RIT New Academic Program Proposal Form
Prepare your proposal as a Word document (there is no template or form). Be sure to respond to each of the components listed under the various headings. When you provide information related to each sub-section please use the numbering system indicated below, i.e., 1a, 1b, 1c, etc.
It is important that proposers refer to the following two documents when preparing the proposal. Each proposal should ensure that RIT's Essential Learning Outcomes and Academic Portfolio Blueprint characteristics and criteria have been included in the proposal.
1. PROGRAM DESCRIPTION AND PURPOSE
Provide a narrative overview of the proposed (or revised) program that includes the following:
- Provide a brief description of the program as it will appear in the institution’s catalog.
- List educational and (if appropriate) career outcomes. Describe any specific curricular features that incorporate rigorous academic and career preparation.
- Describe how the program fits with and advances the institution’s mission, vision, values and reputation.
- Describe the justification and documented need for this program and how this program contributes to RIT’s strategic plan priorities and key result areas.
- Describe curricular features that:
• facilitate and support student and faculty scholarship, research and creativity
• address emerging disciplines
- Excepting general education requirements, describe and list documented curricular interconnections and integration between this program and other disciplines, programs and colleges at the University (e.g., minors, concentrations, BS/MS options).
- Describe the role of faculty in the program’s design.
- Describe the input by external partners, if any (e.g., employers and institutions offering advanced educational programs). In your response, draw from the information you have solicited from external partners reported in Appendix D.
- Provide enrollment projections for Year 1 through Year 5. (In arriving at these projected enrollments, consult with Enrollment Management. Include other documentation and provide a formal certification of enrollment projections from VP for Enrollment Management and Career Services in Appendix B which explains the underlying enrollment assumptions and projection model.
2. PROGRAM COURSES AND SCHEDULE
- Using Table 1a for undergraduate programs or Table 1b for graduate programs, list all required and elective courses in the program and show how a typical student would progress through the program.
- Identify courses on Table 1 that satisfy RIT’s General Education Framework. Use the following identifiers and terminology (next to each course listed):
- Foundation Courses
- First Year Writing: LAS Foundation 1
- LAS Foundation 2: First Year Seminar
- LAS Perspective 1 (Ethical)
- LAS Perspective 2 (Artistic)
- LAS Perspective 3 (Global
- LAS Perspective 4 (Social)
- LAS Perspective 5 (Natural Science Inquiry) – Must have lab component
- LAS Perspective 6 (Scientific Principles)
- LAS Perspective 7A (Mathematical)
- LAS Perspective 7B (Mathematical)
- LAS Immersion 1
- LAS immersion 2
- LAS Immersion 3
- General Education Electives
- Wellness Education
- For every required course provided by a department other than the program’s home department, provide a memo of support in Appendix C from that department, which includes an estimate of incremental costs for offering additional sections or new courses for the proposed program.
- If the program will be offered through a non-traditional schedule (e.g., off-campus, on-line, etc.), provide a brief explanation of the schedule, including its impact on financial aid eligibility.
- For existing courses that are part of the major, submit a copy of the current catalog description.
- For all new courses, provide course outlines in the major using RIT’s New or Revised Course Outline Form. (Form is available in Appendix A. Course outlines should include a course description, course credit, objectives, topics, student outcomes, texts/resources and basis for determining grades.
a. Provide information on Full-time faculty, Part-time faculty and Faculty to be hired in the Program using Tables 2, 3, and 4.
Note: Full faculty Curricula Vitae must be included in Appendix F (below).
4. FINANCIAL RESOURCES AND INSTRUCTIONAL FACILITIES
- Summarize the instructional facilities and equipment needed to ensure the success of the program including:
- Space – Summarize space needs and incremental costs. Please review Division of Academic Affairs Policy and Procedures for Allocation and Utilization of Space (available on Academic Affairs Website) and complete Allocation for Space Request Form, Appendix E.
- If this program will share lab or studio space/equipment with other programs, please note that here and provide documentation of agreement in Appendix C (below).
- Equipment (renewal / replacement costs and schedule)
- Computer facilities
- Other space and equipment
- Complete Table 5 after consultation with RIT Finance and Administration and the preparation by them of the new program financial projections in Appendix G (below). These projections include incremental resources needed including personnel (faculty and support personnel [administrative, secretarial, technical, teaching/research assistants]), General Education sections needed, library, equipment, laboratories, supplies and expenses; capital expenditures.
NOTE: Submit Final Academic Costing Spreadsheets and all Tables in Appendix G.
5. LIBRARY RESOURCES
- Summarize the analysis of library resources for this program by the collection librarian and program faculty. Include an assessment of existing library resources and their accessibility to students.
- Describe the institution’s response to identified needs and its plan for library development.
