Academic affairs procedures handbook

              1
Academic Affairs
Procedures Handbook
2011-2012
www.okhighered.org
Academic Affairs Procedures Handbook
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OKLAHOMA STATE REGENTS
FOR HIGHER EDUCATION
Julie Carson, Chairman
Claremore
Marlin “Ike” Glass, Jr. Joseph L. Parker, Jr.
Vice Chairman Tulsa
Newkirk
James D. “Jimmy” Harrel William Stuart Price
Secretary Tulsa
Leedey
Michael C. Turpen Toney Stricklin
Assistant Secretary Lawton
Oklahoma City
John Massey Ronald H. White
Durant Oklahoma City
Glen D. Johnson
Chancellor
The Oklahoma State Regents for Higher Education, in compliance with Titles VI and VII of the Civil Rights Act of 1964, Executive
Order 11236 as amended, Title IX of the Education Amendments of 1972, Americans with Disabilities Act of 1990 and other federal
laws, do not discriminate on the basis of race, color, national origin, sex, age, religion, handicap or status as a veteran in any of its
policies, practices, or procedures. This includes, but is not limited to, admissions, employment, financial aid and educational services.
This publication, duplicated by the State Regents’ central services, is issued by the Oklahoma State Regents for Higher Education as
authorized by 70 O.S. 2001, Section 3206. Copies have been prepared and distributed internally. Copies have been deposited with the
Publications Clearinghouse of the Oklahoma Department of Libraries.
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Table of Contents
Introduction ................................................................................................................................... 5
Definitions ..................................................................................................................................... 6
Institution Acronyms ..................................................................................................................... 13
Reports and Due Dates .................................................................................................................. 14
Policy Exceptions .......................................................................................................................... 15
Council on Instruction ................................................................................................................... 16
3.1 Institutional Accreditation ....................................................................................................... 17
Institutional Accreditation Authorization/Recognition Process .............................................. 20
Accredited Institutions Operating in Oklahoma ...................................................................... 22
Closed Institutions ................................................................................................................... 28
3.2 Functions of Public Institutions ............................................................................................... 31
3.3 Function of Research in the State System ............................................................................... 34
3.4 Academic Program Approval .................................................................................................. 35
3.5 Intensive English Program Approval and Review .................................................................. 38
Intensive English Programs ..................................................................................................... 42
3.6 Cooperative Agreements Between Higher Education Institutions and Career Technology
Centers .................................................................................................................................... 45
Admission Standards for Cooperative Alliance Project Concurrent Enrollment……… 46
3.7 Academic Program Review ..................................................................................................... 48
3.8 Approval of Changes in Academic Structure and Nomenclature ............................................ 52
3.9 Institutional Admission and Retention .................................................................................... 54
ACT-SAT Concordance ......................................................................................................... 69
3.10 Undergraduate Transfer and Articulation .............................................................................. 76
Course Equivalency Project ................................................................................................. 80
3.11 Grading ................................................................................................................................. 82
3.12 Undergraduate Academic Course Load ................................................................................. 88
3.13 Granting of Degrees .............................................................................................................. 90
3.14 Undergraduate Degree Requirements .................................................................................... 93
3.15 Credit for Extrainstitutional Learning ................................................................................. 100
3.16 Electronically Delivered and Traditional Off-Campus Courses and Programs ................... 103
3.17 In-State/Out-of-State Status of Enrolled Students ............................................................... 109
Undocumented Immigrant Students 116
3.18 Academic Calendars ............................................................................................................ 122
Spring Break ........................................................................................................................ 123
3.19 Assessment .......................................................................................................................... 125
3.20 Remediation ......................................................................................................................... 128
3.21 Teacher Education ............................................................................................................... 132
3.22 Teacher Professional Development Residency Program ..................................................... 137
3.23 Minority Teacher Recruitment Center ................................................................................. 139
3.24 Instructors’ English Proficiency .......................................................................................... 140
3.25 Professional Programs ......................................................................................................... 141
3.26 Ardmore Higher Education Program ................................................................................... 148
Forms and Reference Information
New Program Request Form ....................................................................................................... 150
New Program Delivered Electronically Request Form ............................................................... 158
Existing Program Delivered Electronically Request Form ......................................................... 167
Request for Program Modification .............................................................................................. 174
Post Audit Report Form - Review for Final Approval ................................................................ 185
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Intensive English Program Evaluator Guidelines ........................................................................ 186
Cooperative Agreement Request Form ....................................................................................... 196
Low Productivity Program Report Form ..................................................................................... 201
Academic Calendars Form……………………………………………………………………202
Off Campus Agreement………………………………………………………………………204
Sample Affidavit Form for Category I Undocumented Students ................................................ 205
Sample Affidavit Form for Category II Undocumented Students……………………………206
Sample Affidavit Form for Oklahoma's Promise Students ......................................................... 207
Report of Teacher Residency Committee Activity ....................................................................... 208
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Introduction
This handbook is designed to be used in conjunction with the official State Regents’ Chapter 3
Academic Affairs Policy Manual, state policies and regulations, and state laws. It should be
noted that the section numbering within the manual is not in sequential order because procedure
sections are derived from the official State Regents’ Policy Manual, Chapter 3 Policy. Additional
information can be found in Chapter 3 using the reference numbers in the handbook. Chapter 3
can be found online at http://okhighered.org/policy-proced/index.shtml.
This document will be reviewed and revised annually by the State Regents’ Council on
Instruction.
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Definitions
Academic Forgiveness: Ways for students to recover from academic problems without forever
jeopardizing academic standing. For purposes of this policy, repeating courses, reprieving
semesters, and renewing all course work prior to a certain date are considered academic
forgiveness provisions.
Academic Notice: Placed on freshman students, 30 or fewer credit hours, with a retention GPA
of 1.7 to less than 2.0 will be placed on academic notice.
Academic Overload: A number of semester-credit-hours which is 25 percent or more than the
number of weeks in the applicable academic term.
Academic Probation: Placed on any student whose retention GPA falls below those designated
in this policy for a given semester is on academic probation.
Academic Suspension: Placed on any student who was on academic probation the previous
semester and who fails to raise the GPA to the required retention level or to achieve a 2.0 GPA
the next semester in regularly-graded course work, not to include activity or performance courses.
The student will be suspended from the institution.
Academic Term: The time duration of a course schedule, generally a Fall or Spring semester
consisting of 16 weeks, a summer session consisting of four or eight weeks, or an intersession
consisting of the weeks between a semester and/or session.
Accreditation: The process used by the State Regents or other entities recognized by the U.S.
Department Education (USDE) to ensure postsecondary education providers meet and maintain
minimum standards of quality and integrity regarding academics, administration, and related
services.
Assessment of Student Satisfaction: Measures of perceptions of student and alumni satisfaction
with campus programs and services.
Associate Degree: Typically a credential requiring two years of full-time equivalent college work
(at least 60 credit hours). The State Regents recognize three types of associate degrees—the
Associate in Arts, Associate in Science, and Associate in Applied Science.
Associate in Applied Science (AAS) Degree: Typically a credential requiring two years of full-time
equivalent college work (at least 60 credit hours) that emphasizes an occupational specialty
and is designed to lead the individual directly to employment.
Baccalaureate Degree (also referred to as a bachelor’s degree): Typically a credential
requiring four years of full-time equivalent college work (at least 120 credit hours). The State
Regents recognize three types of baccalaureate degrees—the Bachelor of Arts, Bachelor of
Science, and Bachelor of (Specialty).
Certificate: Recognition awarded for an organized program of study that does not lead to an
academic degree.
Comprehensive Evaluation: Process of evaluation for both initial and renewal of State Regents’
accreditation that determines whether an institution meets the standards of educational quality
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detailed in this policy. The programs and operations of the institution are examined through the
self-study and peer review process.
Coordination: Accredited private in- and out-of-state institutions may become coordinated with
the State System by submitting a request to the Chancellor. The request will include written
verification and a description of its accreditation status including authorization to offer courses
and programs in other states. Requirements can be found in the Institutional Accreditation
policy.
Cooperative Agreement: A formal, State Regents’ approved agreement between a state higher
education institution and a state technology center to offer courses leading to an associate in
applied science degree. Associate in applied science degree programs may or may not apply to a
baccalaureate degree. College credit is awarded only by the higher education institution.
Course of Study: A sequentially organized series of educational experiences designed to
culminate in the awarding of an academic degree or certificate.
Cumulative Grade Point Average (CGPA): The average of a student’s earned grades calculated
by point values assigned to letter grades that include grades for all attempted regularly-graded
course work, including activity courses and forgiven course work. The use of the CGPA on the
transcript is optional, but it may be used to determine financial aid eligibility, admission to
graduate or professional programs, or for graduation honors.
Curricular Deficiencies: High school curricular requirements required for college admission that
have not been met by the student in high school.
Curricular Requirements: The 15 units of high school course work required for college
admission to public colleges and universities in the State System.
Degree: An academic credential conferred by a college or university as official recognition for
the successful completion of an instructional program.
Dependent Person: One who is under the care, custody, and support of a parent or legal
guardian.
Diploma: A formal document issued by an institution that certifies a student has successfully
completed an instructional program.
Distance Education: A planned learning that normally occurs in a different place from teaching
and as a result requires special techniques of course design, special instructional techniques, and
special methods of communication by electronic and other technology, as well as special
organizational and administrative arrangements. (Moore and Kersley, Distance Education: A
Systems View, Wadsworth Publishing Company, CA, 1996.)
Drop Period: In general, the first one-eighth of an academic term.
Elective Courses: Those courses that fulfill the additional three high school units to meet the
total of 15 required by the State Regents for college admission.
Electronic Media: Includes, but is not necessarily limited to, video, audio and computer
conferencing, CD-ROM, radio, telephone instruction, Internet-based delivery, and combinations
thereof. Courses and programs offered at higher education centers, branch campuses, or
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constituent agencies are not considered traditional off-campus or electronic media offerings as
defined in this policy. Branch campuses and constituent agencies may offer courses or programs
as indicated in the State Regents’ Functions of Public Institutions policy.
English as a Second Language (ESL): Designation for students, programs and courses of non-native
speakers of English.
Entry Level Assessment and Placement: An evaluation conducted prior to enrollment that
assists institutional faculty and counselors in making decisions that give students the best possible
chance of success in attaining academic goals.
Evaluation Team: A group of peer evaluators selected by the State Regents to gather and
analyze information and conduct an on-site evaluation of an institution's programs and operations
to determine if an institution meets the State Regents' Standards of Educational Quality detailed
in the accreditation policy.
Evaluation Visit: Visit to the institution conducted by the evaluation team to analyze and
evaluate an institution's ability to deliver and support quality courses and programs in the state of
Oklahoma.
Extrainstitutional Learning: Learning attained outside the sponsorship of legally authorized and
accredited postsecondary institutions. The term applies to learning acquired from work and life
experiences, independent reading and study, the mass media and participation in formal courses
sponsored by associations, business, government, industry, the military and unions.
Fall Semester: An academic term that begins mid to late August or early September and ends in
December.
First-Time-Entering Student: A student with six or fewer attempted credit hours, excluding
remedial/developmental (zero-level courses) or pre-college work and excluding credit hours
accumulated by concurrently enrolled high school students.
Focused Visit: An onsite visit conducted by an evaluation team to evaluate specific institutional
developments and changes, or revisit concerns identified by a previous evaluation team.
Foreign National: One who is not a legal U.S. citizen.
Full-Time Professional Practitioner or Worker: One who has come to Oklahoma to practice a
profession on a full-time basis, conduct a business full-time, or work on a full-time basis.
Full-Time Student: One enrolled in a minimum of 12 credit hours per semester in an academic
year or a minimum of six credit hours in a summer session. A full-time graduate student is one
enrolled in a minimum of nine credit hours per semester in an academic year or a minimum of
four credit hours in a summer session.
Functions: The allocation of responsibilities which commits an institution or agency over a broad
sphere of activity for a considerable length of time. Functions encompass such objects as (1) the
level at which an institution shall operate, (2) the broad kinds of educational programs to be
undertaken, (3) the geographic area for which the institution is to be responsible, and the extent to
which it is to engage in (4) research, (5) public service, (6) extension activities, etc.
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General Education Assessment: Measures of competencies gained through the student’s general
education program.
General Education Development Test (GED): Recognized high school diploma equivalency
exam.
General Education: A standard curriculum required in all undergraduate programs. The general
education curriculum provides broad exposure to multiple disciplines and emphasizes the
learning of facts, values, understandings, skills, attitudes, and appreciations believed to be
meaningful concerns that are common to all students by virtue of their involvement as human
beings living in a global society.
Good Academic Standing: Applies to any student who meets the retention requirements as set
forth in the Institutional Admission and Retention policy.
GPA: Refer to Retention/Graduation Grade Point Average
Graduate Student Assessment: Measures of student learning and evaluations of student
satisfaction with instruction and services beyond the standard assessment requirements for
admission to and graduation from a graduate program.
Graduate Teaching Assistant: An individual enrolled in post-baccalaureate studies that have
been selected by the graduate department to teach courses in exchange for cash compensation
and/or tuition remission.
