PROPOSAL TO IMPLEMENT A NEW ACADEMIC PROGRAM
(Major, Minor, Master’s, Dual Degree, or Certificate)
New academic programs must be approved by the AAC/Grad Council, Faculty Plenary, VPAA, Board of Trustees, New York
State, and in some instances Middle States, before they can be printed in the Catalog or offered to students.
Definitions: A major is a formalized curricular sequence taken by a student within his/her major area of study.
A minor is a formalized curricular sequence taken by a student outside his/her major area of study. The standard minor at
Marist is 18-24 credits. Minors outside of this range will be considered but require an additional rationale.
A dual degree is a singular, formalized curricular sequence leading to two degrees.
A certificate is a credential, approved by the AAC and VPAA, issued by an institution in recognition of the completion of
a curriculum other than one leading to a degree that is sufficient to master a well-defined body of knowledge or technical
expertise; an advanced certificate is a credential beyond the baccalaureate.
A credit is a unit granted for the satisfactory completion of a course requiring at least 15 hours (of 50 minutes each) of
instruction and at least 30 hours of supplementary assignments (3 credits = 45 hours of instruction and 90 hours of
supplementary assignments).
A concentration is a formalized curricular sequence approved by the AAC and the VPAA to achieve a specific goal
within a major. These goals may be externally controlled in order to achieve certification or accreditation or be internally
controlled in order to define more closely a curricular package or make an area of study more visible and salable.
A track is a formalized curricular sequence approved by the AAC and the VPAA to achieve a specific goal within a
concentration. Like concentrations, they may be externally or internally controlled.
Proposals to introduce a new concentration or track should use the Request for Program Revision form.
Please complete the following questions and include both sides of this form with your proposal.
A. Completed proposals must include the following. Please check each required item or indicate “N/A”
 Proposal form – Sections A-J
 Program narrative – Questions 1-12
 Table 1a: Undergraduate program schedule (undergraduate programs only)
 Table 1b: Graduate program schedule (graduate programs only)
 Course descriptions for all existing and new courses (as they will appear in the catalog)
 Table 2: List of new courses and corresponding faculty instructors
 Syllabi for all new courses in the program (to be reviewed by the Curriculum Committee)
 Table 3: Full-time faculty
 Table 4: Part-time faculty
 Table 5: Faculty to be hired
 Table 6: New resources
 Table 7: Assessment plan
 External evaluation report and Marist response (for New York State, if required)
B. Contact person
Name
Date
Title
Telephone
Rev. 3/26/2015
C. Is the program a new undergraduate major, minor, master’s, dual degree, or certificate?:
D. Name of program (degree and discipline):
A. Number of credits (i.e., 120 for B.A. or 36 for M.S.):
E. Department:
F. CIP Code (refer to www.nces.ed.gov/ipeds/cipcode/):
G. HEGIS Code (refer to “Index of Programs” in Marist catalog):
H. Votes:
Yes
No
Abstain
N/A
N/A
N/A
Date
Department
School
Grad Council
(if applicable)
AAC
Full Faculty
Board of Trustees
Describe rationale for dissenting votes:
I. Signatures (electronic signatures are encouraged) :
Dean
Date
Chair, Academic Affairs Committee
Date
Vice President for Academic Affairs
Date
Rev. 3/26/2015
Narrative Instructions
1. Program Description and Purpose
a)
b)
c)
d)
e)
f)
g)
h)
i)
Provide a brief description of the program as it will appear in the Marist catalog.
Identify the documented need for the program. Is the degree a result of programmatic assessment?
List the educational and career objectives of the program.
Describe the intended population.
How does the program relate to Marist’s mission?
Describe the role of faculty in the program’s design.
Describe the input by external partners, if any (e.g., employers and institutions offering further education).
Indicate any cross-disciplinary impact and any consultation with other departments that has taken place.
What are the anticipated enrollments for Year 1 through Year 5?
2. Program Requirements and Schedule
a) Indicate the program requirements using the following catalog format
1.0 Course Requirements in the Discipline
Credit Requirements in the Discipline
2.0 Course Requirements in Related Fields
Credit Requirements in Related Fields
3.0 Core /Liberal Studies Requirements (for undergraduate programs)
3.1 Foundation Requirements
3.2 Distribution Requirements
Credit Requirement in Core/Liberal Studies
4.0 Electives
Total Credit Requirement for Graduation
b) Describe if the program will be offered in traditional or non-traditional formats, including impact
on financial aid eligibility (see Appendix A).
c) For undergraduate majors or certificates, complete Table 1a (not required for minors). Note: A
bachelor of arts degree requires 75% liberal arts content; a bachelor of science degree requires 50%;
and a bachelor of professional studies requires 25%.
d) For graduate degrees or advanced certificates, complete Table 1b.
3. Instruction
a) Submit course descriptions (as they appear in the catalog) for all existing courses that are part of the
program.
b) Submit course descriptions (as they will appear in the catalog) for all new courses that are part of
the program.
c) Complete Table 2, listing all new courses and names of corresponding faculty members (preferably fulltime) who will teach them.
d) Provide syllabi for all new courses (Note: Syllabi must include a course description and identify
course credit, objectives, topics, student learning outcomes, texts/resources, and basis for
determining grades).
4. Faculty
Complete Table 3 (full-time faculty), Table 4 (part-time faculty) and Table 5 (faculty to be hired), as appropriate.
Copies of curricula vitae are not sufficient substitutes.
Rev. 3/26/2015
5. Financial Resources and Instructional Facilities
a) Summarize the instructional facilities and equipment available to ensure the success of the program.
b) Complete Table 6, listing all new required resources.
6. Library Resources
Note: This question is not required for certificate/advanced certificate programs.
a) Summarize the analysis of library resources for this program by the collection librarian and program faculty.
Include an assessment of existing library resources and their accessibility to students.
b) Describe the institution’s response to identified needs and its plan for library development.
7. Admissions
a) List all program admission requirements. Include any recommended or minimum test scores or special
entrance requirements (i.e., portfolio). Note if any requirements are in addition to standard Marist
admission requirements.
b) Describe the process for evaluating exceptions to the requirements.
c) Explain how the institution will encourage enrollment by persons from groups historically underrepresented
in the discipline or occupation.
8. Academic Support Services
Summarize the academic support services available to help students succeed in the program. “Current services
are sufficient” or N/A will not be considered a sufficient summary of services.
9. External Review
If the proposal is either 1) a graduate degree program below the doctoral level, 2) an undergraduate program in
an allied health field, or 3) a subject matter that represents a new or emerging field, an outside evaluator’s report
is required for approval by New York State. Forms are available on the NYSED web site.
10. Credit for Experience
If this program will grant substantial credit for learning derived from experience, describe the methods of
evaluating the learning and the maximum number of credits allowed.
11. Program Assessment and Improvement
Summarize the plan for periodic evaluation for the program, including the use of data to inform program
improvement. Attach an assessment plan (Table 7).
12. Further Authorization
Yes
Yes
Yes
Yes
No
No
No
No
Does this program prepare students for teacher certification or professional licensure?
Will this program be offered 50% or more either off campus or online?
Is this a minor with fewer than 18 or more than 24 credits?
Is this Marist’s first bachelor’s or first master’s degree in Agriculture, Biological Sciences,
Engineering, Fine Arts, Health Professions, Humanities, Physical Sciences, or Social Sciences?
If yes to any of these, further information will be required by the VPAA.
Rev. 3/26/2015
Table 1a: Undergraduate Program Schedule