Note: Include a supporting letter from appropriate RIT librarian in Appendix C (below) that addresses 5a; and 5b) above and includes a summary of present holdings and a list of required new acquisitions with cost estimate.
6. ADMISSIONS AND ENROLLMENT
NOTE: Sample responses for a, b, and c follow but should be tailored for the proposed program.
- List all program admissions requirements for the proposed program
- Undergraduate programs: SAT, ACT, high school GPA, transfer GPA, TOEFL score for international students, special requirements (e.g., portfolio).
- Graduate programs: GRE or other exams, college transcripts, undergraduate GPA, recommendations, interview, TOEFL score, bridge courses, portfolios.
Typical response: Admission to RIT is competitive, but the admission process is a personal one. Each application is reviewed holistically for strength of academic preparation, performance on standardized tests, counselor recommendations, and personal career interests. RIT advertises and recruits with the objective of seeking applicants from a variety of geographical, social, cultural, economic, and ethnic backgrounds. Students applying to RIT choose a specific academic program as part of the admission process. This is important because RIT offers a variety of academic programs, and requirements differ from one program to another.
In general, Students seeking admissions to this program are expected to submit past high school/college performance records (particularly in required academic subjects) and either the ACT or SAT (in the case of freshman applicants). Guidelines for admission include: (Bill and Franz: look at RIT’s prospectus viewbook (at the end where the tables are)to see if there are specific high school preparation courses required or other program specific ranges of standardized test requirements that you want to mention here.)
In the case of International applicants, international students whose native language is not English must submit results of the Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) examination along with demonstrating that other admissions requirements are met.
- Describe the process for evaluating exceptions to admission requirements
Typical response: RIT’s Enrollment Management and Career Services reviews each applicant’s record and will confer with the academic program if exceptions to admissions requirements seem warranted. RIT will grant credit for prior experience/prior learning on an individual basis as determined by the academic
- How will institution encourage enrollment by persons from groups historically described as underrepresented in the discipline or occupation?
Typical response: RIT is committed to recuiting and enrolling a diverse student population. An important component of RIT’s Strategic Plan is to recruit students from underrepresented groups, referred to as AALANA on campus and women into STEM fields. The university sponsors academic summer camps for underrepresented groups and various year-long programs to increase the numbers in the admissions pipeline. In addition, RIT has designated specific types of scholarships to support the education of students from diverse and underrepresented backgrounds.
7. ACADEMIC SUPPORT SERVICES
Summarize the academic support services available to help students succeed in program. Please include a summary of the advising system to be used in this program, including a list of professional staff advisors and faculty and the anticipated ratio of advisors to students.
8. EXTERNAL REVIEW OF GRADUATE PROGRAMS
If the proposal is a graduate degree program below the doctoral level, submit a copy of the Evaluation Report Form of the program by a recognized expert in the field who has been approved in advance by the State Education Department. In addition, submit the institution’s response to the evaluation* and highlight how the proposal was modified in response to the reviewer’s comments.
*(Confer with Senior Associate Provost about choosing external reviewer and gaining NYSED approval).
For further information, please refer to #5. External Review (required for specific types of proposals).
9. CREDIT FOR EXPERIENCE
If this program will grant substantial credit for prior learning derived from experience, describe the methods of evaluating the learning and the maximum number of credits allowed.
a. See evaluation for prior learning guidelines.
10. PROGRAM ASSESSMENT AND IMPROVEMENT
NOTE: Program Assessment Plan must be signed off on by Dr. Anne Wahl, Assistant Provost for Assessment and Accreditation prior to new program proposal submission.
Summarize the plan for program level outcomes assessment including how data from assessment will inform program improvement. See Academic Program Assessment/Program Level Outcomes Assessment plan.
a. Program Level Outcomes Assessment: Provide the program's outcomes assessment
1. Program objectives
2. Anticipated program outcomes
3. For each program level outcome include:
- assessment method/measure to be used
- achievement level
- assessment schedule data collection
- plan for reviewing, disseminating and acting upon results to inform, program improvement
b. Indicate on program Level Assessment Plan how program outcomes map to RIT's Academic Program Profile
c. Accreditation and Program Review
1. List any external organizations (excepting NYSED and Middle States) that will
evaluate/accredit the program (e.g., accrediting agency, professional society)
2. How frequently will the accreditation evaluation occur?
3. Indicate how the program has been designed to meet the criteria of that accrediting
agency by providing a comparison of the requirements of the accrediting agency
with those of the program
4. Indicate plan for ongoing and formal periodic program review
11. NEW/EMERGING FIELD AND ALLIED HEALTH AREAS
If the proposal for an undergraduate degree falls into any of the following categories, submit a copy of an evaluation* of the program by a recognized expert
in the field who has been approved in advance by the State Education Department.
Submit a copy of the e-mail received from Sr. Associate Provost providing advanced approval of external evaluator.
