Major Name _
Department _Elementary and Early Childhood Education
Degree Title: Bachelors of Science in Education
Proposed Effective Date Spring Semester 2007
Submitted by: Ikechukwu C. Ukeje, Ed.D.
Department Curriculum Committee ____________________________________
Approved ______ Not Approved ______
Date _____________
General Education Council ____________________________________
Approved ______ Not Approved ______
Date _____________
Professional Teacher Education Unit ____________________________________
Approved ______ Not Approved ______
Date _____________
Department Chair ____________________________________
Approved ______ Not Approved ______
Date _____________
College Curriculum Committee ____________________________________
Approved ______ Not Approved ______
Date _____________
Teacher Education Council ____________________________________
Approved ______ Not Approved ______
Date _____________
UPCC ____________________________________
Approved ______ Not Approved ______
Date _____________
Dean of University College ____________________________________
Approved ______ Not Approved ______
Date _____________
President ____________________________________
Approved ______ Not Approved ______
Date _____________

SUBJECT: New Academic Programs
SOURCE: Board Policy Manual 306.01; Memorandum from the Vice Chancellor for Academic,
Faculty and Student Affairs to Vice Presidents for Acacemic Affairs, May 16, 2002;
Memorandum from the Chancellor to Presidents, June 18, 2004
POLICY
306.01 CREATION OF ACADEMIC PROGRAMS
New degree programs or new major programs of academic work shall not be added to curricula of an institution unless recommended by the president of the institution concerned, the Chancellor, and the Committee on Academic Affairs and approved by the Board. Ph.D. programs shall be limited to research universities (BR Minutes, 1954-55, pp. 102-03; July,
1996, p. 17).
Programs that provide academic credit but award certificates rather than degrees must be approved based on guidelines issued by the Chancellor. These guidelines will be provided to the presidents and chief academic officers by the Chancellor (BR Minutes, May 2004).
DEGREE PROGRAMS
PREFACE
All proposals for new degree programs must be consistent with the college or university mission, and must be high on the list of academic priorities as delineated in the institution's strategic plan. It is expected that the institution will have already planned for redirected internal resources toward support of the proposed program prior to asking for new resources centrally. Program proposals requesting new state funding should be forwarded to the
Chancellor as a part of the annual budget request. This will be the only time program proposals requiring new state funds will be accepted for review.
The Office of Academic Affairs in the System Office will review proposals for new programs in two stages: The preliminary proposal will be reviewed within 30 days of receipt. The formal proposal will be reviewed within 90 days of receipt. The Office of Academic Affairs will review the proposal, taking into account the issues below, as well as other matters germane to the particular institution and proposal, and will recommend whether or not to encourage a Formal
Proposal. Before reaching a conclusion, the Office of Academic Affairs may seek clarification or further information from the proposers. Institutions may expect a preliminary or formal proposal to be returned without review if the procedures outlined in this section are not followed, or the information provided is insufficient or unsubstantiated.
PROCEDURES
Procedures for seeking approval for new DEGREE PROGRAMS: The items listed in each section below are not to be considered as exhaustive, rather they are listed to provide an idea of the kinds of information being sought in order to judge the merit of each proposal.
I. Letter of Intent ( See letter of intent)
Institution_Kennesaw State University _Date_ April 20, 2006
School/Division_Bagwell College of Education Department Elementary and Early Childhood
Education
Name of Proposed Program_Early Childhood Education, Birth-Five Year Program
Degree Bachelors of Science Major Early Childhood Education CIP Code____________
Starting Date Spring 2007
Institutional Mission
Does this program further the mission of your institution?
This newly designed program furthers the mission of Kennesaw State University (KSU) to be a major contributor to the preparation of teachers for all levels of education within the State of Georgia. The proposed Bachelor of Science in Early Childhood Education Birth -Five from Kennesaw State University is the first undergraduate degree program of its kind offered within the University System of Georgia.