Honorary Degree: Degree awarded upon an individual who has made outstanding contributions
to society through intellectual, artistic, scientific, professional, or public service
accomplishments.
Independent Person: One enjoying majority privileges (or is legally emancipated from the
parental domicile) and who is responsible for his or her own care, custody, and support.
Intensive English Program (IEP): A program designed to provide English instruction for non-native
speakers to adequately prepare them for collegiate level instruction in a short period of
time.
International English Language Testing System (IELTS): The British Council’s English
language assessment primarily used by those seeking international education, professional
recognition, bench-marking to international standards and global mobility.
Intersession: Academic terms shorter than a traditional semester or summer session, generally
between semesters or between the summer session and Spring and Fall semesters.
Learning Site: A site designated by the State Regents with the function and responsibility of
ensuring that higher education needs are met either through programs offered by the designated
institution or importing courses from sister institutions. Designated learning sites include the 25
public colleges and universities, the Ardmore Higher Education Center, and the University Center
in Ponca City.
Liberal Arts and Sciences Courses: Those traditional fields of study in the humanities; social
and behavioral sciences; communication, natural and life sciences; mathematics; and the history,
literature and theory of the fine arts (music, art, drama, dance). Courses in these fields whose
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primary purpose is directed toward specific occupational or professional objectives, or courses in
the arts which rely substantially on studio or performance work are not considered to be liberal
arts and sciences for the purpose of this policy.
Lower-Division Course Work: Courses generally taken in the freshman and sophomore year;
numbered at the 1000 and 2000 level.
Posthumous Degree: Nonacademic degree awarded to a deceased student who may not have
completed the last semester of work.
Private Higher Education Institution: A private, denominational, or other two-year or four-year
college or university that offers courses beyond the twelfth grade for which students earn
credit and may be applied to satisfy the requirements for an associate's, baccalaureate, graduate,
or professional degree.
Program Outcomes Assessment (or major field of study assessment): Measures of how well
students are meeting institutionally stated program goals and objectives.
Program: A sequentially organized series of courses and other educational experiences designed
to culminate in an academic degree or certificate. For purposes of this policy, instructional
program, academic program, and course of study will be considered synonymous.
Recognized National Accrediting Agency: An accrediting agency that is recognized by the
Secretary of the USDE (Secretary) as a reliable authority as to the quality of higher education
institutions under Code of Federal Regulations 34 CFR, Part 602. The Secretary periodically
publishes in the Federal Register a list of recognized accrediting agencies and the scope of each
agency's recognition, i.e., the types of institutions the agency may accredit, the degrees and
certificates awarded, the geographic area, and the preaccreditation status(es) that the Secretary
has approved for recognition.
Regional Accrediting Agency: A nationally recognized accrediting agency whose geographic
scope has been defined by the Secretary of the USDE to include at least three states that are
contiguous or in close proximity to one another. Regional accreditation is a voluntary non-governmental
organization that establishes criteria for educational quality in the geographic
region. The Higher Learning Commission of the North Central Association of Colleges and
Universities (HLC) accredits public and private/independent institutions in Oklahoma. The HLC
evaluates institutions based on Eligibility Requirements (ER) and the Criteria for Accreditation
and accredits those institutions that meet these requirements.
Remedial/Developmental Courses: Zero-level courses that do not carry college credit and are
designed to raise students’ competency in the subject area to the collegiate level.
Resident of Oklahoma: One who has lived continuously in Oklahoma for at least 12 month
duration and whose domicile is in Oklahoma. A person's domicile is his or her true, fixed,
permanent home or habitation. It is the place where he or she intends to remain and to which he
or she expects to return. A person can have more than one residence, but only one domicile.
Domicile has two components -- residence and the intention to remain. When these two occur,
there is domicile.
Retention/Graduation Grade Point Average (hereinafter referred to as GPA unless
preceded by another descriptor such as ‘high school’): The average of a student’s earned
grades calculated by point values assigned to letter grades that is used to determine a student’s
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eligibility to remain enrolled or graduate from an institution. Activity courses and forgiven
course work are not calculated in the GPA. (See the State Regents’ Grading policy.) This GPA
may be used to determine financial aid eligibility, admission to graduate or professional
programs, or for graduation honors.
Review Panel: A three-member panel appointed by the Chancellor if the institution objects to
the evaluation team's recommendation of one of the following: denial, nonrenewal, or revocation
of accreditation. The review panel examines the evaluation team’s report and rationale for the
recommendations and makes a formal recommendation on the institution's status to the
Chancellor for action by the State Regents.
Self-Study Report: A comprehensive description of the institution’s own evaluation of its
effectiveness and the extent of its compliance with the State Regents' Standards of Educational
Quality and the HLC’s Criteria for Accreditation. Additionally, the institution must indicate its
compliance with HLC’s ERs in the self-study. The report serves as a key component in the
evaluation conducted by the visiting team. The document also describes the process by which the
self-study report was conducted.
Semester: The standard and traditional academic calendar unit which consists of a minimum of
sixteen weeks, excluding enrollment, orientation, and scheduled breaks.
Specialty Accrediting Agency: An agency recognized by the U.S. Secretary of Education
conducting accrediting activities to evaluate the quality of academic programs in specific
programmatic areas.
Spring Semester: An academic term that begins in January and ends prior to the first of June.
Student Assessment: A multi-dimensional evaluative process that measures the overall
educational impact of the college/university experience on students and provides information for
making program improvements.
Summer Session: An academic term that begins about the last week in May or the first week in
June and ends late July or early August.
Teaching English as a Second Language (TESL): An academic discipline for preparation of
teachers who will teach English to non-native English speakers.
Team Chairman: An experienced evaluation team member who leads the evaluation team visit
and prepares the team report consistent with State Regents' policy and using HLC guidelines for
the evaluation visit and team report. The chairman is responsible for submitting the completed
team report including recommendations to the Chancellor within ten working days of the
evaluation visit.
Technical-Occupational Program: Vocational education program offered by an institution of
higher education with curricular patterns designed to focus on a specific career and lead to direct
employment in that career field.
Test of English as a Foreign Language (TOEFL): The Educational Testing System’s exam
that measures the ability of non-native speakers of English to use and understand North American
English as it is spoken, written, and heard in college and university settings.
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Traditional Off-Campus Courses and Programs: Those taught for credit at a location that is
remote from the main campus of the State System college or university and is not considered part
of the college or university’s physical plant.
Transcript: Official document issued by an institution with student information that is a
complete and accurate reflection of a student’s academic career. Includes information such as
cumulative and GPA, semesters of attendance, courses taken, grades and credit hours
awarded, degrees received, academic standing, academic honors, and transfer information. The
transcript may also include the CGPA.
Transfer Student: Any undergraduate student with greater than six attempted credit hours,
excluding remedial/developmental (zero-level courses) or pre-college work and excluding credit
hours accumulated by concurrently enrolled high school students.
Transferability: Credits earned by students at institutions accredited by a regional accrediting
agency or the State Regents will be accepted for transfer at face value into like programs at
institutions in the State System (and on a voluntary basis by private/independent institutions)
consistent with the State Regents' Undergraduate Transfer and Articulation policy. Credits
earned by a student at an institution accredited by a recognized national accrediting agency may
be reviewed on a course-by-course basis, for possible transfer to an institution in the State System
(and on a voluntary basis by private/independent institutions).
Upper-Division Course Work: Courses generally taken in the junior and senior year; numbered
at the 3000 and 4000 level.
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Institution Acronyms
Unless otherwise noted, the following acronyms for State System institutions are used in this
handbook:
CASC – Carl Albert State College
CSC – Connors State College
CU – Cameron University
ECU – East Central University
EOSC – Eastern Oklahoma State College
LU – Langston University
MSC – Murray State College
NEOAMC – Northeastern Oklahoma A&M College
NOC – Northern Oklahoma College
NSU – Northeastern State University
NWOSU – Northwestern Oklahoma State University
OCCC – Oklahoma City Community College
OPSU – Oklahoma Panhandle State University
OSU – Oklahoma State University
OSU-CHS – Oklahoma State University Center for Health Sciences
OSU-OKC – Oklahoma State University, Oklahoma City
OSUIT – Oklahoma State University Institute of Technology
OU – University of Oklahoma
OUHSC – University of Oklahoma Health Sciences Center
RCC – Redlands Community College
RSC – Rose State College
RSU – Rogers State University
SEOSU – Southeastern Oklahoma State University
SSC – Seminole State College
SWOSU – Southwestern Oklahoma State University
TCC – Tulsa Community College
UCO – University of Central Oklahoma
USAO – University of Science and Arts of Oklahoma
WOSC – Western Oklahoma State College
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Reports and Due Dates
The following list reflects academic reports requested on a regular basis by the State Regents
from institutions in the State System. State Regents’ staff may also request additional reports not
listed below. Some due dates for these and other State Regents’ departments can be found online
at http://www.okhighered.org/admin-fac/MasterCalendar.pdf.
Report Due Policy Reference
Academic Calendar Annual 3.19 Academic Calendars
Academic Plan Annual 3.7 Academic Program Review
Academic Program
Reviews
5-year cycle 3.7 Academic Program Review
Admission Policy Impact
Study
Biennial 3.10 Institutional Admission and
Retention
Cooperative Agreement
Survey
Biennial 3.6 Cooperative Agreements Between
Higher Education Institutions and
Career Technology Centers
English Language
Proficiency
Annual 3.25 Instructor’s English Proficiency
Intensive English Program
Self-Study
Varies; Specified by
State Regents’ action
3.5 Intensive English Program
Approval and Review
Low Productivity Report Annual 3.4 Academic Program Approval
Policy Reporting
Requirements Survey
Annual 3.12 Grading; 3.10 Institutional
Admission and Retention; 3.21
Remediation and Removal of High
School Curricular Deficiencies; and
3.18 Residence Status of Enrolled
Students
Post Audit Report Varies; Specified by
State Regents’ action
3.4 Academic Program Approval
Remediation Report Annual 3.21 Remediation and Removal of
High School Curricular Deficiencies
Student Assessment Report Annual 3.20 Assessment
Teacher Education
Admission Study
Annual 3.22 Teacher Education
Teacher Residency
Program Report
Semester 3.23 Teacher Professional
Development Residency Program
Most State Regents’ studies and reports can be found online at
http://www.okhighered.org/studies-reports/.
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Policy Exceptions
State Regents’ academic policies are designed to provide uniform guidelines for State System
institutions in a variety of areas. Unless otherwise noted in policy, institutions are expected to
adhere to all policies. In some cases, however, State Regents’ standards are considered minimum
and institutions may request higher standards. Examples include higher minimum degree
requirements and higher minimum admission standards.
To request higher standards, institutions must submit a request in writing from the president to the
Chancellor for State Regents’ consideration. The request will be placed on the State Regents’
agenda and institutions will be notified in writing from the Chancellor of the State Regents’
decision.
There are instances where individual institution or student exceptions are warranted. The State
Regents have delegated to the Chancellor the authority to approve policy exceptions that do not
result in a broad scale circumvention of policy. To request a policy exception, institutions must
submit a request in writing from the president to the Chancellor, including any necessary
supporting documentation. Institutions will be notified in writing once a decision has been made.
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Council on Instruction
The Council on Instruction (COI) considers academic and related issues affecting Oklahoma
higher education, proposes academic and related policy and procedures, reviews and revises this
handbook, and serves as the principal statewide advisory council rendering advice and counsel to
the Chancellor in the review of current and recommended academic and related policy and
procedures. In performing these responsibilities, the COI renders service to the whole State
System, including communicating with various bodies such as the Council of Presidents.
The COI membership includes the chief academic officer (as designated by the president of the
institution) of each of the 25 institutions in the State System.
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3.1 Institutional Accreditation
Purpose of Policy
3.1.1
B. Consumer Protection. The primary purpose of the policy is to protect Oklahoma citizens by
ensuring that higher education institutions meet statutory and policy requirements regarding
institutional quality. To operate as a college or university in Oklahoma and award college
credit or degrees institutions must be accredited by one of the following three entities: a
regional accrediting agency, a recognized national accrediting agency, or the State Regents as
defined in this policy.
Authority
The Oklahoma Higher Education Code, enacted by the Oklahoma Legislature, states:
. . . Any persons, group, or other entity, establishing a private educational institution
shall do so only as a corporation organized or domesticated under the laws of Oklahoma.
A private educational institution shall be accredited under rules promulgated and
adopted by the Oklahoma State Regents for Higher Education unless such institution is
accredited by a national or regional accrediting agency which is recognized by the
Secretary of the United States Department of Education as a reliable authority as to the
quality of education or training offered by institutions of higher education for the
purposes of the Higher Education Act of 1965, as amended. A private educational
institution shall grant only those degrees authorized by the Oklahoma State Regents for
Higher Education unless approved otherwise by a national or regional accrediting
agency which is recognized by the Secretary of the United States Department of
Education as a reliable authority as to the quality of education or training offered by
institutions of higher education for the purposes of the Higher Education Act of 1965, as
amended . . . (70 O.S. §4101 [1965], 70 O.S., Supp. 1996, §4103, and 70. O.S., Supp.
