Graduate Faculty

Program & Curriculum Management

Quality Graduate Education

• Graduate curricula should be aligned with SIUE’s views on the Goals of Graduate Student Learning and its Teacher-Scholar philosophy, as well as the most current disciplinary standards and any appropriate accrediting body requirements.
• It is essential that academic departments that offer both an undergraduate and graduate program demonstrate significant differentiation between the learning outcomes of the undergraduate and graduate programs.

Curriculum Requirements and Change Processes

• Changes in the program requirements require approval via the appropriate program change processes. When considering curricular changes, the following policies are of note.
  • Master’s degrees must be comprised of at least 30 credit hours; specialist’s degrees must be comprised of 30 credit hours beyond the Master’s. Post-Baccalaureate Certificates are comprised of at least 9 credit hours, while Post-Master’s Certificates must be comprised of at least 12 credit hours.
  • One-half of the required credits must be earned in courses numbered 500 or above, and at least two-thirds must be earned in a major field of study (or cooperative or interdisciplinary program)
  • No more than 10 credit hours counting toward program requirements must be constituted by workshop courses (2 weeks or less)
  • Each program can develop its own exit requirements (e.g., thesis, final project, etc.). Other relevant policies can be found in the Graduate Catalog.
  • Programs may add restrictions to courses (such as prerequisites and only students declared in that major can register), determine if a course is repeatable for credit, and the grading option (e.g., standard letter grading, final project [DE/letter grades] or thesis [DE/Satisfactory grades]).
  • The timeline for implementing changes are determined by Policy 1Q8. Note that submitting a program change (including admissions requirements, curriculum requirements, and/or graduation requirements) through a Form 91A must go through several layers of approval, in the below order:
    1. Department Chair
    2. Dean’s Office
    3. Provost’s Office for initial review
    4. Graduate Council Programs Committee
    5. Graduate Council
    6. Provost’s Office to obtain Chancellor’s Office approval as well as other final approvals, which depending on the nature of the change, may include the below:
       1. SIU System
       2. IBHE
• Graduate Programs might consider matching class schedule formats to the pedagogical needs of the students and the students’ needs. For instance, classes can be arranged in an 8+8 format (instead of 16-week), hybrid and online delivery can be utilized where appropriate, evening and weekend options can be scheduled, and satellite programs can be developed. These flexible delivery options may be appealing options to otherwise unserved or underserved potential students.

Graduate Differentiation for 400-Level Courses

• Approvals for 400-level courses offered for graduate credit are processed through the Graduate Course Review Committee. The course requirements must be differentiated for those students receiving graduate credit. Examples of adequate differentiation include:
  • major project on a topic cleared with professor and representing a more complex issue than those chosen by undergraduates
  • presentation of such a project to the class (undergraduates simply turn in written work)
  • additional project or paper that is about 10% of the work
  • additional questions on exams/homework and leadership roles in projects
  • research paper that is longer (perhaps 25% longer) than expected by undergraduates and uses primary sources with additional requirements that may include an annotated bibliography and synthesizing material from sources into new conclusions.
• Inadequate differentiation might involve simply lengthening the required pages of a paper or time of a presentation. It is also insufficient to claim more rigorous grading for graduate work than for undergraduate work; such rigor must be thoroughly explained.

Program Assessment

• All graduate programs must develop learning goals, create assessment plans, collect assessment data, and complete an annual assessment report. This process is completed as an assessment of student learning; note that this is distinct from program review, whose goal is review of the program. Contact the Chair of Graduate Committee on Assessment (GCOA) if you would like examples of assessment plans and/or rubrics. The GCOA website lists programs with assessment plans that are accepted for their current program review cycle.
• In addition to meeting Higher Learning Commission accreditation requirements and program accreditation requirements, program assessment can be used to focus on unique aspects that differentiate your program from similar programs, especially other accredited programs.
• Each program must develop its own learning goals, with SIUE’s Graduate Learning Goals as guidance. GCOA must be notified of any changes to the Learning Goals.
• Assessment plans must align with the program’s learning goals and include benchmarks, indicators, and criteria for passing. Assessment data is to be collected each academic year. GCOA must be notified of any significant changes to the Assessment Plan. Examples of indicators that could be used include:
  • course-embedded assessment of student learning
  • results from externally administered exams
  • department-created instruments
  • faculty or supervisor ratings (of applied learning experiences, thesis proposals or defenses, etc.)
• Annual Performance Reports are due to the Office of Academic Innovation and Effectiveness on the second Monday of October but may be due to the School/College sooner. These reports provide a summary of data to demonstrate how well each program’s students are meeting the program’s learning goals. Annual performance reports and assessment plans are reviewed by GCOA two years prior to the program review year and feedback is provided to program directors.