National accreditation programs for the preparation of Early Childhood professionals such as National
Association for the Education of Young Children (NAEYC), Council for Exceptional Children (CEC) and
Association for Childhood Education International (ACEI) have recommended certification standards for state agencies responsible for initial licensure of these individuals. As a result of recommendations from these associations, a commission was established to review early childhood licensure in the State of
Georgia. In September of 2004, the Georgia Professional Standards Commission (PSC) announced a new certification for Early Childhood Educators in Georgia.
The proposed Birth-Five degree program at Kennesaw State University is therefore a timely response to this new certification. Currently, those working with children during this critical period of development (birth through age five) are only required to have a high school diploma for employment. Prior to the Georgia PSC recommendation, early childhood practitioners in this field were limited to a Child Development Associate
(CDA) credential. According to the NAEYC standards for preparing early childhood professionals, “The CDA began as a noncredit, job-embedded credential but has increasingly been linked to college credit. With college credit, staff in Head Start and child care programs who are awarded the CDA may be better positioned to make the transition to associate and baccalaureate institutions.” Therefore, teacher candidates who come to KSU from Head Start programs, technical colleges and other institutions will be supported through this program. The establishment of these relationships with KSU will respond to the University
System of Georgia’s charge to double the numbers and double the diversity of teacher preparation programs. It will further support our articulation agreements with area two-year programs.
The proposed degree program in Early Childhood Education Birth
–Five also addresses the charges given by the PSC and therefore, addresses the following specific goal of the Kennesaw State University Mission
Statement:
“…responsiveness within a scope of influence defined by the needs of an area of the state”.
This aspect of KSU’s mission statement addresses the concern and observation that early childhood programs throughout the State of Georgia, such as childcare centers, Head Start programs, private and public preschool programs, and faith-based preschools need knowledgeable and highly skilled practitioners to work with the youngest members of our learning community. Parents send their children to early child care institutions expecting them to provide a nurturing, conducive, stable, safe and positive learning environment which encourages and promotes healthy growth and development. They further expect these environments to provide developmentally appropriate and stimulating materials, which promote learning and appropriate socially desirable experiences. This new program prepares students to be successful in acquiring an in-depth understanding of the content skills, critical periods, emergence of knowledge and developmental milestones children acquire as they explore their environments.
Will the proposed program require a significant alteration of the institutional mission?
NO, it is consistent with the institutions mission and furthers it’s current efforts in accomplishing the goals and objectives of the mission.
Will the program require the addition of a new organizational unit to the institution
(e.g. college, school, division or department)?
No, it will be an additional program to our elementary and early childhood teacher preparatory programs
Is it likely that a SACS visit for substantive change will be necessary?
No SACS visit will be expected or anticipated since this is not a new degree level.
How does the proposed program help meet the priorities/goals of your strategic plan?
“Kennesaw State University is dedicated to serving as a resource for the educational, economic and social advancement of its constituent community.”
In light of this, one major aim of KSU is to prepare its students to be part of a dynamic and global workforce.
The new degree program in Early Childhood Education Birth-Five meets this need by providing

developmentally effective pedagogical practices for early childhood educators. It is a comprehensive and holistic program that is research-based and addresses multiple theories and philosophical approaches held by experts in the field. This program is reflective of the cultural, multilingual, multiethnic, and economically diverse communities within the educational service area of Kennesaw State University.
The proposed program specifically addresses several of the primary goals of KSU’s strategic plan. The goals of KSU’s strategic plan are presented below, followed by an explanation of the ways in which the B.S. in Early Childhood Education Birth
– Five addresses each goal to which it is relevant.
“ KSU will define and move toward the Technological University of the 21st century. Technology to advance educational purposes in the areas of teaching, learning, productivity, access, student support services, and distance education will be provided.”
A portion of this program is being developed to be implemented online. This will create the opportunity for candidates who are currently working in the field and unable to attend classes on campus to complete their degree. Each course in the program has technology components that may include, but are not limited to; website development, email, discussion boards, power point presentation, electronic portfolios, and world wide web research.
“ KSU demonstrates its commitment to pursuing excellence by raising the expectations and standards of the university’s constituency. Among the efforts to facilitate the assurance of excellence are the increased admissions standard s, the ever increasing honors’ activities and the national prominence of athletics and student organizations.”
