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1 Academic Affairs Procedures Handbook 2011-2012 www.okhighered.org Academic Affairs Procedures Handbook 2 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. Academic Affairs Procedures Handbook 3 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 Academic Affairs Procedures Handbook 4 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 Academic Affairs Procedures Handbook 5 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. Academic Affairs Procedures Handbook 6 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 Academic Affairs Procedures Handbook 7 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 Academic Affairs Procedures Handbook 8 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. Academic Affairs Procedures Handbook 9 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 Academic Affairs Procedures Handbook 10 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 Academic Affairs Procedures Handbook 11 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. Academic Affairs Procedures Handbook 12 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. Academic Affairs Procedures Handbook 13 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 Academic Affairs Procedures Handbook 14 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/. Academic Affairs Procedures Handbook 15 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. Academic Affairs Procedures Handbook 16 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. Academic Affairs Procedures Handbook 17 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. Academic Affairs Procedures Handbook 18 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. Academic Affairs Procedures Handbook 48 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 Academic Affairs Procedures Handbook 49 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 Academic Affairs Procedures Handbook 50 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. Academic Affairs Procedures Handbook 51 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. Academic Affairs Procedures Handbook 52 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 Academic Affairs Procedures Handbook 53 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. Academic Affairs Procedures Handbook 54 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 Academic Affairs Procedures Handbook 55 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.) Academic Affairs Procedures Handbook 56 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. Academic Affairs Procedures Handbook 57 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. Academic Affairs Procedures Handbook 58 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 Academic Affairs Procedures Handbook 59 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
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Full text | 1 Academic Affairs Procedures Handbook 2011-2012 www.okhighered.org Academic Affairs Procedures Handbook 2 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. Academic Affairs Procedures Handbook 3 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 Academic Affairs Procedures Handbook 4 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 Academic Affairs Procedures Handbook 5 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. Academic Affairs Procedures Handbook 6 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 Academic Affairs Procedures Handbook 7 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 Academic Affairs Procedures Handbook 8 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. Academic Affairs Procedures Handbook 9 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 Academic Affairs Procedures Handbook 10 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 Academic Affairs Procedures Handbook 11 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. Academic Affairs Procedures Handbook 12 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. Academic Affairs Procedures Handbook 13 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 Academic Affairs Procedures Handbook 14 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/. Academic Affairs Procedures Handbook 15 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. Academic Affairs Procedures Handbook 16 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. Academic Affairs Procedures Handbook 17 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. Academic Affairs Procedures Handbook 18 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. Academic Affairs Procedures Handbook 48 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 Academic Affairs Procedures Handbook 49 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 Academic Affairs Procedures Handbook 50 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. Academic Affairs Procedures Handbook 51 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. Academic Affairs Procedures Handbook 52 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 Academic Affairs Procedures Handbook 53 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. Academic Affairs Procedures Handbook 54 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 Academic Affairs Procedures Handbook 55 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.) Academic Affairs Procedures Handbook 56 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. Academic Affairs Procedures Handbook 57 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. Academic Affairs Procedures Handbook 58 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 Academic Affairs Procedures Handbook 59 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 |
Date created | 2011-11-14 |
Date modified | 2011-11-14 |
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