing degree program. A proposal for an experimental program may be approved administratively by the disciplinary college. A program may exist in the experimental stage for a limited period only. Toward the end of the experimental period, an experimental program may be proposed as a new degree program or as a permanent option, concentration, or specialization. Otherwise, the experimental program would be terminated.

Proposals for new and revised graduate degree programs are reviewed by the Program Subcommittee of the Graduate College Executive Committee. Composition of the Program Subcommittee shall be:

Six voting members: five faculty members who are members of the Graduate Faculty, including the chairperson, and one graduate student. No more than one of the six voting members of the subcommittee shall be from a given department.
All faculty members of the subcommittee are members of the Executive Committee of the Graduate College.
Membership should rotate, if possible, with at least two new and two continuing faculty members each year.

The sequence for review and approval of all proposals for new and revised master's and doctoral majors, options, concentrations, tracks, specializations, and minors is as follows:

The Department
1. Courses and Curricula Committee or other committee
2. Executive Officer
The School (if applicable)
1. Courses and Curricula Committee or other committee
2. Director of School
The Disciplinary College
1. Courses and Curricula Committee or other committee
2. Dean or designee

Interdisciplinary programs must have the approval of all cooperating departments, schools, and colleges. At the college level, an experimental option within an existing degree program requires approval only by the dean before it is forwarded to the Graduate College.

The Graduate College
1. Program Subcommittee of the Executive Committee
2. Full Executive Committee
3. Dean

Revised programs without a credit change require no approval beyond the Graduate College. At the Graduate College level, an experimental option within an existing degree program requires approval only by the Program Subcommittee and the Dean of the Graduate College.

New options under existing degrees and joint degree programs that combine existing degrees must be approved by the Program Subcommittee and Graduate College Executive Committee. Approved changes are then reported to the Board of Trustees and submitted to the Illinois Board of Higher Education as part of the University's annual listing.

Sequence of additional review and approval for substantially revised and/or new master's and doctoral programs, and for changes in the names or credit requirements of degree programs:

Provost or designee.
Urbana-Champaign Senate
1. Educational Policy Committee
2. Full Senate
Board of Trustees

Review and approval of new master's and doctoral programs only:

Illinois Board of Higher Education

IV. Proposal Format and Documentation

Proposals Requiring Approval Beyond the Graduate College
For proposals for new programs, options under existing degrees, and revised graduate degrees, please use the "Format for Presentation of Proposals to Senate Committee on Educational Policy." The Senate requires a two-page outline. Graduate College committees have found, however, that this brief statement is not adequate for a thorough appraisal of a graduate program. The justification of the program in the summary and in additional documentation should speak to the appropriate criteria as given above.

In addition to the two-page statement, the Graduate College also requires the following documentation:
1. Expanded statement of the required courses, examinations, projects or theses, including an outline of a sample program (or programs) indicating the sequence.
2. Documentation that a qualified core faculty is available and committed to conducting the program.
3. Expanded justification of the need and demand for the program.
4. Comments on possible duplication and/or relation to other graduate programs on the campus, including comments from executive officers of related departments.
Proposals Requiring IBHE Approval
In the case of proposals for new programs that require IBHE approval, additional, more detailed information will be required at a later time (see Section V).

V. Submission of Proposals for New Units of Instruction, Research, or Public Service and for Revisions of Existing Programs (From Campus Administrative Manual)

FORMAT for Presentation of Proposals to Senate Committee on Educational Policy

Concise statement conforming to the outline below should be restricted, if possible, to two pages, and will be submitted to the Senate in that form. Additional supporting detail for consideration by the Committee should be attached as appendices.

SPONSOR: (Please include name and phone number of a faculty member knowledgeable about the proposal.)

BRIEF DESCRIPTION: (Where applicable, note whether stated program requirements include additional requirements in the form of prerequisite courses.)

JUSTIFICATION:

BUDGETARY AND STAFF IMPLICATIONS (Also see Appendix I below):

Additional staff and dollars needed.
Internal reallocations (e.g., changes in class size, teaching loads, student-faculty ratio, etc.)
Effect on course enrollments in other departments and explanations of discussions with representatives of those departments.
Impact on library, computer use, laboratory use, equipment, etc.

GUIDELINES FOR UNDERGRADUATE EDUCATION:

CLEARANCES: (Clearances should include signatures and dates of approval.)

STATEMENT FOR BULLETIN:

EFFECTIVE DATE:

Appendix I: Note on Budgetary and Staff Implications from the Senate Committee on Educational Policy

In the past, many of the proposals for revised curricula and programs submitted to the Senate Committee on Educational Policy have carried the claim, "Budgetary and Staff Implications: None." Yet some of these programs have called for increases in required courses or hours of faculty-supervised experience; some have projected that more students would enroll in the program when the proposed change was put into effect; some programs even increased the total number of hours or courses required for a degree. Presumably, the words "Budgetary and Staff Implications: None" meant that the unit proposing the change was not requesting new dollars or faculty lines to implement the change. However, it is difficult to see how there can be increases in the number of required courses or students served without entailing budgeting implications. If new dollars are not allocated to meet these increases, the increases may be covered by offering current classes less frequently, by increasing class size, or by increasing faculty workloads.

The Committee is concerned that in many cases the faculty of a unit may agree to accept increased class size or larger workloads because they perceive that changes requiring additional dollars will be difficult or impossible to achieve. While such a decision may indeed by defensible, a pattern of such decisions represents an erosion in faculty compensation and may, if class size is increased, lead to an erosion in educational quality. Less frequent scheduling of present courses may also have broad educational policy implications.

When courses outside the sponsoring unit are required, the units offering those courses may say routinely that yes, they can accommodate the additional students, when in fact the sections presently offered may already be full or even be overenrolled. If this is the case, the new or revised program obviously has budgetary implications for the campus even if the sponsoring department requests no additional funds.

Finally, new and revised programs may well require additional library acquisitions, allocations of computer time, access to laboratories, or other support services, all of which have budgetary implications.

Providing information about internal reallocations, the effect of the change on enrollments in other departments, and the impact in auxiliary units will help the Educational Policy Committee make better decisions and help the campus incorporate the budgetary implications of new and revised programs in a more timely and deliberative manner.

Policies and Procedures