The new program recognizes the developmental aspect of professional growth. It also recognizes the diverse routes that candidates have taken in coming to higher education. The wealth of their experience will add to the excellence of the program.
As stated in the NAEYC standards, it is not recommended that a program “substitute breadth for depth, nor sacrifice deep understanding for superficial cov erage of topics.”
Academic admission standards will reflect what is currently used in the P-5th program. Candidates will have the opportunity to conduct research projects and scholarly activities related to early childhood education.
Candidates enrolled i n the honors’ program may take any course and conduct honors’ activities. Faculty who are developing the program have worked with honors’ students in the past and can assist in the development of honors’ and research activities. Participation in professional organizations such as SPAGE,
NAEYC/GAYC conferences will be encouraged. It is hoped in the future to add to the global perspectives of candidates by assisting in their international experiences with courses and presentations abroad or to collaborate with educators in other parts of the world.
“In keeping with the System policy directives, faculty and staff development remains a planning priority for
KSU. Seeking ways to expand the use of technology among the faculty and staff for improving effectiveness and efficiency of productivity both within and without the classroom is an ongoing priority across campus.”
Online course offerings will enable faculty and staff to extend their knowledge and proficiencies in technological areas. This program will follow the model of the current P-5th EECE program, which incorporates the use of technology for grading, course evaluations, and assessment of field experiences as contained in our candidate proficiency index (CPI). Other resources, important in both academic subject matter areas and in addressing issues of disability and diversity, such as journals, videos, and Websites, as well as persons with relevant expertise at the school or in the community will be additional benefits of this program.
“In keeping with the historical focus of KSU, strengthening the centrality of teaching is a priority for the university. The leadership of our Center for Excellence in Teaching and Learning (CETL), the master teaching programs and the Regents’ distinguished teaching program all support the mission of improving teaching and learning at KSU.”
The new program intends to look at the NAEYC standards as visionary and empowering, for children and professionals alike. In striving to exceed these standards, the program will add to the reputation of KSU as one of the finest teaching universities in the region. Faculty who teach in this program can work with CETL to develop workshops and professional development in the field on early childhood as it relates to infants, toddlers and preschoolers. Current research in the field can be shared with colleagues.

“Public service as manifested by KSU’s partnerships with area schools, the P-16 emphasis, the Burruss
Center, Ekonometrics, departmental and school advisory boards, continuing education activities, Education
Technology services, SBDC, Teacher Resource and Activity Center (TRAC) and the Family Enterprise
Center continue to grow in the communities we serve. Collaboration with the public schools and across departments and colleges on campus will remain a viable priority as the array of public services and applied research centers continues to expand.”
The intent of the program is to develop highly qualified individuals who will work with young children from birth through age five. The impact of this is an improvement in programs throughout Georgia that serve this age. Ultimately, the result will be a rise in quality of care and education of our youngest citizens. There are plans in place to construct a laboratory school for infants, toddlers and preschoolers for teacher candidates, faculty, staff and community members to utilize and explore current research practices. Additionally , there will be a need to continue to use public and private childcare and learning centers for the field experiences and student teaching components of the program. In doing so, we hope to elevate the quality of the programs with a “win-win” situation. Centers and collaborating teachers will provide expertise and role modeling for our candidates and at the same time get cutting edge information and an extra set of hands. As the program grows in reputation, we plan to add a certification program for center directors and other preschool providers offering them an opportunity to advance their careers by having credentialed directors as adjunct faculty.
“KSU will remain committed to seeking diversity among faculty, students and staff and in addition will implement a global perspective for the communities served.”
Candidates in the program will have field experiences in a wide variety of community settings, ranging from homeless shelters to hospitals. Courses will include preparation for working with children and families from culturally and linguistically diverse backgrounds.
Courses have been developed to include a global perspective in theories and approaches.
Will this proposal require an addition or change in your institution
/ strategic plan?
Not anticipated
Will the program require an increase in state appropriation within the next five years?
Not anticipated
If this is a baccalaureate program, will you be asking for an exception to the 120 hour expectation or to the core curriculum?