1996, §4104)
Policy Procedures
3.1.4 Unaccredited Private Institutions
State Regents' standards, policies, and procedures for accreditation are modeled on those of
Higher Learning Commission of the North Central Association (HLC). Accreditation of a college
or university by the State Regents means that standards and policies prescribed for accreditation
by the State Regents’ policy have been satisfied. Institutions accredited pursuant to this policy
are encouraged to become accredited by the regional accrediting agency, HLC.
HLC's Eligibility Requirements (ER) establish baseline benchmarks for institutions seeking
accreditation by the State Regents. The team will explore the institution's ability to meet the
HLC’s ERs as evidenced by the institution's self-study report and the evaluation visit.
To achieve accreditation without qualification, an institution is required to meet the HLC's ERs
and each State Regents' Standard of Educational Quality as well as address the HLC Criteria for
Accreditation in the institutional self-study report and the evaluation visit.
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A. Initial Application
Preliminary Conference: The institution's president will contact the Chancellor or his
designee and request a meeting to discuss the State Regents' Standards of Educational Quality
and the procedures necessary to achieve State Regents' accreditation. The accreditation
policy and related State Regents' policies, HLC’s ERs, and the current HLC Criteria for
Accreditation will be provided.
Application: To apply for consideration of accreditation, the president will submit a formal
letter of request and a document addressing the proposed institution's response to HLC's ERs,
as well as any documentation required by the State Regents. Upon receipt of these
documents, the official accreditation process begins. Institutions will be required to follow
the procedure outlined in this policy, which includes an institutional self-study report and an
on-site evaluation visit to determine if the institution meets the State Regents’ Standards of
Educational Quality. The Chancellor will appoint a staff member to serve as liaison to the
institution during the evaluation process. The anticipated time period for the team evaluation
visit will be communicated.
Frequently Asked Questions
1. What is required for an accredited institution to legally offer college courses/credit in
Oklahoma?
To legally operate in Oklahoma, an institution must be accredited by one of the following: (1)
the State Regents, (2) a regional accrediting agency (HLC for 19 states in this region), or (3) a
national accrediting agency recognized by the US Department of Education. Institutions not
regionally or nationally accredited must seek State Regents' accreditation to operate in
Oklahoma. Out-of-state regionally or nationally accredited institutions can also become
coordinated with the State System by submitting an official request from the institution’s
president to the Chancellor. (See attached authorization/recognition process).
Institutions operating in Oklahoma must notify the Chancellor immediately of changes in
accreditation status and offerings/locations are reported annually. In-state institutions report
enrollment and necessary information through the state’s Unitized Data System (UDS).
Coordinated out-of-state institutions report through forms provided by the State Regents’
office.
2. How is transfer credit applied?
Credits earned from an institution accredited by a regional accrediting agency or the State
Regents will be accepted for transfer at face value into like programs. Credits earned from an
institution accredited by a national accrediting agency are subject to review and transfer on a
course-by-course basis.
3. Are online-only institutions regulated by the State Regents?
Institutions that offer courses or programs through the web-based format and do not have a
physical presence in Oklahoma do not Fall under the jurisdiction of the State Regents unless
there is some type of physical presence. Such institutions are expected to adhere to the same
high standards as Oklahoma institutions outlined in the Electronic Media policy.
4. Where is closed school information located?
See attached document, page 28.
Academic Affairs Procedures Handbook
19
Approval and Revisions
Approved January 1974. Revised June 28, 1995; June 28, 1996; January 24, 1997; June 30,
1998; and June 29, 2006.
The 1995 policy revision added important details, and strengthened and clarified policy
requirements. A summary of changes include: (1) adding and strengthening existing State
Regents’ Standards of Educational Quality, (2) incorporating HLC’s general institutional
requirements and Criteria for Accreditation, and (3) linking the policy with other State Regents’
policies.
Additional revisions were required in 1996 when legislation allowing nationally accredited
institutions to operate in Oklahoma was passed.
The January 1997 revision incorporated language from another policy to facilitate the
understanding of the State Regents’ authority over out-of-state institutions operating in
Oklahoma.
The June 1998 revision was minor and was in conjunction with a major Electronic Media policy
revision.
The June 29, 2006 revisions included minor language and formatting changes and added section
3.1.3.A clarifying current practice.
Academic Affairs Procedures Handbook
20
OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION
Oklahoma City, Oklahoma
Institutional Accreditation Authorization/Recognition Process
Institutions that seek authorization and recognition to operate in Oklahoma must have
accreditation status that details what the institution is authorized to offer as approved by one of
the following three agencies:
1. A regional accrediting agency;
2. A national accrediting agency authorized to approve degree programs by the U.S.
Department of Education for Title IV purposes; and
3. Accreditation status with the Oklahoma State Regents for Higher Education (see
attached policy).
If an institution is approved to offer degree programs by a regional or national accrediting body,
that institution must seek authorization from the Oklahoma State Regents for Higher Education.
The process for authorization by the State Regents is outlined below:
1. The institution’s president or director must write a formal request to offer
program(s) to:
Dr. Glen D. Johnson, Chancellor
Oklahoma State Regents for Higher Education
P.O. Box 108850
Oklahoma City, Oklahoma 73101-8850
2. The letter of request must include the following information and materials:
a. A letter from the institution’s accrediting agency stipulating what
program(s) has/have been approved;
b. The number of credit or clock hours that will be awarded;
c. All student costs/fees related to the program(s)
d. A review schedule by the accrediting agency for the programs requested
(evaluation reports on the programs will be required once the report is
acted upon by the agency);
e. The start date for the program(s);
f. The location and contact person for the Oklahoma location;
g. Catalogs, recruiting materials, brochures, web site information, etc.; and
h. Additional materials upon request.
Subsequent program(s) approved by the accrediting agency after initial State Regents’
recognition must be submitted in the same manner. Changes in accreditation status must be
reported immediately by both the accrediting agency and the institution.
Once this information is received and reviewed by the State Regents, an appropriate response will
be sent to the president or director.
Academic Affairs Procedures Handbook
21
If you have any questions regarding the Institutional Accreditation Authorization/Recognition
Process for Oklahoma, please contact:
Gina M. Wekke
Assistant Vice Chancellor for Academic Affairs
Oklahoma State Regents for Higher Education
P.O. Box 108850
Oklahoma City, Oklahoma 73101-8850
(405) 225-9142
gwekke@osrhe.edu
Policy 3.1
Institutional
Accreditation
Adobe Acrobat
Document
Academic Affairs Procedures Handbook
22
Oklahoma State Regents for Higher Education
Accredited Institutions Operating in Oklahoma
June 2011
Public Institutions (4-year)
Accredited by the Higher Learning Commission of the North Central Association of Colleges and
Universities (HLC)
University of Oklahoma (OU)
660 Parrington Oval
Norman, Oklahoma 73019-0390
(405) 325-0311
President David Boren
OU Health Sciences Center
Post Office Box 26901
Oklahoma City, Oklahoma 73126-0901
(405) 271-4000
Dr. Joseph J. Ferretti
Senior Vice President and Provost
OU-Tulsa
4502 East 41st Street
Tulsa, Oklahoma 74135-2512
(918) 660-3000
President Gerard Clancy
Oklahoma State University (OSU)
107 Whitehurst Hall
Stillwater, Oklahoma 74078-0999
(405) 744-5000
President V. Burns Hargis
President and System CEO
OSU-Tulsa
700 North Greenwood Avenue
Tulsa, Oklahoma 74106-0700
(918) 594-8000
President Howard Barnett
OSU Center for Health Sciences
1111 West 17th Street
Tulsa, Oklahoma 74107-1898
(918) 582-1972
Dr. John Fernandes, President and Dean
East Central University
Ada, Oklahoma 74820-6899
(580) 332-8000
President John R. Hargrave
Northeastern State University
Tahlequah, Oklahoma 74464-7099
(918) 456-5511
President Don Betz
Northwestern Oklahoma State University
709 Oklahoma Boulevard
Alva, Oklahoma 73717-2799
(580) 327-1700
President Janet Cunningham
Rogers State University
1701 West Will Rogers Boulevard
Claremore, Oklahoma 74017-3252
(918) 343-7777
President Larry Rice
Southeastern Oklahoma State University
Durant, Oklahoma 74701-0609
(580) 745-2000
President Larry Minks
Southwestern Oklahoma State University
100 Campus Drive
Weatherford, Oklahoma 73096-3098
(580) 772-6611
President Randy Beutler
University of Central Oklahoma
100 North University Drive
Edmond, Oklahoma 73034-0170
(405) 974-2000
President W. Roger Webb
Cameron University
2800 Gore Boulevard
Lawton, Oklahoma 73505-6377
(580) 581-2200
President Cynthia S. Ross
US Accredited Schools Website:
http://ope.ed/gov/accreditation/Search.asp
Academic Affairs Procedures Handbook
23
Langston University
Post Office Box 907
Langston, Oklahoma 73050-0907
(405) 466-2231
President JoAnn W. Haysbert
Oklahoma Panhandle State University
Post Office Box 430
Goodwell, Oklahoma 73939-9728
(580) 349-2611
President David A. Bryant
University of Science and Arts of Oklahoma
Post Office Box 82345
Chickasha, Oklahoma 73018-0001
(405) 224-3140
President John Feaver
Public Institutions (2-year)
Accredited by the Higher Learning Commission
Carl Albert State College
1507 South McKenna
Poteau, Oklahoma 74953-5208
(918) 647-1200
President Brandon Webb
Connors State College
Route 1, Box 1000
Warner, Oklahoma 74469-9700
(918) 463-2931
President Timothy Faltyn
Eastern Oklahoma State College
1301 West Main
Wilburton, Oklahoma 74578-4999
(918) 465-2361
President Stephen E. Smith
Murray State College
Tishomingo, Oklahoma 73460-3130
(580) 371-2371
Acting President Joy McDaniel
Northeastern Oklahoma A&M College
200 I Street, N.E.
Miami, Oklahoma 74354-6497
(918) 542-8441
President Jeffery Hale
Northern Oklahoma College
1220 East Grand
Post Office Box 310
Tonkawa, Oklahoma 74653-0310
(580) 628-6200
President Cheryl Evans
Oklahoma City Community College
7777 South May Avenue
Oklahoma City, Oklahoma 73159-4444
(405) 682-1611
President Paul W. Sechrist
Oklahoma State University - Oklahoma City
900 North Portland
Oklahoma City, Oklahoma 73107-6187
(405) 947-4421
President Natalie Shirley
Oklahoma State University Technical
Branch - Okmulgee
1801 East 4th
Okmulgee, Oklahoma 74447-3998
(918) 293-4678
Interim President David Bosserman
Redlands Community College
1300 South Country Club Road
El Reno, Oklahoma 73036-5304
(405) 262-2552
President Larry F. Devane
Rose State College
6420 Southeast 15 Street
Midwest City, Oklahoma 73110-2799
(405) 733-7311
President Terry Britton
Seminole State College
2701 Boren Boulevard
Post Office Box 351
Seminole, Oklahoma 74868-0361
(405) 382-9950
President James Utterback
Academic Affairs Procedures Handbook
24
Tulsa Community College
6111 East Skelly Drive, #200
Tulsa, Oklahoma 74135-6198
(918) 595-7000
President Thomas K. McKeon
Western Oklahoma State College
2801 North Main
Altus, Oklahoma 73521-1397
(580) 477-2000
President Phil Birdine
Independent Non-Profit Institutions (4-year and Post Graduate)
Accredited by the Higher Learning Commission
Bacone College
2299 Bacone Road
Muskogee, Oklahoma 74403-1599
President Robert J. Duncan, Jr.