Program Review

• Graduate programs undergo a full program review every 8 years, with an interim report mid-cycle, on a pre-determined schedule. Preparing these reports is time-intensive, and program directors are advised to familiarize themselves with the templates and sample reports at least a year prior to the program deadline. New programs need to complete the Initial Report instead of the Program Review form.
• The review process is as follows:
  • The self-study is submitted by the program to the Office of Academic Innovation and Effectiveness. Note that the results from the Annual Performance Report are part of the self-study document.
  • An internal review committee (comprised of faculty from outside the program) reviews the program and files a report with the Office of Assessment and the Office of Academic Innovation and Effectiveness.
  • At a meeting of the Programs Committee of the Graduate Council, the review report is discussed by all involved parties (program director, chair, deans, internal review team, and a representative from the Provost’s Office).
  • The Programs Committee prepares a memo to the Graduate Council indicating whether they accept the report and indicating the status of the program.
  • The Graduate Council approves or disapproves the Programs Committee recommendations and prepares a memo for the Provost.
  • Program representatives will have a meeting with the Provost following the review to discuss the findings and status of the program.

Best Practices in Program Management

• Consider creating a Graduate Program Advisory Board. Although their function could vary based on your needs, some potential duties could include: giving feedback on curricular changes, serving as mentors for current students, and helping market the program.
• Consider the support structures in place within your department to support your graduate students and strengthen your student retention and completion, such as:
  1. The orientation and onboarding activities for new students. See the “Recruitment, Admissions, & Effective Onboarding” section for ideas on ways to create a robust and effective onboarding process for new students
  2. Establish a peer mentoring program linking new students with current students
  3. Hold social gatherings throughout the year to maintain strong connections amongst your students
  4. Assign “lead” graduate students to serve as program ambassadors § Encourage student participation in Graduate Student Symposium, campus organizations, etc.
  5. Encourage student participation in external organizations, conferences, etc.
  6. Create a Facebook or Blackboard group for students where information can be shared and discussions amongst students can occur
  7. Encourage the formation of a graduate student association/organization within your program
  8. Discuss the myriad of campus resources that are available to students in group settings (social events, orientation activities, in the classroom) to increase awareness and encourage utilization of services

Proposing New Degree, Certificate, Accelerated/Early Entry, or Joint Degree Programs

The below information provides guidance for departments planning to propose a new graduate program or program option on the required forms and approval process. Before any formal proposal is submitted, departments should ensure that all program stakeholders, including the Department Chair and Dean’s Office, support the proposal. The length of time required for proposal implementation depends on the type of proposal and the length of time taken by each approver to review.  Most new program proposals will require a minimum of one academic year to go through the approval process.

New Master’s Degree Proposals

Proposals for new master’s degrees should ensure they meet all master’s degrees requirements included in Policy 1F1, including a minimum of 30 credit hours, 50% or more of the credits at the 500-level or above, at least two-thirds of the credits earned in the field of major study, and the inclusion of an exit requirement. Admissions requirements should meet or exceed the University minimum requirements for master’s programs outlined in Policy 1E1. 

Before a proposal is begun, review the New Unit of Instruction Overview document provided on the Provost’s website. The information required is extensive. Information required includes but is not limited to items such as the program objectives, target demographics, delivery modes, projected enrollment, budget and resource allocations, and alignment with goals set by the Thriving Illinois IBHE Strategic Plan. 

Proposal Requirements & Approval Workflow for Master’s Degrees:

• Typically, new degree programs will require creation of a PACKAGE in CurricuNet as multiple forms are necessary, including the Form 92A, Request for a New Academic Program, as well as new course forms (90As) that are included in the curriculum.
  • Attach the New Unit of Instruction document.
  • Request market research data from Enrollment Systems, Research and Analysis (ESRA) that supports the workforce demand for the knowledge/skills acquired in the degree program, and include this data in the proposal
  • If any courses from a graduate program other than the program proposing the degree are included, attach a letter of collation from the other program indicating their support of their course(s) being included.
• The 92A will require standard approvals (Chair, School/College Curriculum Committee, Dean, Provost) before routing to the appropriate shared governance body, the Graduate Council’s Programs Committee. Following shared governance approvals, the Provost’s Office will facilitate the approvals needed by the Chancellor, SIU System, and IBHE.

New Post-Baccalaureate or Post-Master’s Certificate Proposals

Post-Baccalaureate Certificates (PBCs) and Post-Master’s Certificates (PMCs) are programs of study that lead to a specific set of skills or knowledge. Students interested in a PBC or PMC must complete a formal application for admission, are classified graduate students during their course of study, and must apply for graduation to have the certificate noted on their transcript. Exit requirements, such as a capstone, internship, or research project, are not included with a certificate program. 

Policy 1L14 outlines the requirements and structures of certificate programs, and examples of existing certificates can be found in the Graduate Catalog under the “Certificates” heading. 