Yes. This program will align with our current P-5 program that has been granted an exception to the 120 hour rule and is now been delivered in 123 hours.
Are there program delivery formats that will be new or different for your institution?
None at it’s onset, we anticipate a hybrid delivery of online, traditional and non-traditional course times(evenings and weekends)as is currently done in our other elementary and early childhood programs
Provide a brief justification for why the state needs graduates from this program and for why the University System needs this program. Give a brief justification for why your institution should offer the program.
The University System of Georgia needs this program as part of the initiative to raise the quality of programs serving our youngest citizens. Research has shown that highly qualified teachers are critical in raising the qu ality of services for young children’s programming. Currently there are no USG universities offering programs to meet the credential licensure requirements of a birth-five program. According to NAEYC accreditation criteria, by the year 2010, at least one of the teachers in a early childhood classroom must be enrolled in a baccalaureate degree program. See attached for continuing timeline progression.

Kennesaw State University’s Bagwell College of Education, is the second largest producer of teachers of elementary aged children. However, Georgia colleges are meeting only 10% of the demand for teachers in
Georgia. The addition of these new teachers justifies the need for this program. The children of Georgia have a right to high quality early childhood education and well prepared professionals to support their learning.
It is hoped that this program will become a model for other colleges in the University System of Georgia.
While there is no “one size fits all” approach to professional preparation, there is a shared vision of standards to which we all adhere. In other words, we are not looking for “standardization”, but striving for high standards.
The changing demographic composition of the U.S., Georgia and Atlanta is also reflected in employment trends. Between 1990 and 2000 the number of people of Hispanic descent in the U.S. increased approximately 21%, those of Asian descent 22%, and African-Americans 12%, while the percentage of
Whites increased only 2%. The U.S. Census Bureau estimates that between 2000 and 2025 the total number of people of Hispanic descent in Georgia will increase by 83%, those of Asian descent 74%, African-
Americans 46% and Native Americans 24%. Most of the increase in these populations will occur in metropolitan Atlanta. Currently approximately 8% of metropolitan Atlanta's population is comprised of immigrants. Metro Atlanta is known for having one of the most diverse immigrant populations in the U.S. and one of the highest proportions of minorities in its total. Because of this changing demographic composition, there is a clear need for universities to provide teachers who are prepared to work with children and families of these culturally and linguistically diverse populations.
If the program is applied or professional in nature, describe the kind of data you will use to support the need for the program.
An internal review is currently being conducted. Preliminary data indicates that there is tremendous interest in the need for this program which will be sustained over a long period of time. Further analysis is being done and the results would be used to further modify our proposed curriculum of study and program delivery mechanisms to meet the needs of our service area
An external needs assessment is also being conducted by Carol Pierenuzzi, a data analyst expert in the
Burruss Institute. Her assessment will include both surveys and focus group surveys, etc. for us.
Provide a brief description of whether and why students will enroll in the program.
What kinds of data do you intend to use to show student demand for the program?
The new accreditation requirements for NAEYC and for Head Start will require teachers with BA degrees by
2008. Those who are currently teaching without degrees will need to get them in order to remain in the field.
Students
Estimate the number of students who will graduate annually from the program in the steady state. What percentage will likely be from other existing programs? Which
programs will the students come from?
The number of students who will graduate annually from this program would be at least 125 students. While we anticipate that this number will grow significantly, at this point we plan on using this current figure to project the need and feasibility of the program. We anticipate that about 30 of them would be from our early childhood education program
Justification and need for the program
Indicate the societal need for graduates prepared by this program. Describe the process used to reach these conclusions, the basis for estimating this need, and those factors that were considered in documenting the program need.
Indicate the student demand for the program in the region served by the institution.
What evidence exists of this demand?
Give any additional reasons that make the program desirable (for example, exceptional qualifications of the faculty, special facilities, etc.)
Include reports of advisory committees and consultants, if available. For doctoral programs, the institution should involve at least three authorities in the field
(outside of the institution) as consultants, and should include their reports as a part

of the proposal.
List all public and private institutions in the state offering similar programs. Also, for doctoral programs, list at least five institutions in other southeastern states that are offering similar programs. If no such programs exist, so indicate.