(918) 683-4581
Oklahoma Wesleyan University
2201 Silver Lake Road
Bartlesville, Oklahoma 74006-6299
(918) 333-6151
President Everett Piper
Mid-America Christian University
3500 Southwest 119 Street
Oklahoma City, Oklahoma 73170-9704
(405) 691-3800
President John Fozard
Oklahoma Baptist University
500 West University Drive
Shawnee, Oklahoma 74804-2590
(405) 275-2850
President David W. Whitlock
Oklahoma Christian University
Post Office Box 11000
Oklahoma City, Oklahoma 73136-1100
(405) 425-5000
President Mike E. O’Neal
Oklahoma City University
2501 North Blackwelder Avenue
Oklahoma City, Oklahoma 73106-1402
(405) 208-5000
President Robert H. Henry
Oral Roberts University
7777 South Lewis Avenue
Tulsa, Oklahoma 74171-0999
(918) 495-6161
President Mark Rutland
Southern Nazarene University
6729 Northwest 39 Expressway
Bethany, Oklahoma 73008-2694
(405) 789-6400
President Loren P. Gresham
Southwestern Christian University
Post Office Box 340
Bethany, Oklahoma 73008-0340
(405) 789-7661
President Ed Huckeby
The University of Tulsa
800 South Tucker Drive
Tulsa, Oklahoma 74104-3189
(918) 631-2000
President Steadman Upham
Phillips Theological Seminary
901 N. Mingo Road
Tulsa, Oklahoma 74116
(918) 610-8303
President William Tabbernee
St. Gregory’s University
1900 West MacArthur Drive
Shawnee, Oklahoma 74804-2499
(405) 878-5100
President D. Gregory Main
Academic Affairs Procedures Handbook
25
Out-of-State Proprietary Institutions
Accredited by the Higher Learning Commission
DeVry University
Lakepointe Towers
4013 Northwest Expressway
Oklahoma City, Oklahoma 73116
(405) 767-9516
(918) 622-4877
Franklin University
201 South Grant Avenue
Columbus, Ohio 43215
(614) 947-6135
National American University
8040 South Sheridan Road
Tulsa, Oklahoma 74133
University of Phoenix, Oklahoma City Campus
Broadway Executive Park
6501 North Broadway Extension, Building 3
Oklahoma City, Oklahoma 73116-8246
(405) 842-8007
University of Phoenix, Tulsa Campus
14002 East 21st Street, Suite 1400
Tulsa, Oklahoma 74134
University of Phoenix, Learning Center
944 N. Owasso Expressway, Suites I and J
Owasso, Oklahoma 74055
(918) 622-4877
University of Phoenix, Learning Center
West Oklahoma City Learning Center
6304 Southwest 3rd Street
Oklahoma City, Oklahoma 73128
Out-of-State Independent Non-Profit
Regionally Accredited
Aquinas Institute of Theology (HLC)
Archdiocesan Pastoral Center
Post Office Box 32180
Oklahoma City, Oklahoma 73123
Contact: Ms. Diane Korrie
(405) 721-4208, ext. 118
Embry-Riddle Aeronautical University
(Southern Association of Colleges and Schools)
8001 Mid-America Boulevard
Oklahoma City, Oklahoma 73135
Contact: Mr. Russ Tresner
(405) 739-0397
Midwestern Baptist Theological Seminary
(HLC)
5001 N. Oak Trafficway
Kansas City, Missouri 64118-4697
816-414-3700 (Courses offered in Oklahoma City,
Edmond, and Tulsa)
Madonna University (HLC)
Tulsa Site
3188 East 22nd Street South
Tulsa, Oklahoma 74114-1822
Home Campus:
300 West Forest Avenue
Ypsilanti, Michigan 48197
Contact: Mr. Timothy P. Herman
(734) 337-4195
National Graduate School
(New England Association of Schools and
Colleges)
Home Campus:
186 Jones Road
Falmouth, Massachusetts 02540
Contact: Mr. David Stinebeck
(800) 838-2580, ext. 106
Oklahoma City Site:
Rose State College
6240 Southeast 15th Street
Midwest City, Oklahoma 73110-2799
Contact: Dr. Sharon Gou
(405) 325-5101
Academic Affairs Procedures Handbook
26
Newman University (HLC)
Home Campus:
3100 McCormick Avenue
Wichita, Kansas 67213-2097
(316) 942-4291
Lawton, Norman, Oklahoma City Sites:
Contact: Sister Diane Koorie
(405) 721-5651
Tulsa Site:
Contact: Monica Skrzypczak
(918) 294-1904
Southwestern College (HLC)
Home Site:
100 College Street
Winfield, Kansas 67156-2499
(620) 229-6000
Midwest City Site:
1140 S. Douglas Blvd.
Midwest City, Oklahoma 73130
Contact: Heather Kesterson
(405) 733-7301
University of Arkansas – Little Rock (HLC)
Home Campus:
2801 S. University Avenue
Little Rock, Arkansas 72204-1099
Contact: Sherry Shaw
(501) 569-3200
Tulsa Site:
Tulsa Community College
6111 East Skelly Drive, #200
Tulsa, Oklahoma 74135-6198
Contact: Sharon Limas
(918) 595-7000
Wayland Baptist University
(Southern Association of Colleges and Schools)
Home Campus:
1900 W. 7th Street
Plainview, Texas 79072
(806) 291-1000
Altus Site:
104 South 7th Street, Room 140
Altus Air Force Base, Oklahoma 73523-5300
Contact: Dr. J.M. Givens Jr.
(580) 379-4241
Institutions Accredited by a National Accrediting Body Recognized by the U.S. Department of
Education*
*Public institutions may consider transfer credit from these institutions on a course-by-course basis.
Brown Mackie College - Tulsa
--Accredited by the Accrediting Council for
Independent Colleges and Schools (ACICS)
Tulsa Campus
4608 South Garnett
Tulsa, Oklahoma 74146
(918) 628-3700
Oklahoma City Campus
--Accredited by the Higher Learning Commission
7101 Northwest Expressway
Oklahoma City, Oklahoma 73132
Career Point College
--Accredited by ACICS
3138 South Garnett
Tulsa, Oklahoma 74146
Contact: Mr. Shawn Jenkins
Phone: 918-627-8074
Fax: 918-384-1275
Email: sjenkins@careerpointcollege.edu
Clary Sage College
--Accrediting Council for Independent
Colleges and Schools (ACICS)
3131 South Sheridan
Tulsa, Oklahoma 74145
(918) 298-8200
Community Care College
--Accredited by ACICS
4242 South Sheridan
Tulsa, Oklahoma
(918) 610-0027
Family of Faith Bible College
--Accredited by the Association for Biblical Higher
Education (ABHE)
30 Kinville
Post Office Box 1805
Shawnee, Oklahoma 74802
(405) 273-5331
Heritage College
--Accredited by Accrediting Commission of Career
Schools and Colleges of Technology (ACCSCT)
7100 S. I-35 Service Road, Suite 7118
Oklahoma City, Oklahoma 73149
(405) 631-3399
Hillsdale Free Will Baptist College
--Accredited by TRACS
PO Box 7208
Moore, Oklahoma 73153-1208
Academic Affairs Procedures Handbook
27
(405) 912-9000
Academic Affairs Procedures Handbook
28
ITT/ESI Technical Institute
--Accredited by the Accrediting Council for
Independent Colleges and Schools (ACICS)
Tulsa Campus
8421 East 61st Street
Tulsa, Oklahoma 74145
Karen Selby
(918) 615-3900
Tulsa Temporary Location
Green Country Event Center
12000 East 31st Street
Tulsa, Oklahoma 74146
(918) 665-3995
Oklahoma City Campus
ITT Technical Institute
50 Penn Place
1900 Northwest Expressway
Oklahoma City, Oklahoma, 73113
Steve Marks, District Manager
Oklahoma Technical College
--Accrediting Council for Independent
Colleges and Schools (ACICS)
4444 South Sheridan
Tulsa, Oklahoma 74145
(918) 895-7500
Platt College
--Accredited by ACCSCT
Lawton Campus
112 SW 11th Street
Lawton, Oklahoma 73501
(580) 335-4416
Moore Campus
201 North Eastern
Moore, Oklahoma 73160
(405) 912-3260
Oklahoma City Campus
309 South Ann Arbor
Oklahoma City, Oklahoma 73128
(405) 946-7799
Oklahoma City Campus
2727 W. Memorial Road
Oklahoma City, OK 73134-8034
(405) 749-2433
Tulsa Campus
3801 South Sheridan
Tulsa, Oklahoma 74145-1132
(918) 663-9000
Spartan College of Aeronautics and
Technology
--Accredited by ACCSCT
8820 East Pine Street
Post Office Box 582833
Tulsa, Oklahoma 74158-2833
(918) 836-6886
Tulsa Welding School
--Accredited by ACCSCT
2545 East 11th Street
Tulsa, Oklahoma 74104
(918) 587-6789
Vatterott College
--Accredited by ACCSCT
Oklahoma City Campus
4621 N.W. 23rd Street
Oklahoma City, Oklahoma 73127
(405) 945-0088
Tulsa Campus
4343 S. 118th East Avenue
Tulsa, Oklahoma 74146
(918) 836-6656
Wright Career College
--Accredited by ACICS
Oklahoma City Campus
2219 West I-240 Service Road, Suite 124
Oklahoma City, Oklahoma 73159
Ms. Carol Scott, Director
(405) 681-2300
Tulsa Campus
4908 South Sheridan
Tulsa, Oklahoma 74145
Ms. Cindy Edwards, Acting Director
(918) 628-7700
Academic Affairs Procedures Handbook
29
Oklahoma State Regents for Higher Education (OSRHE)
Oklahoma City
Closed Institution/School Information*
Institution/Accreditation or
Licensing Information
Telephone # Information/Transcripts
American Christian College and
Seminary (ACCS)
Accredited by the Transnational
Association of Christian Colleges
and Schools (TRACS)
Also known as:
American Bible College and
Seminar or University of Biblical
Studies
(405) 912-9122 Send a request and a check or money order for
$10 (per transcript) to:
ACCS Records Trust
P.O. Box 6217
Moore, OK 73153
Information required for issuing official
transcripts:
􀀹 Printed full name (first, middle, last,
maiden, or other names by which
student may be known
􀀹 Student’s Social Security Number
􀀹 Signature
􀀹 Current contact information
􀀹 Name and address of institution,
organization, or person to receive the
official transcript(s)
http://web.hc.edu/accs
Note: Request usually takes at least 30 days
to process.
American College
Licensed by the Oklahoma Board of
Private Vocational Schools
(OBPVS)
(405) 528-3370 Clerical school in Lawton, OK – Closed in
1990 no records.
Contact: Dennis Rea, Director, OBPVS
drea@oklaosf.state.ok.us
Bryan Institute
Licensed by OBPVS
(785) 296-4917
Some records are available
Jacqueline Johnson, Director of Private
Postsecondary Education Kansas Board of
Regents 1000 SW Jackson Street, Suite 520
Topeka, KS 66612-1368
Fax: (785) 296-4526
panderson@ksbor.org
www.kansasregents.org
City College (405) 912-3260 Platt College in Moore
DeMarge College
Licensed by OBPVS
Records are unavailable
Draughn School of Business
Licensed by OBPVS
(405) 528-3370 Student transcripts are unavailable.
Academic Affairs Procedures Handbook
30
Institution/Accreditation or
Licensing Information
Telephone # Information/Transcripts
Flaming Rainbow University
Accredited by the Higher Learning
Commission of the North Central
Association of Colleges and
Schools (HLC) from 1979 – 1992
(accreditation withdrawn/school
closed)
Accredited by the OSRHE in 1975
and closed in February 1992
(405) 234-4487 Kim Elston
421 NW 13th
Oklahoma City 73103
kelston@oshre.edu
Note: Some records missing due to fire in
previous caretaker’s home.
Metropolitan College
OKC & Tulsa – Closed 7/12/06
(918) 678-4232
Wyandotte Collegiate Systems, Inc.
Jenny Weber
305 North Main
Post Office Box 414
Wyandotte, Oklahoma 74370
Transcripts for Metropolitan College can also
be requested by going to
www.transcriptrequest.net
Oklahoma City Southwestern
College (now Southwestern
Christian University)
HLC Accredited
Also known as South Oklahoma
City College, Southwestern Junior
College, and Southwestern College
405-789-7661
x3423
Former location was 4700 NW 10th St., OKC
Theresa Thornton @ Southwestern Christian
University
P.O. Box 340
Bethany, OK 73008
Academic Affairs Procedures Handbook
31
Institution/Accreditation or
Licensing Information
Telephone # Information/Transcripts
Oklahoma Junior College OJC
OKC 6/87 – 10/95
Tulsa 7/84 – 7/1/93
Accredited by the OSRHE
Also known as Oklahoma Junior
College of Business and
Technology
(405) 325-2012 Send a request and a check for $7.50 (per
transcript) to:
University of Oklahoma
Academic Records Office
1000 Asp Ave., Room 127
Norman, OK 73029-0390
Information required for issuing official
transcripts:
􀀹 Written request which includes the
student's full name and any other
name(s) under which the student was
enrolled
􀀹 Student ID number (probably the SSN)
􀀹 Number of copies
􀀹 Where they are to be mailed, and
􀀹 Student's signature.
Fax request 405-325-7047 and delivery is
available for $10 service charge. Copies of
documents will be faxed providing the student
furnishes the following information (in
addition to the above):
􀀹 Type of credit card, complete card
number, expiration date, verification
number
􀀹 Cardholder name, billing address,
signature
􀀹 Fax number and contact person
Website:
http://www.ou.edu/recordsandtranscripts/hom
e/transcripts/junior_college.html
Oklahoma Missionary Baptist
College
Marlow, Oklahoma
Accredited by the OSRHE from
June 75 to Fall 93
(405) 769-3566 Mr. Cliff Candler, OMBS
1495 S. Henney Road
Choctaw, OK 73020-7122
Phillips University (Enid)
Accredited by the HLC from 1919
to 1989
(918) 610-8303
Fax - (918) 610-
8404 or (918) 270-
6411
Send Transcript Request to:
Phillips Theological Seminary
PU Student Records
901 N. Mingo Road
Tulsa OK 74116 www.ptstulsa.edu
American Christian College (ACC)
Tulsa, Oklahoma
(719) 685-9103 Summit Ministries
Post Office Box 207
Manitou Springs, CA 80829
www.summit.org
*Note: This list was developed for internal use to refer students/others requesting transcripts and
information about closed schools. It is not intended to be an all-inclusive list of closed schools in
Oklahoma. It is maintained by Ms. Gina M. Wekke, Assistant Vice Chancellor for Academic Affairs –
email: gwekke@osrhe.edu or (405) 225-9142.
