To include in the appendix 

A template for this Table is at the end of this document. A faculty member must be identified for each course that is a required component of the curriculum, and the goal of this matrix is to summarize faculty credentials and course involvement. Note that this matrix should also include any projected faculty hires that are needed to support the program. 

Maximally a paragraph in length.  Provide course numbers for existing courses, and indicate those courses which are not yet implemented/approved. Do not include course syllabi.

NOTE: each vita is limited to two pages and should provide information that establishes faculty credentials and expertise to support their role(s) (e.g. teaching, research mentor) in the program.

Include an Ohio Department of Higher Education Fiscal Impact Statement (FIS) which will be used to demonstrate institutional plans for the judicious use of resources in terms of physical plant, personnel, student support, and appropriate institutional commitment of resources to the new program. The most current FIS form may be obtained from your Graduate School offices.

Market analysis via the Bureau of Labor Statistics projections or software such as Burning Glass/Labor Insights is strongly suggested. Supply summarized data from any survey (detailed data and testimonials not needed). 

Include as appropriate to the institution and program being proposed. (e.g., Provost, Dean, Department Chair(s), internal/external collaborators, outside experts, etc.)

If applicable. 

The most current form may be obtained from your Graduate School offices.

Full name of proposed degree program (e.g. Master of Arts in Technophobia)

Mode of Delivery: (fully online, blended, on campus) 

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Academic Institution(s) offering degree 

College and academic unit (department, school, etc) administering degree

Maximum 300 words 

This is only intended to be an overview. Make sure to explicitly identify if plans include defined lines of curricular focus within the degree program (tracks or concentrations) and whether they will be noted on the transcript. (max 300 words) 

For example, Master of Science or Master of Arts degree names identify degrees that prepare students for original research and  usually include original research that leads to a thesis as culminating experience, or may include a research capstone. “Master of” degree names have a capstone culminating experience that demonstrably integrates what has been learned during the degree coursework. Justify the disciplinary field in the degree title if not tightly linked to the stated focus of program. (max 100 words) 

1. Total credit hours. Identify minimum total credit hours (indicate whether semester or quarter) for completion of the program. If there are differences in credit expectations among the proposed tracks or concentrations, state those differences.
2. Normal or typical length of time for students to complete the program. If there are differences in duration among the proposed tracks or concentrations, state those differences. Identify if students will be enrolled full-time and/or part-time.

Provide proposed date for implementation of the program, and indicate if program plan includes more than one cohort being admitted per year.

For example, traditional college age, working adults, professionals with specific existing credential, military personnel, etc. Define admission requirements (previous areas of study or degree earned, GPA, work experience or certification, standardized tests, writing samples, etc). (max 300 words) 

Offer plan to ensure recruitment, retention and graduation of groups underrepresented within the discipline. Provide as background (1) Institution and department profiles of total enrollment and graduate student enrollment of underrepresented groups within the discipline, and compare to (2) nationally reported values from NCES, Council of Graduate Schools, or other authoritative sources.  Supply data by demographic group where available. Your Office of Institutional Research, or the Graduate School, can assist in gathering this data. (max 500 words) 

Indicate the impact that the proposed change will have on the physical resources and laboratories that currently accommodate existing program and services, or identify new laboratory and preceptor needs. Define if new staffing is needed to support these facilities or other aspects of the program.

Using information added to the Appendix, provide evidence of need for the new degree program, including the opportunities for employment of graduates. Examples of potential metrics supporting program need include (max 500 words):

• Student interest and demand (Potential enrollment; Ability to sustain the critical mass of students. Surveys of potential student interest can be helpful)
• Institutional need (Plan for overall development of graduate programs at the proposing institutions)
• Societal demand (Intellectual development; Advancement of the discipline; Employment opportunities to meet regional, national and/or international needs)

For example, is there a point at which you need to hire new staff or faculty, or find additional space?

Explain the unique features of your program compared to others in the State.

For example, are you uniquely serving a region?

Include examples from your colleagues at other institutions. 