Procedures used to develop the program.
Describe the process by which the institution developed the proposed program.
The development of this new program has involved extensive discussions by members of the faculty and others within the community. We have held several focus group discussions with directors of area daycare and head start communities. Having faculty with varied expertise in several early childcare programs and philosophies has enhanced the wholistic nature of our program
Curriculum
List the entire course of study required and recommended to complete the degree program. Give a sample program of study that might be followed by a representative student. Indicate ways in which the proposed program is consistent with national standards.
Clearly differentiate which courses are existing and which are newly developed courses.
Append course description for all courses (existing and new courses).
When describing required or elective courses, list all course prerequisites.
Indicate whether courses in a proposed masters program are cross-listed as undergraduate courses and, if so, what safeguards are employed to ensure that courses taken as undergraduates are not repeated or that requirements are significantly different for graduate students and undergraduates enrolled in the same course.
Provide documentation that all courses in the proposed curriculum have met all institutional requirements for approval.
Append any materials available from national accrediting agencies or professional organization as they relate to curriculum standards for the proposed program.
When internships or field experiences are required as part of the program, provide information documenting internship availability as well as how students will be assigned and supervised.
Indicate ways in which the proposed program is consistent with national standards.
List student outcomes associated with this program.
Inventory of faculty directly involved.
For each faculty member, give the following data.
Name, rank, academic discipline, institutions attended, degrees earned;
Current workload for typical semester, including specific courses usually taught; explain how workload will be impacted with the addition of proposed program;
Scholarship and publication record for past five years;
Professional activity;
Expected responsibilities in this program;

If it will be necessary to add faculty in order to begin the program, give the desired qualifications of the persons to be added, with a timetable for adding new faculty and plan for funding new positions.
Outstanding programs of this nature in other institutions.
List three outstanding programs of this nature in the country, giving location name, and telephone number of official responsible for each program. Indicate features that make these programs stand out. When available, append descriptive literature of the outstanding program. Indicate what aspects of these outstanding programs, if any, will be included in your program.
In order to fully staff this program it is anticipated that 5 additional faculty will be required to meet the teaching load for this program.
Inventory of pertinent library resources.
Indicate--in numbers of volumes and periodicals--available library resources
(including basic reference, bibliographic, and monographic works as well as major journal and serial sets; include any on-line resources) which are pertinent to the proposed program. How do library resources compare to those at institutions listed in section 6? What additional library support must be added to support the proposed program, and what is the plan for acquiring this support?
Describe the desired qualifications of the students who will be recruited and admitted to the proposed program, including ethnic populations that will be targeted.
Facilities
Describe the facilities available for the proposed program. How do these facilities and equipment compare to those of excellent programs elsewhere? What new facilities and equipment are required, and what is the plan for acquiring these
facilities and equipment?
Kennesaw State University has purchased 7 acres of land with a four story office building. It plans on building a four story classroom building and has received funding and approved to build a birth to five laboratory school which will serve 300 infants and toddlers.
Administration
Describe how the proposed program will be administered within the structure of the institution.
The proposed program will be a new program within the department of elementary and early childhood education. The department currently has a department chair and an assistant chair. It currently has an undergraduate program coordinator, graduate program coordinator, doctoral program coordinator. A birth to five program coordinator will be appointed from amongst the current faculty as an additional assigned function. The laboratory school will have a director, assistant director and administrative assistant who will each provide administrative support to the program.
Assessment
Indicate the measures that will be taken to assess the effectiveness of the program and the learning outcomes of students enrolled.
Accreditation
Where applicable, identify accrediting agencies and show how the program meets the criteria of these agencies. Append standards and criteria to the proposal. Provide evidence that the institution has notified SACS of its intent to apply for a change in degree level, if appropriate.
This program is not a change in degree level and as such does not require SACS notification

Affirmative Action impact
Indicate what impact the implementation of the proposed program will have on the institution's desegregation and affirmative action programs. Include information relating to faculty, staff, administrators, and students in this section.