New certificate proposals are strongly encouraged to:

• utilize existing courses with capacity for additional students
• include a curriculum that a student can complete in a calendar year or less, ideally in one to two consecutive semesters
• consider the target student demographic and build curriculum options feasible for that population (i.e., online course options for working professionals)
• minimize admission requirements to reduce barriers to the application (such as not requiring a personal statement or resume)
• utilize courses that apply to the master’s degree program so that PBC completers have an incentive to pursue the full graduate degree

Proposal Requirements & Approval Workflow for PBCs or PMCs:

• Create a Form 91A in CurricuNet, as long as no new courses are being proposed as a part of the certificate (if new courses are proposed, create a PACKAGE that includes all relevant forms).
  • Ensure that the attached files include the Catalog language for the proposed certificate, including admission requirements, curriculum, graduation requirements, as well as mode of instructional delivery.
  • Include a Reasonable & Moderate Extension (RME) as an attached file in the 91A, which must have an attached assessment plan.
  • Request market research data from Enrollment Systems, Research and Analysis (ESRA) that supports the workforce demand for the certificate knowledge/skills, and include this data in the proposal
  • If any courses from a graduate program other than the program proposing the certificate are included, attach a letter of collation from the other program indicating their support of their course(s) being included.
• The 91A will require standard approvals (Chair, School/College Curriculum Committee, Dean, Provost) before routing to the appropriate shared governance body, the Graduate Council’s Programs Committee. Following shared governance approvals, the Provost’s Office will facilitate the approvals needed by the Chancellor, SIU System, and IBHE.

 New Accelerated or Early Entry Proposals

The umbrella term of “Combined Baccalaureate and Graduate Degrees (CBGD)” refers to two options: accelerated programs and early entry programs. 

Accelerated programs allow current SIUE undergraduate students to begin pursuing their graduate degree during their last year of their undergraduate program where select graduate-level courses will fulfill requirements of both degrees. Existing accelerated program information can be found in the Undergraduate Catalog under the “Accelerated Degree” filter.  

Early entry programs allow current SIUE undergraduate students to begin taking graduate-level courses during their last year of their undergraduate program, but the courses only apply towards the graduate degree. 

Graduate programs interested in proposing a CBGD option should familiarize themselves with Policy 1L17, which provides guidance on the structure of CBGD programs. 

Proposal Requirements & Approval Workflow for Accelerated Program:

• Create a PACKAGE in CurricuNet that includes a Form 91A for BOTH the undergraduate and graduate program impacted
  • Ensure that the attached files include the Catalog language for the accelerated option, including admission requirements, application instructions, and a sample curriculum for the senior year and graduate year(s).
  • Include a Reasonable & Moderate Extension (RME) as an attached file in the 91A for the graduate program
• Since both the undergraduate and graduate programs are impacted, the 91As will require standard approvals (Chair, School/College Curriculum Committee, Dean, Provost) before routing to appropriate shared governance bodies (Faculty Senate Curriculum Committee & Graduate Council’s Programs Committee). Following shared governance approvals, the Provost’s Office will facilitate the approvals needed by the Chancellor, SIU System, and IBHE.

Proposal Requirements & Approval Workflow for Early Entry Program:

• Create a Form 91A for the graduate program impacted
  • Ensure that the attached files include the Catalog language for the early entry option, including admission requirements, application instructions, and the courses that may be taken during the senior year
  • Include a Reasonable & Moderate Extension (RME) as an attached file in the 91A
• The 91A will require standard approvals (Chair, School/College Curriculum Committee, Dean, Provost) before routing to the appropriate shared governance body, the Graduate Council’s Programs Committee. Following shared governance approvals, the Provost’s Office will facilitate the approvals needed by the Chancellor, SIU System, and IBHE.

New Joint Degree Program Proposals
Joint degrees provide a structured pathway for students to earn two degrees simultaneously with fewer credit hours than would be required to pursue each degree separately. The two participating programs agree on which courses can be used to fulfill requirements of both programs. Policy 1L12 allows for a limited number of courses as well as an exit requirement to be shared between two majors (such as two programs that both award a MA) or two degrees (such as an MBA combined with a Doctorate of Nursing Practice).

There are several existing examples of joint degree programs, including but not limited to the PharmD/MBA, Healthcare Informatics/Healthcare & Nursing Administration, and Public Health/MBA. 

Proposal Requirements & Approval Workflow for Joint Degree Proposals:

• One of the participating programs should create a Form 91A
  • Ensure that the attached files include the Catalog language for the joint degree option, including admission requirements, timing of application, and all relevant curriculum information, including a clear outline of which courses are shared by the two programs.
  • A letter of collation from the other participating program must be included in the attached files, indicating their full support for the joint degree.
• The 91A will require standard approvals (Chair, School/College Curriculum Committee, Dean, Provost) before routing to the appropriate shared governance body, the Graduate Council’s Programs Committee. Following shared governance approvals, the Provost’s Office will facilitate the approvals needed by the Chancellor, SIU System, and IBHE.