Academic Affairs Procedures Handbook
32
3.2 Functions of Public Institutions
Purpose of Policy
3.2.1
The Constitution of Oklahoma (Article XIII-A, Section 2) directs the State Regents to determine the
functions and courses of study in each of the institutions of the State System. The Functions of Public
Institutions policy prescribes the functions of the 25 institutions in the State System, including two
research universities, 11 regional universities, and 12 community colleges.
Authority
The Constitution of Oklahoma (Article XIII-A, Section 2) directs the State Regents to determine the
functions and courses of study in each of the institutions of the State System. The following legislative
actions direct sections of this policy:
􀂃 70 O.S. §4428 (1987) – SWOSU-Sayre
􀂃 70 O.S., Supp. 1996, §3517.2 – NWOSU-Enid
􀂃 70 O.S., Supp. 1996, §3517.1 – NWOSU-Woodward
􀂃 70 O.S., Supp. 1999, §3511.1 – EOSC-McAlester
􀂃 70 O.S., Supp. 1999, §4423.1a – CASC-Sallisaw
􀂃 70 O.S., Supp. 2004, §3404.3 – CU-Duncan
􀂃 70 O.S., Supp. 2002, §3405.1 – CSC-Muskogee and NSU-Muskogee
􀂃 70 O.S. §4668 (1998) – NSU-Broken Arrow
􀂃 70 O.S., Supp. 2004, §3103 – Constituent agencies of OU and OSU
􀂃 70 O.S. §4662 (1998) – OSU-Tulsa
􀂃 70 O.S., Supp. 2001, §4673 – OU/OSU Graduate Education Research Center
􀂃 70 O.S. §4667 (1998) – LU-Tulsa
􀂃 70 O.S., §3707 (2005) – NOC-Enid
􀂃 70 O.S. §3514.1 (2005)– SEOSU-McCurtain County
The following reflects institutional name changes:
Current Name (Year Changed) Former Name(s)
Cameron University (1974) Cameron State School of Agriculture (1908);
Cameron State Agricultural College; Cameron
State College (1971)
Carl Albert State College (1990) Carl Albert Junior College
Connors State College (1968) Connors State School of Agriculture (1908);
Connors State Agricultural College; Connors
State College of Agriculture and Applied
Science (1967)
East Central University (1986) East Central Normal School (1909); Oklahoma
State Teachers College, East Central; East
Central State College; East Central Oklahoma
State University (1985)
Eastern Oklahoma State College (1967) School of Mines and Metallurgy (1908);
Eastern Oklahoma A&M College
Langston University Agricultural and Normal University (1897)
Academic Affairs Procedures Handbook
33
Murray State College (1972) Murray State School of Agriculture (1908);
Murray State Agricultural College; Murray
State College of Agriculture and Applied
Science (1967)
Northeastern Oklahoma A&M College Miami School of Mines (1919)
Northeastern State University (1985) Northeastern Normal School (1908);
Northeastern State Teachers College;
Northeastern Oklahoma State University
(1974)
Northern Oklahoma College Oklahoma University Preparatory School
(1901); Northern Oklahoma Junior College
Northwestern Oklahoma State University Oklahoma State Teachers College,
Northwestern (1897); Northwestern State
College; Northwestern Oklahoma State
University (1974); Northwestern State
University (1987)
Oklahoma City Community College (1983) South Oklahoma City Junior College (1973)
Oklahoma Panhandle State University (1974) Panhandle State School of Agriculture (1908);
Panhandle Agricultural and Mechanical
College; Oklahoma Panhandle State College of
Agriculture and Applied Science (1967);
Oklahoma Panhandle State College (1972)
Oklahoma State University (1958) Oklahoma Agricultural and Mechanical
College (1890)
Oklahoma State University-Oklahoma City
(1990)
Oklahoma State University-Technical Institute;
Oklahoma State University Technical Branch-
Oklahoma City
Oklahoma State University Institute of
Technology
Oklahoma State University-School of
Technical Training; Oklahoma State University
Technical Branch-Okmulgee (1986)
Redlands Community College (1991) El Reno Junior College
Rogers State University (1999) Eastern Oklahoma University Preparatory
School (1909); Oklahoma Military Academy;
Claremore Junior College (1971); Rogers State
College (1982); Rogers University (1996)
Rose State College (1982) Oscar Rose Junior College (1973)
Seminole State College (1996) Seminole Junior College
Southeastern Oklahoma State University
(1974)
Southeastern Normal School (1909); Oklahoma
State Teachers College, Southeast
Southwestern Oklahoma State University Oklahoma State Teachers College,
Southwestern (1901); Southwestern State
College
Tulsa Community College (1996) Tulsa Junior College (1968)
University of Central Oklahoma (1991) Oklahoma State Teachers College, Central
(1890); Central State University (1971)
University of Oklahoma (1890) None
University of Science and Arts of Oklahoma
(1974)
Industrial Institute and College for Girls
(1908); Oklahoma College for Women;
Oklahoma College of Liberal Arts (1967)
Western Oklahoma State College Altus Junior College (1969)
Academic Affairs Procedures Handbook
34
Approval and Revisions
Original function policy adopted in February of 1970. Revised July 20, 1971; April 1976; July 10, 1987;
April 15, 1994; October 18, 1996; June 30, 1998; October 30, 1998; June 29, 2001; June 27, 2002; and
June 29, 2006. SWOSU-Sayre policy approved July 10, 1987. CASC-Sallisaw policy approved October
18, 1996. EOSC-McAlester policy approved October 18, 1996. NWOSU-Enid and NOC in Enid policy
approved October 18, 1996. Revised June 30, 1999. NWOSU-Woodward policy approved October 18,
1996. OGERC policy approved June 30, 1998. Revised June 27, 2002. OSU-Tulsa policy approved June
30, 1998
The July 20, 1971 revisions extended the OU College of Medicine’s function to the Tulsa area.
In 1987 the legislature authorized SWOSU to take over Sayre Junior College.
The April 15, 1994 revisions included the approval of a new function statement for the University Center
at Tulsa.
The October 18, 1996 revisions included function changes for the University Center at Tulsa and Rogers
State College (now RSU). Also on October 18, 1996, the State Regents approved the function statements
for CASC-Sallisaw, EOSC-McAlester, NWOSU-Enid with NOC outreach in Enid, and NWOSU-Woodward
On June 30, 1998 the State Regents adopted the OU/OSU Graduate Education Research Center Policy
and the OSU-Tulsa Function and Operating Policy.
The October 30, 1998 revisions include a new function state for Rogers State University based on their
new regional university status and moving the OSU College of Osteopathic Medicine function statement
to the academic policy section of the manual.
On June 29, 2001 the State Regents authorized a change in function for LU to offer a Doctor of Physical
Therapy degree.
On June 27, 2002 the State Regents approved revisions to the OU/OSU Graduate Education Research
Center Policy to reflect OU’s move to another location and OSU’s computer conversion involving the
transmission of student records.
The June 29, 2006 revisions included combining several existing policies (policy on Functions of Public
Institutions, Statement of Functions SWOSU at Sayre, Statement of Functions CASC-Sallisaw Branch,
Statement of Functions EOSC-McAlester Branch, Statement of Functions NWOSU, Enid and NOC
Outreach Programs in Enid, Statement of Functions NWOSU-Woodward, OSU-Tulsa Operating policy,
and OU/OSU Graduate Education Research Center), eliminating the category of Special Purpose
Universities and moving LU, OPSU, and USAO into the Regional Universities category, creating new
sections for branch campuses and higher education centers, adding LU’s special function to offer the
Doctor of Physical Therapy, and updating information on legislative actions related to OU-Tulsa, CU-Duncan,
LU-Tulsa, CSC-Muskogee, NSU-Broken Arrow, NSU-Muskogee, RSU-Bartlesville and Pryor,
NOC-Enid, and SEOSU-McCurtain County.
Related Policies
3.3 Function of Research in the State System
3.25 Professional Programs
3.26 Ardmore Higher Education Program
Academic Affairs Procedures Handbook
35
3.3 Function of Research in the State System
Purpose of Policy
3.3.1
Research is an activity closely allied with progress in all fields of endeavor, being a necessary ingredient
to the discovery of new knowledge and the application of existing knowledge to new situations. Research
therefore rightfully takes its place alongside teaching and public service as a primary activity in higher
education. Although all higher education institutions should be involved in research to some degree, the
level and scope of involvement are necessarily different for different kinds of institutions and agencies.
The Function of Research in the State System policy will serve to guide the State Regents and institutions
of the State System with respect to the function of research among the various public institutions and
agencies.
Approval and Revisions
Approved December 15, 1970. Revised June 29, 2006. The June 29, 2006 revision included only minor
language and formatting changes.
Related Policies
3.2 Functions of Public Institutions
Academic Affairs Procedures Handbook
36
3.4 Academic Program Approval
Purpose of Policy
3.4.1
Policies regulating the criteria and procedures for program approval detail the State Regents' and the
institutions' respective roles in the process. These roles are successive and complementary. In carrying out
their constitutional responsibilities, the State Regents recognize the primary role of institutional faculty,
administrators, and governing boards in initiating and recommending needed changes in educational
programs. The institutional faculty is the discipline experts responsible for developing and teaching the
curriculum. The institutional administrators and governing board view the proposed program in light of
the institution's priorities. The State Regents provide the system perspective and their review should add
value to the evaluation process. The State Regents consider the statewide capacity for each new program
request as well as linking academic planning with resource allocation. The State Regents also must ensure
that requests and mandates are consistently applied.
Authority
The State Regents have been given constitutional authority to prescribe standards of higher education
applicable to each institution and determine the functions and courses of study in each of the institutions.
State Statute 70 O.S. 3206.1 (1979) and 70 O.S. §3206.2 (1979) direct the State Regents to prescribe a
system of uniform course numbering for all institutions within the State System.
Policy Procedures
3.4.7 Program Request Procedures
The following procedures will be followed by the submitting institution and the State Regents for the
consideration of a new academic program:
A. Academic Plan
Demonstrate consistency with the institution’s academic plan.
B. Letter of Intent
Institutional president must submit a "letter of intent" to initiate a new program to the Chancellor. The
Chancellor will then inform the other institutional presidents of this request and provide the
opportunity for comment, questions and protests, as well as requests for copies of the proposals when
received. The "letter of intent" does not entail a commitment on the part of an institution to establish
the program or on the part of the State Regents to approve the program. The "letter of intent" will be
active for a period of one year and must be received by the Chancellor at least 30 days prior to the
new program request. The institution's program request must be received during the one year time
period following the receipt of the intent letter, or a new "letter of intent" must be initiated.
C. Submission of a New Program Request
Upon the Chancellor’s receipt of the New Program Request from an institution, copies of the New
Program Request will be provided to institutions that have asked for a copy. Institutions will have 30
days from the date the copy is sent to provide comment, submit questions, or protest the proposed
program.
Academic Affairs Procedures Handbook
37
D. Content of the New Program Request Submission
The submission will include a description of the Institution's Program Development Process, and will
individually address each of the nine criteria for evaluation detailed in this policy with supporting
data provided as appropriate.
E. Governing Board Approval
The institutional governing board must approve the program request prior to the institutional
president formally submitting the request to the Chancellor for the State Regents' consideration.
F. State System Staff Review of the Program Request
The process for State System staff review is outlined in the Academic Affairs Procedures Handbook.
Following, the Chancellor will submit a recommendation to the State Regents. The State Regents may
take one of four actions:
1. disapprove the program with a written explanation to the institution of the reasons for this action;
2. defer the program request until the institution meets specified criteria or provides additional
information;
3. provisionally approve the program which will include a specified period of time for the program's
operation with certain criteria developed in cooperation with the institution to be met if the
program is to continue beyond the specified date; or
4. approve the program without qualification.
Should an institution's request for a program be provisionally approved by the State Regents for a
specified time period, there will be a window of one year to initiate the program without the year counting
toward the provisional time period.
Should the State Regents defer or disapprove the program, the institution will have the opportunity to
appeal directly to the State Regents.
Related Policy Information
Information on degree productivity at Oklahoma institutions is available online at:
http://www.okhighered.org/oeis/ProductivityReport/Main.aspx.
Forms for new programs, program modifications, and post audit reports can be found online at
http://www.okhighered.org/admin-fac/academic-forms/ or in the Forms and Reference Information
section of this handbook.
Frequently Asked Questions
1. How long should the proposal be?
While the length of the program is expected to vary within the complexity of the program requested, a
comprehensive program proposal should be possible within twenty pages.
2. Do program minors need approval if listed on the transcript?
No, policy is specific that minors do not need program approval, even if listed on the transcript.
Academic Affairs Procedures Handbook
38
3. For certificates less than one semester that are transcripted, is State Regents’ approval needed?
If the certificate is an academic credential that is to be transcripted, then it must be submitted for State
Regents’ approval.
4. Do program options need approval if listed on the transcript?
If an option is to be listed on the transcript, then it must be submitted for State Regents' approval.
Approval and Revisions
Approved May 31, 1995. Revised September 5, 1997; January 29, 1999; and June 29, 2006.
The Uniform Course Numbering policy section was adopted in December 1970 and revised June 29,
2006.