This program would have a major impact on Kennesaw State Universities response to the need to produce highly qualified personnel for the early care field. It would further double our enrollment of students and double the diversity.
Degree inscription
Indicate the degree inscription which will be placed on the student's diploma upon his completion of this program of study. Be sure to include the CIP code for the program.
Fiscal and Enrollment Impact, and Estimated Budget.
Complete the following pages to indicate the expected EFT and head count student enrollment, estimated expenditures, and projected revenues for the first three years of the program. Include both the redirection of existing resources and anticipated or requested new resources. Institutional commitment of funds should be consistent with the centrality and level of priority that are assigned to the program in the proposal. Second and third-year estimates should be in constant dollars--do not allow for inflationary adjustments or anticipated pay increases. Include a budget narrative that is descriptive of significant line items and the specific redirection of resources envisioned.
Budget
The program will not require any additional costs for the Department of Elementary and Early Childhood
Education. The department already employs a cadre of highly qualified, experienced and expert faculty who will be teaching in this program. We have twenty two professors and instructors of Early Childhood
Education including seven whose area of specialization is birth
– five early childhood education. These include 2 full professors, 1 associate professor, 1 assistant professor and 2 instructors. Although most of these courses are new courses, reassignment of work load of these professors will enable them offer the high level of instruction expected for this program. (Detailed budget information is presented as an attachment)
Description
I. Enrollment Projections
A. Student majors
1. Shifted from other programs
2. New to institution
Total Majors
B. Course sections satisfying program requirements
1 Previous existing
2 New
Total Program Cost Sections
C. Credit Hours Generated By These
Course Sections
1. Existing enrollment
FY 2007/08
35
90
125
FY 2008/09
45
120
165
FY 2009/10
60
150
210

2. New enrollment
Total Credit Hours
D. Degrees Awarded
II COSTS YEAR 1
A. Personnel (reassigned or existing positions)
Current Full-Time Faculty
Part-time Faculty
EFT
3
4
Student Assistants (work study students) 2
Graduate Assistants
Administrators
Support Staff
Fringe Benefits
Other personnel costs
TOTAL EXISTING PERSONNEL COSTS
B. Personnel – new positions
1. Faculty
2. Part-time faculty
2
1
1
3. Student assistants
4. Graduate assistants
5. Administrators
6. Support staff
7. Fringe benefits
8 Other personnel costs
TOTAL NEW PERSONNEL COSTS
C. Start-up Costs (One-time expenses)
1. Library/Learning resources
2. Equipment
3. Other
D. Physical Facilities: Construction or major renovations
TOTAL ONE-TIME COSTS
E. Operating Costs (recurring costs—base budget)
1. Supplies/expenses (copying, etc)
2. Travel
3. Equipment
4. Library/learning resources (instructional videos / manuals)
Dollars
10,000
4,000
2,000
6,000
150,000
19,200
25,600
65,000
25,000
69,600
354,400
2
1
1
3
4
2
YEAR 2
EFT Dollars
150,000 3
19,200 4
2
25,600 2
65,000 1
25,000 1
69,600
354,400
YEAR 3
EFT Dollars
150,000
19,200
25,600
65,000
25,000
69,600
354,400
10,000
4,000
2,000
6,000
10,000
4,000
2,000
6,000

5. Other
TOTAL RECURRING COSTS
GRAND TOTAL COSTS
REVENUE SOURCES
Reallocation of existing funds
III REVENUE SOURCES
A. source of Funds
1. Reallocation of existing funds
2. New student workload
3. New tuition
4. Federal funds
5. Other grants
6. Student fees
7. Other
Sub total
New State allocation requested
GRAND TOTAL REVENUES
B. Nature of funds
1. Base budget
2. One –time funds
GRAND TOTAL REVENUES
CERTIFICATE PROGRAMS
2,000
24,000
378,400
378,400
In accordance with the policy approved by the Board of Regents on May 19, 2004, the following procedures have been developed to ensure that the offering, reporting and coordination of certificate programs will result in: certificates that are consistent with the mission of the offering institution; certificates that meet local needs and spend scarce state resources wisely; more accurate information reported to the University System Office and subsequently to the federal government; and a more systematic oversight function for the University System Office.