In addition, submit the institution’s response to the evaluation and highlight how the proposal was modified in response to the reviewer’s comments.
Categories of programs requiring this type of external review:
- Program’s subject matter represents a new or emerging field.
- Program is in an allied health area, unless the institution can demonstrate that the program is accredited by an accrediting body for college-level programs in the field.
*Confer with the Office of the Senior Associate Provost on selection and approval of external evaluator.
12. TRANSFER TO BACCALAUREATE PROGRAMS
If the program will be promoted as preparing students for transfer to a baccalaureate program, provide a copy of an articulation agreement with at least one institution.
13. APPLICATION FOR DISTANCE EDUCATION
If 50% or more of the program will be offered in distance education format, you must complete the Application for Distance Education
a. IMPORTANT: You do NOT NEED TO ANSWER THE QUESTIONS IN PART A of the Application for Distance Education
Please provide information as detailed in Appendices A-G
APPENDIX A - NEW OR REVISED COURSE OUTLINE FORM
APPENDIX B - ENROLLMENT AND MARKET ANALYSIS
Describe and elaborate in Appendix B on the following information:
- Detailed enrollment projections for the next five years, including as applicable, new students, transfer students, internal transfer students. These projections are to be developed by Enrollment Management and Career Services (EMCS) with an explanation of methodology used. The Vice President for Enrollment Management must formally certify projections in the Concept Paper and Final Program Proposal.
- Anticipated graduation rate (based upon college target and similar RIT programs)
- Competing programs (regional and national) and what RIT's competitive advantage over these programs is.
- Anticipated geographic draw (regional, national and international)
- Program delivery format (full-time, part-time, on-site, off-site, distance learning, weekend learning)
APPENDIX C - INTERNAL LETTERS OF SUPPORT
Include the following internal agreements and support documentation in Appendix C:
Impact statements and letters of support that identify the impact that new program will have on existing academic programs as well as projected needs for additional course sections from other academic units; academic accommodations; and other shared resources required from the following units:
- Appropriate RIT Librarian provides letter addressing sections 5a. and b of proposal
- College of Liberal Arts
- College of Science
- Other departments (other than program’s home department) including cost estimate for offering new courses or additional sections of current courses
- Student Affairs (addressing any services likely to be affected by addition of this program)
- NTID Support Services, including Access Services (Interpreting Services and C-Print).
- ILI/On-line Learning
- If program will share lab or studio space/equipment with other programs, provide documentation of this agreement
- Other internal letters, as deemed appropriate by proposer
APPENDIX D - PROGRAM NEED AND MARKETABILITY:EVIDENCE AND LETTERS OF SUPPORT
Provide documentation from potential feeder schools, employers and directors of advanced educational programs in Appendix D to demonstrate the need and marketability of this program. In particular:
- Include analysis from RIT's office of Cooperative Education and Career Services that addresses the opportunity for CO-OP placement, permanent job placement and graduate school admission.
- Indicate the basis upon which individuals were selected to prepare external letters of support. Important qualifications include academic background, subject matter expertise, relevant hiring responsibility, involvement in acceptance of students to advanced programs, etc.
- As appropriate, letters of support should be solicited from:
- Graduate schools
- Industrial advisors
- Governmental agency representatives
- Professional organizations or agencies
- Feeder schools
- Letters must respond to questions such as the following:
- Would a graduate of this curriculum be employable by your organization or others similar to yours?
- What is your prediction of the job market for a graduate from this curriculum 5 years from now? 10 years from now?
- What possibilities are available for a graduate from this program to advance in this area or occupation?
- Would a graduate from this curriculum be expected to receive an advanced degree after employment?
- Are there opportunities for graduates from this program to enter an advanced degree licensing program? Are there limitations? GPA desired? Number of openings? Number of applicants versus number of accepts?
- Should any portion of the (new, revised, consolidated) curriculum be modified? If so, what and why?
APPENDIX E - SPACE ALLOCATION/RENOVATION REQUEST
APPENDIX F - FULL FACULTY CV's
Include a CV for each faculty member who will teach in the program and who is listed on Table 2 and 3 in the proposal as Appendix F.
APPENDIX G - COST MODEL: REVENUE/COST PROJECTIONS/EXPENSES
Include all Cost Model Tables and a detailed five-year projection of revenue and expenses as Appendix G. All information for these Financial Projections must be obtained from Finance and Administration (contact Jackie Taylor, Director of Partnership Relations) and must be signed off on as "Final" by Director of Partnership Relations.
Please refer to the Academic Affairs Academic Program Planning website for a list of important data and information that you should bring to the initial meeting with Finance and Administration in order to expedite the preparation of new program financial projections. This information is found on webpage entitled: “Undergraduate and Master’s Programs” (see step #3b “Checklist for Preparing New Program Financial Projections”).