Prior to 1995 institutions submitted a New Program Request Form for Approval of a New Degree
Program.
The September 5, 1997 revisions included provisions to raise the visibility and importance of integrating
technology into program delivery and also provisions for criteria designed to avoid unnecessary
duplication. These revisions were effective with the Spring 1998 semester.
The January 29, 1999 revisions included a new section on program suspension. The revisions were
designed to allow an institution to recommend that an academic program be placed on suspension but be
reinstated without State Regents’ re-approval as was current practice. Additionally, certificates were
better defined and eliminated the requirement of course modification reporting.
The June 29, 2006 revisions were part of an overall policy manual revision. This revision included
moving some procedural information to this handbook and adding the uniform course numbering policy.
Related Policies
3.2 Functions of Public Institutions
3.5 Intensive English Program Approval and Review
3.6 Cooperative Agreements Between Higher Education Institutions and Career Technology Centers
3.7 Academic Program Review
3.8 Approval of Changes in Academic Structure and Nomenclature
Academic Affairs Procedures Handbook
39
3.5 Intensive English Program Approval and Review
Purpose of Policy
3.5.1
The State Regents’ Institutional Admission and Retention policy requires students who are non-native
speakers of English to present evidence of proficiency in the English language prior to admission. One of
the four options for admission allows students who score above a certain level on the Test of English as a
Foreign Language (TOEFL) or International English Language Testing System (IELTS) examination, but
below the score required for regular admission, to be admitted following successful completion of a
minimum of 12 weeks of study at an Intensive English Program (IEP) approved by the State Regents,
with at least two-thirds of the 12 weeks of instruction at the advanced level. This policy specifies the
criteria for approval and review of Intensive English Programs for this admission option.
Note: IEP admission scores can be found in the State Regents’ Institutional Admission and Retention
procedures handbook under subsection 3.9.5.
Policy Procedures
3.5.3 IEP Approval Process
To certify students who are non-native speakers of English for admission to an IEP must be approved by
the State Regents. The program’s institution or IEP administrator must initiate the approval process with a
formal request to the Chancellor for a program evaluation. IEP programs scheduled for reevaluation will
be notified of subsequent reviews by the State Regents. Evaluations will be conducted according to State
Regents’ IEP Standards and Self-Study Guidelines which emphasize the development of student language
competencies that facilitate a successful transition to college academic work. The process for IEP
approval is described below.
A. Approval Funding
The IEP or the institution will pay for the evaluation including evaluation team members’ honoraria,
travel, lodging and food in accordance with Oklahoma travel laws.
B. Formal Request for Approval
Upon receipt of a formal letter of application to the Chancellor requesting a State Regents’ program
evaluation, the State Regents’ staff will provide a copy of this policy and work with the IEP
administrator to develop a time line.
C. Institutional Self-Study
Using the State Regents’ IEP Standards and Self-Study Guidelines as a reference, the program’s
director or institutional president will submit the IEP self-study document to the State Regents one
month prior to the date of the site visit.
D. On-Site Evaluation
1. Team Selection.
The Chancellor will appoint an out-of-state evaluation team of at least two (2) qualified English
for Speakers of Other Languages (ESOL) professionals who possess the necessary expertise for
the program under review. One member of the evaluation team will be designated as team
Academic Affairs Procedures Handbook
40
chairman and will assume responsibility for leadership in conducting the evaluation and in
preparing the team's report. Team members will be required to sign a conflict of interest form
provided by the State Regents' office. This form verifies that the individual team member has no
direct or indirect association with the institution.
Every effort will be made to select qualified evaluators from an institution similar to that being
reviewed. The team will review the program based on the State Regents’ Intensive English
Program Approval and Review, Institutional Admission and Retention, and Institutional
Accreditation policies.
2. Length of the on-site evaluation.
Typically the on-site evaluation will be scheduled for one and one-half to two days or in
extenuating circumstances may be scheduled for a shorter or longer period. Staff will determine
the length of the evaluation based upon the site slated for evaluation or extenuating
circumstances. The dates will be determined by staff who will coordinate with the institution
before confirming the dates in writing. The on-site evaluation must provide for sufficient time for
adequate discussion of criteria with the appropriate constituencies. This will ensure a thorough
review of the criteria by the evaluation team and allow for opportunities for meaningful
independent analysis by the evaluation team.
3. On-site interviews.
An integral and critical component of the on-site evaluation is the interview process. The team
will have scheduled interviews with key administrative staff, faculty, students, and other
appropriate constituencies.
E. Evaluation Report
1. Team Report and Recommendation.
Following the on-site evaluation, the team will prepare a report of its evaluation to the institution
consistent with the scope of the evaluation detailed in the team charge. The team chairman will
be responsible for preparing and submitting the complete team report to the Chancellor's office
within ten (10) working days following the evaluation. The report will provide a fair and
balanced assessment of the IEP program at the time of the evaluation. The team should identify
the specific criteria met and not met.
A recommendation will be included in the evaluation team's report and shall be supported by a
clear and explicit rationale based on the State Regents' criteria. The recommendation must be
consistent with this policy and will be one of the following:
a. Recommendation for Approval Without qualifications with reexamination in five years. A
program with this designation meets all standards for approval.
b. Recommendation for Provisional Approval With Qualifications with reexamination in one,
two, three, or four years. A program with this designation does not meet the standards for
“approval without qualification” required by the State Regents. The team shall recommend
measurable goals and timelines to correct deficiencies in the program. Within two months of
the State Regents’ accepting the report, the IEP will be required to submit an implementation
plan addressing the noted deficiencies. Thereafter, an annual report on the status of the
implementation will be required.
Academic Affairs Procedures Handbook
41
c. Recommendation Denied. The program does not meet the criteria established by the State
Regents and will not be an approved IEP program.
2. Institutional Response. Upon receipt of the team report, the Chancellor will forward a copy of the
report and recommendation to the IEP administrator or institutional president. Institutional
representatives will be afforded an opportunity to correct any factual errors in the report within 15
working days from the date the report is sent. The team's evaluative comments and findings may
not be modified by the institution. Thereafter, the draft report will be finalized and will be
deemed formally submitted to the Chancellor.
If the evaluation team’s report recommends denial, the IEP may object within 15 working days
from the date the final report is sent. In response to this objection the Chancellor will convene a
neutral three-member panel of ESOL professionals to consider the objection (s). The appeals
process will be directed by the Procedures for Denial, Revocation, or Nonrenewal in
Accreditation, of the State Regents’ Institutional Accreditation policy with detailed procedures in
the Academic Affairs Procedures Handbook. During the appeals process, the IEP will maintain
the approval status it held prior to the evaluation. The IEP will pay for the cost of the appeal.
F. State Regents’ Action
The Chancellor will submit the team’s evaluation report and recommendation as well as the State
Regents’ staff recommendation along with the IEP self-study, applicable objections, and appeals
process materials, if any, to the State Regents for their consideration.
In the event of an appeal, the review panel will submit a report to the State Regents addressing the
objections raised by the IEP. The review panel’s findings will be submitted, together with any other
records from the hearing, to the State Regents at its next regularly scheduled meeting. The State
Regents, after considering the review panel’s findings, the evaluation team’s report, and the official
records pertaining to the IEP’s objections to the evaluation team’s report, will take action on the
objections. No new evidentiary materials will be received at the State Regents’ meeting. The IEP
will be given the opportunity to present remarks in support of the institution’s objections. The State
Regents’ consideration of the matters and action taken thereon will constitute a final State Regents’
review of the IEP’s objections to the evaluation team’s report.
Related Policy Information
For your convenience, the State Regents’ IEP Evaluator Guidelines are available online at
http://okhighered.org/admin-fac/academic-forms/ and in the Forms and Reference Information section of
this handbook. See attached list of approved IEP institutions on the following pages.
Frequently Asked Question
1. Can a student who does not have the required TOEFL score but has completed an IEP out-of-state be
admitted?
The policy is specific that the IEP must be State Regents' approved. Students from an out-of-state IEP
are encouraged to retest to demonstrate proficiency. In extraordinary and deserving cases, the
Institutional Admission and Retention policy allows the president or the president's designee to admit
the student in lieu of meeting the specified criteria. Institutions allowing exceptions must report
annually to the State Regents.
Academic Affairs Procedures Handbook
42
2. If an institution does not use IEP option for admission, does the IEP have to be approved?
No.
Approval and Revisions
Adopted May 1979. Revised October 23, 1989; August 16, 1994; April 11, 1997; May 30, 2003; and
June 29, 2006.
The October 23, 1989 revisions allowed ESL students to prove proficiency in the English language
through graduation from an English-speaking high school.
The August 16, 1994 revision allowed institutional discretion for admission of ESL students. (NOTE: of
the policy was moved to the Admission and Retention policy in 2006.)
On April 11, 1997 the IEP approval and review process was adopted. This section of the policy was
effective with the Fall 1997 semester.
The May 30, 2003 revision added the IELTS exam as an additional option for admission of ESL students.
The June 29, 2006 revisions included moving the admission section to the Admission and Retention
policy, the admission of transfer students to the Transfer and Articulation policy, moving some procedural
details to this handbook, and adding the option of four years provisional approval.
The June 25, 2009 revisions included adding definitions as well as updating definition language. Clarified
the IEP approval process and expanded the evaluation team’s recommendation ability to allow programs
with minor deficiencies to report progress toward corrections. Strengthened the record keeping
requirement to include immigration documentation if applicable, personnel data and student performance
in the program.
Related Policies
3.1 Institutional Accreditation
3.9 Institutional Admission and Retention
3.10 Undergraduate Transfer and Articulation
Academic Affairs Procedures Handbook
43
OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION
Oklahoma City, Oklahoma
Current Intensive English Programs (IEP)
Approved for Students Seeking Admission to
Institutions in the Oklahoma State System
Rev. 05-27-2011
CENTER DIRECTOR APPROVAL ENDING DATE
ELS Language Centers
Oklahoma City University
Harris Hall
1915 Northwest 24th Street
Oklahoma City, OK 73106
Phone: (405) 525-3738
Fax: (405) 525-0826
Ms. Julie Blevins, Director of
New Center Development &
District Director of ELS
jblevins@els.edu
Mr. Wade Farquhar,
Academic Director
wfarquhar@els.edu
June 30, 2016
English As A Second Language
Program (ESLP)
Oklahoma City Community College
7777 South May Avenue
Oklahoma City, OK 73159-4499
Phone: (405) 682-1611, Ext. 7326
Ms. Abbie Glenn-Allen
Figueroa
afigueroa@okccc.edu
June 30, 2016
University Language Institute (ULI)
2448 E. 81st Street, Suite 1400
Tulsa, Oklahoma 74137
Phone: (918) 493-8086
Dr. Mike Schlittler
Ms. Amy Sperry
uli@uli.net
ardismike@juno.com
September 30, 2012
English Language Center (ELC) -
Edmond
Post Office Box 1866
Edmond, Oklahoma 73083
Phone: (405) 348-7602
Fax: (405) 348-8291
Ms. Luemma Stewart
luemma@elcok.com
June 30, 2013
English Language Institute (ELI)
Oklahoma State University
307 Wes Watkins Center
Stillwater, Oklahoma 74078-8087
Phone: (405) 744-7519
Fax: (405) 744-7520
Ms. Kay Keys
keys@okstate.edu
June 30, 2012
Center for English as a Second
Language (CESL)
University of Oklahoma
1660 Cross Center Drive,
Vance House, Room 136
Norman, Oklahoma 73072-6400
Phone: (405) 325-2351
Fax: (405) 325-7038
Ms. Donna DeLuca
Donna.d@ou.edu
June 30, 2013
The Language Company-Shawnee*
St. Gregory's University
1900 West MacArthur Street
Shawnee, Oklahoma 74804
Mr. Tony Terry
tlcshawnee@thelanguagecomp
any.com
June 30, 2013
Academic Affairs Procedures Handbook
44
CENTER DIRECTOR APPROVAL ENDING DATE
Phone: (405) 273-8229
Fax: (405) 273-8445
*name change 6/24/2010
Language Center/ESL Program
Tulsa Community College
6111 East Skelly Drive, #609
Tulsa, Oklahoma 74135
(918) 595-7851
Mr. Daniel Chaboya, ESL
Director
DChaboya@tulsacc.edu
918-595-7544
Northeast Campus
3727 E. Apache
Tulsa, Oklahoma 74115
February 12, 2014
The Language Company-Edmond*
University of Central Oklahoma
100 North University Drive
Post Office Box 341881
Edmond, Oklahoma 73034-5209
Phone: (405) 341-2125
Fax: (405) 341-1165
*Name change 6/24/2010
Ms. Brenda Robati, President,
The Language Company
bnr@thelanguagecompany.co
m
189 West 15th Street
Edmond, Oklahoma 73013
Phone: (405) 715-9996
Fax: (405) 715-1116
Ms. Robbie Scott
Center Director
Edmond Language Institute
University of Central
Oklahoma
100 N. University Drive
P.M.B. 341881
Edmond, Oklahoma 73034
(405) 341-2125 phone
(405) 341-1165 fax
edmonddirector@thelanguage
company.com
June 30, 2014
The Language Company-Tahlequah*
Northeastern State University
622 North Lewis
Tahlequah, Oklahoma 74464
Tel: (918) 456-5511 X 4730
Fax: (918) 458-9624
*Name change 6/24/2010
Ms. Sarah Bryant, Director
Email:
tlctahlequah@nsuok.edu
*Name change notification
Aug. 15, 2008
September 30, 2012
ECI: Education and Cultural
Interactions, Inc.*
Academic and Cultural Exchange(ACE)
3000 United Founders Boulevard,
Suite 247
Oklahoma City, Oklahoma 73112
Tel. : 405-810-8314
Toll-Free: 1-888-446-5437
Fax: 405-810-8714
Ms. Olga Aceska
President, CEO
Ms. Rachel Chavez
Director
Esl.eci@ionet.net
February 12, 2012
Academic Affairs Procedures Handbook
45
CENTER DIRECTOR APPROVAL ENDING DATE
E-mail.: eci@ionet.net
oaceska_eci@ionet.net
Web sites: www.eciprograms.com
www.ace-programs.com
*Address change March 2010
Oklahoma State Regents Staff:
Dr. Debbie Blanke
Associate Vice Chancellor for Academic Affairs
655 Research Parkway, Suite 200
Oklahoma City, Oklahoma 73104
Phone: (405) 225-9145
Fax: (405) 225-9230
Email: dblanke@osrhe.edu
Mailing Address:
PO Box 108850
Oklahoma City, OK 73101-8850
Ms. Stephanie Beauchamp
Director of Academic Programs
655 Research Parkway, Suite 200
Oklahoma City, Oklahoma 73104
Phone: (405) 225-9399
Fax: (405) 225-9230
Email: sbeauchamp@osrhe.edu
Mailing Address:
PO Box 108850
Oklahoma City, OK 73101-8850
Academic Affairs Procedures Handbook
46
3.6 Cooperative Alliances Between Higher Education Institutions and Technology Center
Purpose of Policy
3.6.1
The purpose of Cooperative Alliances is to expand student access to Oklahoma's educational
opportunities with resource-sharing partnerships between institutions of the State System and CareerTech
technology centers for the benefit of Oklahoma citizens, business, industry, and students. Cooperative
Alliances are student-centered partnerships organized to encourage and facilitate progress toward college
graduation and designed to ensure that students obtain the technical and academic skills that will allow
them to succeed in today’s dynamic knowledge-based, technology-driven global economy.