Indicate academic calendar type: __Semester


Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
Use the table to show how a typical student may progress through the program; copy/expand the table as needed.
Term:
Course Number & Title
__Quarter
__Trimester
__Other (describe)
Cr
Check course classification(s)
LAS Maj New Prerequisite(s)
Term:
Course Number & Title
Cr
Check course classification(s)
LAS Maj New Prerequisite(s)
Term:
Course Number & Title
Cr
Check course classification(s)
LAS Maj New Prerequisite(s)
Term:
Course Number & Title
Cr
Check course classification(s)
LAS Maj New Prerequisite(s)
Term:
Course Number & Title
Term credit total:
Term:
Course Number & Title
Cr: credits
Check course classification(s)
LAS Maj New Prerequisite(s)
Cr
Check course classification(s)
LAS Maj New Prerequisite(s)
Cr
Check course classification(s)
LAS Maj New Prerequisite(s)
Term credit total:
Term credit total:
Program Totals:
Cr
Term credit total:
Term credit total:
Term:
Course Number & Title
Check course classification(s)
LAS Maj New Prerequisite(s)
Term credit total:
Term credit total:
Term:
Course Number & Title
Cr
Credits:
LAS: liberal arts & sciences
Term credit total:
Liberal Arts & Sciences:
Maj: major requirement
Major:
New: new course
Elective & Other:
Prerequisite(s): list prerequisite(s) for the noted courses
Rev. 3/26/2015
Table 1b: Graduate Program Schedule