Expand on information in Table above, if needed including specific courses, course options and any other requirements (e.g. clinical hours, experiential learning, competencies, projects, minimal research credits, defined number of credits in different focus areas,  etc). Define the minimal credits needed to complete the degree in any transcripted tracks or specializations. (max 500 words) 

Examples of suitable culminating experiences for different kinds of degrees include, but are not limited to:

• preparation of a thesis,dissertation or other creative written work
• capstone or exit projects, which may be applied in nature and not necessarily involve research
• comprehensive examinations
• supervised field experiences, or any other integrated learning experience

With proper planning, the culminating experience may be integrated within coursework required for the degree. (max 500 words) 

• How many and what types of faculty (full-time and part-time) will be employed in the program? 
  • Describe how the number and type of faculty is sufficient to support the program, especially if the program contains a research or heavily mentored activity.
• How many, if any, new faculty will be hired for the program? 
  • The Appendix must include a two-page CV of each program faculty, and the Faculty Matrix describing involvement of each faculty in teaching (a template for the Faculty Matrix can be found below).

• What are the administrative arrangements for the proposed program, including oversight at the program, department and school/college level? 
• Where will any needed financial support and staffing come from?

• How is the program distinctly different, both conceptually and qualitatively, from the undergraduate degree programs in the same or related disciplines?  If applicable, provide a detailed listing of the specific differences.
• How does the program emphasize the theoretical basis of the discipline as expressed in the methods of inquiry and ways of knowing in the discipline?
• How does the program place emphasis on professional decision making and teach the use of critical analysis in problem solving?
• How is the program designed to educate students broadly so that they have an understanding of the major issues and concerns in the discipline or professional area?
• Does the program identify faculty resources appropriate for the research component of the program?
• Does the program curriculum offer what students need to know for competence at the expected level of professional expertise?
• What plans have been made to address standards and guidelines for professional accreditation, if applicable?

• What admission criteria, in addition to the traditionally required transcripts, standardized test scores, letter(s) of recommendation, and personal statements of purpose, are relevant to assess the potential for academic and professional success of prospective students?  
  • Will there be special consideration of student experience and extant practical skills within the admission process? If so, please elaborate.
• Is field/clinical experience subsumed within the academic experience? 
  • If so, how does that experience relate to the academic goals of the professional graduate degree program?  
  • Provide a description of the involvement of supervisory personnel.  
  • Describe the nature of the oversight of the field/clinical experience by the academic department. 
  • Provide an outline of the anticipated student activities as well as student requirements for competencies and hours of experience.
• Are the faculty qualifications associated with the professional graduate degree program appropriate for such faculty? 
  • Provide the specific qualifications for such faculty.
• How does accreditation by the appropriate professional organization relate to the academic curriculum and experience outlined in the program plan? 
  • Describe the specific aspects of the program plan, if any, that are necessary to achieve professional accreditation. 
  • Is completion of the degree program required for professional accreditation in the field?
• How are theory and practice integrated within the curriculum?
• What is the national credit hour norm for this degree program in your field? 
  • How was this norm derived? Is the number of credit hours required for graduation influenced by mandated professional experiences? 
  • If so, how?
• Describe how the required culminating academic experience will contribute to the enhancement of the student’s professional preparation.

• Programs must include a majority of the course content in the natural sciences, technology, engineering, mathematics and/or computational sciences.
• Programs must include a professional skills component, which must be developed in consultation with leaders from the targeted industry, business, government, or non‐profit organizations.
• Programs must include an experiential component with at least one capstone project, supervised collaboratively by faculty and employers, evaluated, or graded by faculty and typically developed with an employer(s), which integrates the practical application of scientific and professional knowledge, behavior, and skills. The experiential component typically includes a structured internship and provides an opportunity for students to demonstrate proficiency in written and oral communication skills.
• Programs must include an active and engaged external advisory board of leaders from industry, business, government, or non‐profit organizations.
• The program must collect annual data relative to enrollment, degrees, completion, and demographics; and the employment history of graduates should be tracked to help assess program outcomes.