Cooperative Alliances are formed with Oklahoma public colleges or universities that offer the Associate
in Applied Science (AAS) as Cooperative Agreement Programs (CAP) with an Oklahoma public
technology center. Students enrolled in CAPs are treated as members of the higher education community.
These students benefit from college support services including academic advising and counseling,
convenient admission and enrollment processes, financial aid, career advisement and job placement
assistance.
Policy Procedures
3.6.5 Procedures
An Oklahoma State System institution seeking approval for a CAP with a technology center upon
approval by the governing board shall have the president submit the CAP to the Chancellor for State
Regents' consideration. The president will be informed of the recommendation prior to its formal
submission.
Related Policy Information
Forms for requesting a cooperative agreement program can be found online at
http://www.okhighered.org/admin-fac/academic-forms/ and in the Forms and Reference Information
section of this handbook.
Concurrent Enrollment of High School Students in Technology Programs
As part of the State Regents’ Cooperative Alliance Project, some higher education institutions, in
partnership with Oklahoma’s career technology centers, have been approved to allow high school students
to enroll in technical programs and courses under separate admission standards noted below. High school
students taking courses at technology centers that are part of an approved Associate in Applied Science
degree program may take these courses for college credit if the students meet the admission requirements.
Note: These Concurrent Enrollment admission standards apply to students enrolled in a CAP
defined as a Cooperative Alliance Project-identified Associate of Applied Science degree program/s
and not students enrolled in unrelated technology programs.
Eleventh or twelfth grade students enrolled in an accredited high school or a student who are at least 16
years of age and receiving high-school-level instruction at home or from an unaccredited high school to
be admitted to a college or university in The Oklahoma State System of Higher Education that offers
technical AAS and certificate programs and enroll in technical courses only.
Academic Affairs Procedures Handbook
47
2010-2011 Admission Standards for Concurrent Enrollment of High School Students in Technology
Programs:
Option 1
ACT
Option 2
ACT PLAN
Option 3
High School GPA
Regional Universities 19 15 2.5
Community colleges 19 15 2.5
The required ACT score is the composite score without the writing component.
In addition to meeting the requirements above, students must provide a letter of support from the high
school counselor and written permission from a parent or legal guardian. All other concurrent admission
policy requirements remain in effect for technical students, including retention standards.
Frequently Asked Questions
1. What is a Cooperative Alliance?
Cooperative Alliance is an agreement between one or more institutions in the Oklahoma State System
for Higher Education and one technology center as a joint vision of a collaborative partnership
designed to benefit students and enhance the technical workforce in that part of Oklahoma.
2. Which colleges can develop and complete a cooperative agreement program?
Any college or university that is functioned and approved to offer the Associate in Applied Sciences
(AAS) degree can develop and complete a cooperative agreement program with a technology center.
3. Who sends and who receives notification of the approved cooperative agreement program?
The Chancellor sends an official letter of notification that the cooperative agreement program has
been approved to the president of the college requesting approval and a copy to the Oklahoma
Department of Career Technology Education director.
4. What is the definition of “successful completion” of college hours?
“Successful completion” of college hours is defined as a grade of “D” and above. It should be noted
that some CAPs may have a higher grade standard for successful completion.
5. Will students pay full tuition and fees at both institutions?
Tuition and fee policies will be defined in the cooperative alliance agreement.
6. Is the coursework transcripted semester by semester?
Yes, each cooperative alliance agreement is required to have a description of how student records will
be maintained and how academic credit will be at the time the course is completed.
7. What is the duration of an approved cooperative agreement?
There is no limitation specified in the policy. The cooperating institutions may choose to set a time
period in the cooperative agreement proposal; none is required.
8. Can high school seniors who are enrolled in career technology courses for college credit receive a
tuition waiver?
No, the tuition waiver is only for high school seniors who are attending a State System institution.
9. Can high school students have the administrative fees waived?
Yes, under specific guidelines the administrative fees may be waived for the student and paid by the
technology center.
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Approval and Revisions
Adopted October 17, 1988. Revised January 24, 1997; June 29, 2001; March 31, 2005; June 29, 2006;
and February 12, 2009.
The January 24, 1997 revisions allowed universities with AAS degrees to participate in cooperative
agreements, created a statement of purpose and principles, allowed the enrollment of high school
students, strengthened reporting requirements, established a COI committee, required collaborative
workshops, and eliminated language requiring a preliminary evaluation.
The June 29, 2001 revisions renamed the policy to reflect the name change of the technology centers,
added statements emphasizing that college credit is awarded only by the higher education institution, and
emphasizing the consumer protection requirements.
March 31, 2005, the State Regents approved pilot programs for Oklahoma City Community College,
Northern Oklahoma College, and Western Oklahoma State College to enter into alliance partnerships and
cooperative agreements with specific career technology centers. The pilot programs required policy
exceptions for these institutions to lower concurrent enrollment standards for high school students
involved in the cooperative agreements.
The June 29, 2006 revisions included minor language and formatting changes only.
February 12, 2009, The State Regents approved revisions formalized the pilot programs created in 2005
and created a policy framework designed to increase quality and collaboration between higher education
and technology centers, increase student access and success, and increase degree completion.
Related Policies
3.1 Institutional Accreditation
3.4 Academic Program Approval
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3.7 Academic Program Review
NOTE: New policy approved June 23, 2011. Procedures will be updated in the fall. If you have
questions, please contact Dr. Debbie Blanke at (405) 225-9145.
Purpose of Policy
3.7.1
In carrying out constitutional responsibilities within the framework of 70 O.S. §3208 (2001), the State
Regents recognize the primary role of institutional faculty, administrators, and governing boards in
initiating and recommending needed changes in functions and educational programs. It is therefore both
desirable and necessary that institutions provide leadership in developing processes and criteria for the
review of educational programs and functions at the campus level. The results of institutions' review of
educational programs in connection with this policy will be utilized at the campus level to make
determinations about the quality and efficiency of instructional programs. Also, the outcomes of such
program review will assist the State Regents in decision making at the state level with regard to
educational programs and functions.
Policy Procedures
3.7.6 Content of Program Review Reports
Although the length of a written evaluation can be expected to vary with the complexity of the program
under consideration, a comprehensive evaluation should be possible within ten or fewer pages. Each
program review summary report must be submitted to the institutional governing board prior to
submission to the State Regents and will include the following.
A. Institutional Review Process
This section should reference the general process of the review, including a list of those who
participate in the review and any unique features of the review, such as the use of outside consultants
or the conduct of the review in relation to an accreditation visit.
B. Program Objectives
Objectives should be written so that the need they address is clear; program outcomes can be
assessed; and program clientele are specified. Program objectives are extremely important not only
because they guide the activities of the program but also because they provide the context for
program assessment and planning.
C. Review of Duplicated Programs
Given the fiscal constraints on Oklahoma higher education and the desire to use limited resources
wisely, the elimination of unnecessary program duplication is a high priority of the State Regents. In
cases where program titles imply duplication, programs should be carefully compared to determine
the extent of the duplication and the extent to which that duplication is unnecessary. Not all
duplication is undesired or unnecessary. Normally, similar undergraduate programs in the core areas
of basic liberal arts and sciences disciplines would not be considered unnecessarily duplicative.
Unnecessary duplication is a more specific concern in vocational/technical, occupational, and
graduate and professional programs that meet special manpower needs. However, there are cases
where student demand or the economic development needs of the state are sufficient to warrant the
existence of similar programs at different institutions. There is also a vital synergy between
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undergraduate and graduate education and some graduate programs may be needed to help sustain the
quality of the related undergraduate programs.
Consistent with the Academic Program Approval policy and the historical place of the program in the
institution's mission, the following criteria will be used to evaluate the degree to which similar
programs are unnecessarily duplicative:
1. Demand for the Program
The demand for the program should be evaluated in the following categories:
a. Demand from students, taking into account the profiles of applicants, enrollment, completion
data, and occupational data.
b. Demand for students produced by the program, taking into account employer demands,
demands for skills of graduates, and job placement data.
c. Demand for services or intellectual property of the program, including demands in the form
of grants, contracts, or consulting.
d. Indirect demands in the form of faculty and student contributions to the cultural life and well-being
of the community.
2. Alternative Forms of Delivery
The process of program review should address meeting demands for the program through
alternative forms of delivery including electronic and on-site delivery of the program or portions
of the program by other institutions.
D. Analysis and Assessment
This section should be developed from an institution-wide perspective and may address part or all of
the criteria for evaluation listed in the Academic Program Review policy.
1. Regional and Research Institutions
Conclusions should be supported by the factual information considered in the review, specifically
including:
a. Program quality as reflected by its regional or national reputation, faculty qualifications, and
the documented achievements of graduates of the program.
b. The appropriateness of the program to the institution's mission and academic plan.
Quantitative Data (Institutions may want to include this data as an appendix to the report though
the assessment of the data should be documented in this section).
c. The number of majors (head count and full-time equivalent) in the instructional program for
the last five years.
d. Courses taught specifically for this program for each of the last five years and the size of
classes (sections) in these courses for the five-year period.
e. Direct instruction cost of the above courses for the review period.
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f. Roster of faculty members.
g. The number of graduates from the program in each of the last five years, and, if available, the
total number of program graduates in similar programs for all institutions in the state, region,
or nation.
h. Student credit hours by level generated in all courses taught by the department with primary
responsibility for the program for all available years up to five.
2. Community Colleges
Conclusions should be supported by factual information developed by a data base to evaluate
quality, need, and cost which may include the following information:
a. Program quality as reflected by community input such as provided by employers, graduates,
and advisory committees and the documented achievements of program graduates. Also,
program quality as reflected by specialized accreditation and success on licensing
examinations.
b. The appropriateness of the program to the institution's mission and academic plan.
c. Special services provided to the students and/or community.
Quantitative Data (Institutions may want to include this data as an appendix to the report though
the assessment of the data should be documented in this section).
d. The number of majors (head count and full-time equivalent) in the instructional program
during each of the last three years and projections for the next two years.
e. The size of specialized classes (sections) identified as integral elements in the program during
the last three years.
f. Instructional cost, including efficiencies and improved learner outcomes achieved through the
use of any technology.
g. The number of full-time-equivalent faculty in the specialized courses within the curriculum.
h. Projected job market for graduates in occupational programs during the next two years.
i. The success of transfer students based upon grade-point average comparisons.
E. Institutional Program Recommendations
This section should start with a description of recommendations that have been made as a result of the
review and of actions that are planned to implement these recommendations; for example, expand
program, maintain program at current level, reduce program in size or scope, merge or consolidate
program, reorganize program, suspend program or terminate program.
A program may be placed on suspension. Consistent with its inactive status, no students will be
recruited or admitted to the program, and the program will not be listed in the college/university
catalog. The program will be reinstated or deleted within three years or other specified period
designated when placed on suspension.