Indicate academic calendar type: __Semester


Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
Use the table to show how a typical student may progress through the program; copy/expand the table as needed.
Term:
Course Number & Title
Credits
Term credit total:
Term:
Credits
Course Number & Title
Term credit total:
Term:
Credits
Course Number & Title
Term credit total:
Term:
Credits
Course Number & Title
__Quarter
__Other (describe)
New Prerequisite(s)
Term:
Course Number & Title
Credits
New Prerequisite(s)
New Prerequisite(s)
Term credit total:
Term:
Credits
Course Number & Title
New Prerequisite(s)
New Prerequisite(s)
Term credit total:
Term:
Credits
Course Number & Title
New Prerequisite(s)
New Prerequisite(s)
Term credit total:
Term:
Credits
Course Number & Title
New Prerequisite(s)
Term credit total:
Program Totals:
__Trimester
Term credit total:
Credits:
Identify any comprehensive, culminating element(s) (e.g., thesis or examination), including course number if applicable:
New: indicate if new course
Prerequisite(s): list prerequisite(s) for the noted courses
Rev. 3/26/2015
Table 2: List of New Courses and Corresponding Faculty
Please list course names and numbers for all new courses and identify the corresponding faculty instructor.
New Course
Faculty Instructor
Rev. 3/26/2015
Table 3: Full-Time Faculty
Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. Faculty
teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field.
Faculty Member Name and Title
(include and identify Program
Director)
Program Courses to be Taught
Percent Time
to Program
Additional Qualifications: list
Highest and Other
Applicable Earned Degrees related certifications/ licenses;
occupational experience;
& Disciplines (include
College/University)
scholarly contributions, etc.
Rev. 3/26/2015
Table 4: Part-Time Faculty
Provide information on faculty members who are part-time at the institution and who will be teaching each course in the major field or graduate program. Faculty
teaching at the graduate level must have an earned doctorate/terminal degree or demonstrate special competence in the field.
Faculty Member Name and Title
Program Courses to be Taught
Highest and Other Applicable
Earned Degrees & Disciplines
(include College/University)
Additional Qualifications: list related
certifications/licenses; occupational
experience; scholarly contributions, etc.
Rev. 3/26/2015
Table 5: Faculty to be Hired
If faculty must be hired, specify the number and title of new positions to be established and minimum qualifications.
Title/Rank of Position
No. of New
Positions
Minimum Qualifications
(including degree and discipline
area)
F/T or P/T
Percent Time
to Program
Expected Course Assignments
Expected
Hiring
Date
Rev. 3/26/2015
Table 6: New Resources
List new resources that will be engaged specifically as a result of the new program (e.g., a new faculty position or
additional library resources). New resources for a given year should be carried over to the following year(s), with
adjustments for inflation, if they represent a continuing cost.
New Expenditures
Year 1
Year 2
Year 3
Personnel
Library
Equipment
Laboratories
Supplies & Expenses
(Other Than Personal Service)
Capital Expenditures
Other
Total all
Rev. 2/1/2012
Table 7: Assessment Plan
Major/Program:
Contact Person:
Date:
A. What is the mission of the major or program (must be linked to the mission of the School and College):
B. Complete the four-column Teaching-Learning-Assessment table (attached)

Student Learning Outcomes – List the most important knowledge, skills, or values that students should know or be able to do upon
completion of the program. Programs should have about 4 or 5 student learning outcomes, and they should be expressed in terms
of desired competencies.

Learning Opportunities – For every student learning outcome, list the place in the curriculum (the specific courses or program
activities) that are designed for students to acquire the desired competencies.

Assessment Measures – List the methods the program uses to measure each student learning outcome. How does the program
evaluate competence in desired knowledge, skills, and values? (written work, oral presentations, exams, capstone project, etc.)?

Data Analysis/Action – List the actions that are or will be taken to analyze and use data to improve student learning and inform
planning decisions
C. Provide a timeline (listing action steps and deadlines) for every action identified in column 4 of the program’s TLA table.
Rev. 2/1/2012
Teaching-Learning-Assessment Cycle
Student Learning Outcome
1.
Program:
Learning Opportunities
Date:
Assessment Measures
Data Analysis/Action
A.
B.
C.
2.
A.
B.
C.
3.
A.
B.
C.
4.
A.
B.
C.
Attach additional sheets as necessary
Rev. 2/1/2012
Appendix A: Format Definitions
Evening: All requirements for the degree or award are offered during evening study.
Weekend: All requirements for the degree or award are offered during weekend study.
Evening/Weekend: All requirements for the degree or award are offered during a combination of evening and
weekend study.
Day Program: All requirements for the degree or award can be completed during traditional daytime study.
Distance Education: Fifty percent or more of the requirements for the degree or other award can be completed
through online education.
External: All requirements for the degree or other award must be capable of completion through examination,
without formal classroom study at the institution.
Accelerated: The program is offered in an accelerated curricular pattern that provides for early completion.
Standard: All requirements for the degree or other award can also be completed in a standard, traditional format.
Language: The program is taught in a language other than English.
Upper-Division: A program comprising the final two years of a baccalaureate program. A student cannot enter such
a program as a freshman. The admission level presumes prior completion of the equivalent of two years of college
study and substantial prerequisites.
Cooperative: The program requires alternating periods of study on campus and related work experience. The pattern
may extend the length of the program beyond normal time expectations.
5-Year: For baccalaureate programs. Because of the number of credits required, the program is approved as a 5-year
program with 5-year State student financial aid eligibility.
4.5-Year: For baccalaureate programs. Because of the number of credits required, the program is approved as a 4.5year program with 4.5-year State student financial aid eligibility.
Not Full-Time: The program cannot be completed on a full-time basis: for example, a 60-credit program that leads to
an associate degree that cannot be completed in two academic years. Such programs are not eligible for TAP payments
to students.