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  • All fields: regents
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Display: 20

    • Page 99

    • Page 99
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    • Revisions The third key element to manual writing is the consideration of how future manuals will be published. This manual is different than many in that a new product will not come out annually that will change the manual completely, although as...
    • Page 97

    • Page 97
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    • because many people create their own version of the form and add extra headings and sections. This is one of the main reasons that the Board of Regents are not pleased with the proposals that are sent from Southern Utah University. For this reason...
    • Page 96

    • Page 96
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    • Appendix E is the Southern Utah University Policy 6.8.2. The hard copy of this policy should not change, as policy revisions usually do not change more than once every five years. This means the paper copy found in the hard copy of the manual...
    • Page 95

    • Page 95
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    • University. The second group (G-J) refers to appendices from the Board of Regents. I will explain each Appendix and how it works within the manual. Appendix A is the University Undergraduate Curriculum Proposal Form – Consent Item. This is a form...
    • Page 91

    • Page 91
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    • within the environment. Creating and transmitting messages in a clear manner will help create the understanding required to successfully complete a task (Shockley-Zalabak, 2006). If users will follow the instructions outlined, the manual is set up...
    • Page 86

    • Page 86
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    • catalog because they had students who were enrolled in this degree. I am continually explaining that some changes are not executed once they have received approval from the Deans’ Council. Changes that are considered more substantive often need...
    • Page 85

    • Page 85
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    • Planning The creation of the manual began by gathering data on curriculum and program changes, Southern Utah University policies, Utah State Board of Regents policies and the way the process was currently operating. The data was gathered this way...
    • Page 83

    • Page 83
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    • that they should. Not only has the problem been recognized by the Regents, but also by the Provost’s Office at Southern Utah University. I began working at Southern Utah University on July 25, 2007. One of my responsibilities was to track...
    • Page 82

    • Page 82
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    • CURRICULUM & PROGRAM CHANGE MANUAL Communication is a process (Markel, 2004; Beebe, Beebe, & Redmond, 2002). It is constantly changing and evolving. Just as communication is constantly changing and evolving, so must businesses and organizations...
    • Page 8

    • Page 8
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    • Section Five – Level 5 Program Changes What constitutes a Level 5 Program Change? ...................................................................................... 33 What levels of approval does a Level 5 Program Change need?...
    • Page 78

    • Page 78
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    • Appendix J Consistency with Institutional Mission Explain how the program is consistent with and appropriate to the institution’s Regents’-approved mission, roles, and goals. Section IV: Program and Student Assessment Program Assessment State...
    • Page 77

    • Page 77
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    • Appendix J External Review and Accreditation Indicate whether any external consultants, either in- or out-of-state-, were involved in the development of the proposed program, and describe the nature of that involvement. For a career and technical...
    • Page 75

    • Page 75
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    • Appendix J Executive Summary Institution Degree Type and Title 11 Month 2008 Program Description One paragraph description of the program. Role and Mission Fit One paragraph statement showing how the proposed certificate or degree is in harmony...
    • Page 71

    • Page 71
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    • Appendix G 7.1. Program List - A List of Programs under Development or Consideration. 7.1.1. Information - Each institution shall submit an updated matrix of programs under development or consideration that may be brought to the Regents for formal...
    • Page 70

    • Page 70
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    • Appendix G 6.2.7. Credit/Non-credit Certificates Eligible for Financial Aid - Credit/Non-credit certificates that are eligible for financial aid. If financial aid is provided for programs of 600 to 900 clock hours, the CAO will submit an Executive...
    • Page 69

    • Page 69
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    • Appendix G This may require the enrollment of students at other institutions of higher education or that courses be taught for a maximum of two years after discontinuation of the program. 6.2.2.2. Duplication - Consider discontinuance of...
    • Page 68

    • Page 68
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    • Appendix G 6.1.4.3. New Major - A sequenced set of courses within a bachelor’s degree program that comprises study in an academic discipline. The major is listed on the graduate credential and signifies that the recipient possesses the knowledge...
    • Page 67

    • Page 67
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    • Appendix G 6.1.2.2. Requirement - Specialty associate’s degrees require Regents’ approval. These specialty Regent-approved associate’s degrees may be either a specific major or articulate to specific four-year majors. 6.1.3. New Associate of...
    • Page 66

    • Page 66
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    • Appendix G template (see 8.2.2). The following programs, including incubated programs in any of the following categories, require action by the Regents: 6.1.1. New Associate of Arts and Associate of Science Degrees - Programs of study...
    • Page 65

    • Page 65
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    • Appendix G 4.2. Procedure - Certificates of Proficiency greater than 600 hours needing approval for financial aid, and Certificates of Completion and Diplomas greater than 900 clock hours or 30 semester hours are subject to the following regional...

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