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Recommendations should be clearly linked and supported by the information and analyses that were
articulated in the previous sections and should contain a realistic strategy for implementation of any
changes. For example, if the program is recommended for expansion and will require additional
resources, a plan for the acquisition or allocation of such resources should be included. If the program
is recommended for termination, describe what the strategies are for dealing with personnel matters,
with students, and with physical resources that will now be free for reallocation to other programs.
This section of the report also should include, where appropriate, a discussion of such items as
anticipated changes in program objectives, organizational realignments, faculty turnover and renewal,
changes in curriculum, changes in clientele, changes in support, integration of technology, and
possible requests for changes of role and mission statements.
F. Review by the State Regents' Staff
The State Regents' staff will review the respective institutions' program reviews. The staff may
request additional information or evidence at this time from the home institution. Following the
completion of the State Regents' staff review, the staff will provide an informational report to the
State Regents. An appropriate response will be made in writing to the institution’s president.
G. Monitoring the Review Process
Each institution will monitor the program review process and modify internal procedures to improve
its effectiveness. The State Regents' staff will monitor the overall process and suggest improvements
as appropriate.
Related Policy Information
The form for reporting low-productivity programs can be found online at
http://www.okhighered.org/admin-fac/academic-forms/ and in the Forms and Reference Information
section of this handbook.
Approval and Revisions
Adopted October 23, 1985. Revised January 26, 1996; September 5, 1997; January 29, 1999; and June
29, 2006.
On January 26, 1996 the State Regents approved revisions adding statements on the institution’s mission,
quality indicators, and effective use of program resources, and role of the governing board, and review by
State Regents’ staff. Additionally, minimum productivity standards were approved.
The September 5, 1997 revisions included adding provisions for technology and unnecessary program
duplication. These revisions were effective with the Spring 1998 semester.
The January 29, 1999 revision added a category for program suspension.
The June 29, 2006 revisions moved some procedural information to this handbook.
Related Policies
3.4 Academic Program Approval
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3.8 Approval of Changes in Academic Structure and Nomenclature
Purpose of Policy
3.8.1
Historically, the State Regents have dealt with those changes in academic structure and nomenclature at
institutions which have carried future budgetary implications, since the State Regents exercise
Constitutional responsibility for recommending to the State Legislature the budget allocations to each
institution. The following statement of policy serves to guide the State Regents and institutions of the
State System with respect to the submission of requests to the State Regents by institutions for the
establishment of new schools and colleges, and for instituting changes in the nomenclature of
organizational units.
Authority
The State Regents have the constitutional responsibility for recommending budget allocations to the
legislature, any changes that may have budgetary implications must be documented.
Policy Procedures
3.8.2 Guidelines
After obtaining governing board approval, institutions in the State System shall submit to the State
Regents proposed changes in academic nomenclature and organization which carry future implications for
the addition of new educational programs or the need for future budgetary resources to underwrite the
function of instruction and departmental research. Following are examples of proposed changes which
should be submitted to the State Regents for consideration and possible approval:
A. The creation of a new instructional unit (department, school, college, etc.), where none existed before.
B. The division of a single department or other instructional unit into two or more parts.
C. The upgrading of an existing instructional unit to a higher level or status than previously, such as the
upgrading of a department to the status of a school or college.
The following changes in nomenclature or academic organization need not be submitted to the State
Regents for approval:
D. A simple change in nomenclature which does not affect the level or status of an instructional unit. For
example, in the event that the Department of Technical Education at an institution was changed to the
Department of Technical Science, such a change would not require the approval of the State Regents.
However, the change should be reported to the State Regents for informational purposes.
E. The changing of a department or other minor instructional unit from one college to another which
does not affect the level or status of the lesser organizational unit. For example, shifting the
Department of Psychology from the College of Arts and Sciences to the College of Education would
not require prior approval.
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Approval and Revisions
Approved June 22, 1971. Revised June 29, 2006. The June 29, 2006 revisions included only minor
language and formatting changes.
Related Policies
3.4 Academic Program Approval
3.7 Academic Program Review
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3.9 Institutional Admission and Retention
Purpose of Policy
3.9.1
The Institutional Admission and Retention policy establishes minimum curricular requirements, criteria,
and standards for admission to State System institutions, as well as standards for retention in institutions.
Admission to all associate and baccalaureate programs must conform to these standards.
The State Regents conduct periodic reviews of the implementation of admission and retention policies.
The purpose of these reviews is first to assure the State Regents that the implementation of the admission
and retention standards is consistent with the intent of the State Regents' policy. Second, the review
provides a comprehensive overview of the progress and the effects of the admission and retention
standards increases on the profile of students, and specifically whether or not the ultimate goal of the
policy to achieve student success is being met.
Retention policies should be directly and simply stated for ease in interpretation, application,
administration, and monitoring. The foremost concern of these policies should be student success. Thus
an early notification to students experiencing academic difficulties must be inherent in such policies. And,
finally, quality retention policies must have academic integrity.
Each institution’s governing board should approve any change in institutional admission standards prior
to State Regents’ approval.
Authority
State Statute 70 O.S., Supp. 1989, 628.13 provides for concurrently enrolled high school students at State
System colleges and universities.
State Statute 70 O.S. §11-103.6 provides the current high school graduation requirements.
Policy Procedures
3.9.3 Admission of First-Time Freshmen: Curricular Requirements
A. 2011-2012 High School Curricular Requirements for Admission to Programs Leading to AA, AS and
Baccalaureate Degrees
English 4
units
Grammar, composition, literature; should include an integrated
writing component (NOTE: Journalism, speech, reading, and
ESL courses may NOT be used.)
Mathematics 3
units
Algebra I, Algebra II, geometry, math analysis, trigonometry,
pre-calculus (must have completed Geometry and Algebra II),
calculus, Advanced Placement Statistics (NOTE: Applied math
courses, statistics/probability, computer science, intermediate
algebra, and mathematics of finance may NOT be used.)
Laboratory
Science
3
units
Biology, chemistry, physics, or any laboratory science certified
by the school district (NOTE: General science courses may NOT
be used; Effective Fall 2004, the only applied science courses
that may be used is Principles of Technology. Effective Fall
2010, students will be required to complete three lab science
courses.)
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History and
Citizenship
Skills
3
units
Including 1 unit of American History and 2 units from the
subjects of History, Government, Geography, Economics, and/or
Non-Western Culture (NOTE: Anthropology, psychology, and
sociology courses may not be used. One half unit combinations
OR one full unit may be used to meet the requirement. Courses
about non-Western culture should teach students about cultures
and traditions other than their own.)
Other 2
units
From any of the subjects above, computer science, foreign
language, or any Advanced Placement course (excluding studio
art courses). (NOTE: Courses excluded from subject categories
above are also excluded from the “other” category. A computer
science courses used to fulfill this requirement should include
programming and convey an understanding of computer
hardware. Courses that teach business computer applications
will also be accepted. These courses will typically include more
than one type of application, for example, word processing,
databases, spreadsheets, and graphics programs. Keyboarding
and other courses designed to teach typing skills may NOT be
used. Effective 2010, 2 units will be required.)
Total 15
units
Four additional units are also recommended for college preparation: 1 unit of mathematics, 1 unit of
laboratory science, and 2 units of speech or fine arts (music, art, or drama). First-time entering students
must meet assessment requirements before enrolling in college-level courses. See the State Regents’
Assessment policy for more information.
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3.9.4 Admission of First-Time Freshmen: Performance Requirements
A. 2011-2012 Minimum High School Performance Criteria for First-Time-Entering Students
Option 1
Minimum ACT/ SAT
Option 2
Minimum GPA and
Class Rank
Option 3
Minimum GPA1 in the
15-Unit Core
University of Oklahoma
Resident: 24/1090
AND
3.0 GPA or top 50%2
Resident: 3.0 GPA
AND
top 25%2
Resident: 3.0 GPA
AND
ACT 22 or SAT 10202
Nonresident: 26/1170
AND
3.0 GPA or top 50%2,3
Nonresident: 3.5 GPA
AND
top 25%3
Nonresident: 3.0 GPA
AND
ACT 22 or SAT 10204
Oklahoma State University
24/1090
3.0 GPA
AND
top 33%
3.0 GPA
AND
ACT 21 or SAT 980
Option 4
ACT/SAT or High School GPA plus Cognitive Factors and Non-Cognitive Factors5
• Students who score between current OSU admission standards and the minimum
State Regents’ standards (22 ACT/1020 SAT or un-weighted high school core
curriculum GPA of at least 3.0)
• Cognitive Factors (60 percent)
• Non-Cognitive Factors (40 percent)
University of Science and
Arts of Oklahoma
24/1090
AND
3.0 GPA or top 50%
3.0 GPA
AND
top 25%
3.0 GPA
AND
ACT 22 or SAT 1020
Regional Universities 20/940
2.7 GPA
AND
top 50%
2.7 GPA
Community Colleges No minimum required
1 Additional weighting (1.0) will be added to GPAs of students who take Advanced Placement and higher-level International Baccalaureate courses.
2 Students meeting the following requirements under each admission option will be placed on a waiting list and evaluated according to stated policy: Option 1--
students with the required ACT score but less than a 3.0 GPA and lower than the top 50 percent of the high school class; Option 2--students in the top 26-30 percent of
their high school class with at least a 3.0 GPA; and Option 3--all students.
3 Nonresident students not meeting these standards but otherwise meeting admission standards for resident students may be placed on a waiting list and evaluated
according to stated policy.
4 Nonresident students meeting standards in this category will be placed on a waiting list and evaluated according to stated policy.
5 Cognitive: Noted academic admission standards; quality, quantity and level of coursework throughout the entire high school program; completion of a progressively
challenging math sequence, demonstrated by performance; and class rank taken in context with academic rigor and class size of high school attended.
Non-Cognitive: Students must demonstrate strengths in non-cognitive factors such as positive self-concept, realistic self-appraisal, long –term goals, leadership
experience, community, and knowledge in an acquired field.
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First-time entering students must also meet assessment requirements before enrolling in college-level
courses. See the State Regents’ Assessment policy for more information.
3.9.5 International Student Admission and Admission of Non-native Speakers of English
International undergraduate students are required to meet equivalent academic performance standards as
listed in section 3.9.4 above. Additionally, both first-time undergraduate and graduate students for whom
English is a second language shall be required to present evidence of proficiency in the English language
prior to admission, either as first-time students to the system or by transfer from another non-system
college or university. The State Regents adopted this policy to ensure that students will have a reasonable
chance to succeed at a higher education institution based on their ability to comprehend, read, and write
the English language.
Students must meet one of the standards described below to demonstrate their competency in English.
Institutions may not waive this admission requirement as part of the alternative admissions category
within the State Regents’ general policy on admission.
A. First-Time Undergraduate and Graduate Students
1. Standardized Testing. Students must meet the minimum score set by the State Regents on either
the Test of English as a Foreign Language (TOEFL) or the International English Language
Testing System (IELTS) Examination.
Results of the TOEFL taken at international testing centers and special testing centers will be
accepted at all State System colleges and universities. Results of the TOEFL administered at
institutional testing centers shall not be accepted by colleges and universities other than the
administering institution.
Undergraduate students must meet the following minimum
scores on the TOEFL or score 5.0 or higher on the IELTS
examination.
TOEFL Test Minimum Score
Internet-Based 61
Computer-Based 173
Paper-Based 500
OU requires a score of 550 or higher on the paper-based TOEFL, a 213 or higher on the
computer-based TOEFL, a 79 or higher on the Internet-based TOEFL, or a 6.5 or higher on the
IELTS under this admission option.
2. Intensive English Program (IEP). Students must meet a minimum score set by the State Regents
on the TOEFL administered at a special testing center or an international testing center or on the
IELTS Examination. In addition, after achieving the required score and immediately prior to
admission, successfully complete a minimum of 12 weeks of study at an IEP approved by the
State Regents. At least two-thirds of the 12 weeks must be instruction at an advanced level.
Current IEP Minimum TOEFL Scores
TOEFL Test Minimum Score
Internet-Based 48
Computer-Based 140
Paper-Based 460
IELTS Test 4.5
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OU requires a score of 500 or higher on the paper-based TOEFL, a 173 or higher on the
computer-based TOEFL, a 61 or higher on the Internet-based TOEFL, or a 5.5 or higher on the
IELTS under this admission option.
3. High School Performance. Undergraduate students must successfully complete the high school
core requirements in or graduate from a high school where English is the primary teaching
language in a country where English is a primary language and demonstrate competency through
the State Regents’ Remediation and Removal of High School Curricular Deficiencies policy.
4. Graduate students may satisfy the English language requirement by completing a baccalaureate or
graduate degree from a college or university where English is the primary teaching language in a
country where English is a primary language and that is recognized by professional organizations
in the U.S. involved in admissions and international education.
5. Institutional Discretion. In extraordinary and deserving cases, the president or the president’s
designee may admit a student in lieu of the above requirements. In these situations, the applicant
must have demonstrated proficiency in the English language by some other means prior to
admission. Such exceptions must be appropriately documented and reported to the State Regents
annually.
B. Undergraduate Transfer Students
* See 3.10.3 subsection C for details concerning Non-native speakers of English studen