Certificates Requiring Review and Approval
Currently, University System of Georgia institutions offer a variety of certificate programs.
Many of these certificates are not associated with degrees, but are intended to be an award verifying the satisfactory completion of a prescribed program of study at the postsecondary education level. These certificates require University System Office review and approval, and must meet all the criteria listed below.
Certificates proposed and offered by an institution will be consistent with the mission of the institution.
Certificates will be consistent with the degree programs offered by the institution.
2,000
24,000
378,400
378,400
2,000
24,000
378,400
378,400

The institution offering the certificate will maintain enrollment and completion data as part of the students' record.
The certificate is a "stand-alone" award, and its completion has meaning for students and adds value to their experience.
Certificates of fewer than 9 or greater than 59 semester credit hours will require additional justification for approval.
Pre-bachelor's certificates will include core curriculum courses only if these courses are relevant to and necessary for completion of the certificate. Students must meet all learning support requirements before enrolling in the core courses.
Certificates will not be a "backdoor" to admission to an institution. (See http://www.usg.edu/academics/handbook/section3/301-310/301-310.phtml#3.02)
These certificates require that students meet the admission requirements of the institution and that the courses offered will not exceed the level of courses offered by the institution (e.g., a two-year institution may not award a graduate certificate).
The definitions listed below describe the types of certificates requiring approval. These definitions are the same as those used in reporting data to the federal government. In the definitions, "pre-baccalaureate"(undergraduate), "post-baccalaureate" (graduate), "postmaster's," and "post-first-professional" refer to the level of the courses in the curriculum, not the qualifications or background of the student. It is assumed that any pre-requisite courses or degrees will be specified for students.
Pre-Baccalaureate (Undergraduate) Certificates
Fewer than 30 semester credit hours (less than one year). Degree acronym is CER0.
30-59 semester credit hours (at least one year, but less than two). Degree acronym is CER1.
Post-Baccalaureate (Graduate) Certificates
Post-Baccalaureate Certificate - a certificate beyond the bachelor's degree that does not meet the requirements for a master's degree. Degree acronym is CERG.
Post-Master's Certificate - a certificate beyond the master's degree that does not meet the requirements for a doctoral degree. Degree acronym is CERM.
Post-First-Professional Certificate - a certificate beyond the first professional degree. Degree acronym is CERP.
Implementation Guidelines
The following implementation guidelines should be followed:
An institution is required to get approval from the System Office to establish, rename, discontinue, or terminate all pre-baccalaureate level certificate programs and all postbaccalaureate level certificates.
Existing certificates not listed in Degrees and Majors Authorized as of May, 2004, must be submitted to the System Office for review and approval by June 1, 2005.
Certificates Not Requiring Review and Approval
Some certificates offered by University System of Georgia institutions are a self-contained set of courses associated with or embedded in a degree. These certificates do not require approval if they are available only to students admitted to and enrolled in a program leading to a degree, and are awarded only when students are awarded the degree.
Typically, these certificates can be described as:
An award given for the satisfactory completion of a group of courses embedded in a degree program. Example 1: students choose their degree electives based on the stated course requirements for an embedded certificate. Example 2: students take required courses in a degree program that complete the course requirements for an embedded certificate.
An award given by a department, school or college rather than the institution.

Procedures for seeking approval for CERTIFICATE PROGRAMS
Board of Regents of the University System of Georgia
Certificate Proposal Form (MS Word® document version)
Institution _________________________________________________
_____________
Date
Name of Proposed Certificate __________________________________________________
CIP Code ___________________________ Certificate Acronym *__________________
Number of Credit Hours of Core Curriculum Courses __________
Total Credit Hours of Certificate ___________
Starting Date _________________________________________
Briefly describe the certificate program. List the course requirements for the certificate, including all prerequisites. Clearly distinguish between existing courses and newly developed courses. Will learning support course work be required? Specify the admission/placement requirements for entry into the certificate program.
Is the certificate program consistent with the mission of the institution?
Provide evidence of the need for and interest in this certificate program. Estimate the number of students who will complete this certificate annually. Briefly explain the method used to estimate this number.
Estimate the annual cost of the certificate program and indicate the percentages from reallocation, student fees, grants, and outside dollars.
Are there any special facilities needs to support the certificate program?
If other postsecondary institutions offer similar programs in your service area, how will the proposed program affect them? How will it affect your program? Do you plan a collaborative arrangement with another institution or entity?
If admission requirements are not the same as those for entry into degree programs, how will you ensure that students are not enrolling in this certificate program as a way of circumventing admission requirements and HOPE?
Has this certificate program met the institution's criteria for approval of certificates and been reviewed and approved by faculty committee(s) responsible for the curriculum?
Estimate the steady-state cost of the program (in current dollars) and indicate the percentages from reallocation, student fees, grants, and outside dollars.
Estimate start-up costs for the program and indicate possible fund sources.
Facilities
If additional facilities are needed, how they will be acquired.
Curriculum and Delivery
We plan to incorporate a hybrid delivery of courses. Some will be offered online, others in a traditional time frame, and others in non-traditional times such as evenings and weekends. NAEYC standards for Initial licensure provide the framework for the curriculum; 1) Promoting Child Development and Learning , 2)
Building Family and Community Relationships , 3) Observing, Documenting, and Assessing to
Support Young Children and Families , 4) Teaching and Learning 4a) connecting with children and families, 4b) Using developmentally effective approaches, 4c) Understanding content knowledge in early education, 4d) Building meaningful curriculum and 5) Becoming a Professional

Are there special characteristics of the curriculum (as compared to similar programs).
Will the program require new or special student services?
Will the program be attractive to underserved populations?
Collaboration
It should be noted here that efficient use of state resources is an essential ingredient in new program approval. If there is any doubt about how you will address the questions below, a conference is recommended.
If there are similar programs in your service area, how will the proposed program affect them?
Do you plan a collaborative arrangement with another institution or entity?
There is a relationship established with Mercer University. Faculty from both institutions have met several times over the past 18 months to share information about various aspects of the program, including discussions about program goals, objectives and curriculum delivery.
Other
Are there other elements of the proposed program that might give the staff greater insight into the overall value of this program to the University System strategic plan?
II. Formal Proposal
PROCEDURES
Once the Preliminary Proposal has been approved, the institution will be invited to submit a
Formal Proposal, which should follow the format outlined on the following pages.
The Office of Academic Affairs will review the proposal, taking into account the appropriateness of the degree, as reflected by the issues listed for Preliminary Proposals and by the sufficiency and persuasiveness of information submitted in all categories of the Final
Proposal, and will recommend whether or not to place the proposal on the agenda of the
Board of Regents' Committee on Education. Before reaching a conclusion, the Office of
Academic Affairs may seek clarification or further information from the proposers.
The Office of Academic Affairs will, as it deems appropriate, seek the advice of outside consultants in evaluating a program proposal.
III. System-wide Review
As part of the process for reviewing preliminary and formal proposals, the Office of Academic
Affairs will disseminate to all University System of Georgia institutions, on a regular basis, a list of program proposals under consideration, and will invite interested parties to request a copy of the proposal for review and comment. Information received through this process will be considered in evaluating the proposal.
IV. Follow-up Review
Should the program be approved, it will, during its fourth year of operation, undergo a review by the University System of Georgia Office of Academic Affairs. This review will evaluate how well the program is meeting the expectations that were laid out in the formal proposal.
University System of Georgia
Format for New Program Proposal
(Submit three copies)
Institution ___________________________Date_______________________
School/Division_______________________Department__________________
Name of Proposed Program__________________________________________
Degree ____________Major ___________________ CIP Code___________
Starting Date _____________

Program Description and Objectives:
The program description, written in a one or two page abstract, is a summary of the proposed program. It should be in a format suitable for presentation to the Board of Regents and should include the following: the objectives of the program; the needs the program would meet; an explanation of how the program is to be delivered at the undergraduate and/or graduate levels; and information related to costs, curriculum, faculty, facilities, desegregation impact, and enrollment. Indicate the degree inscription which will be placed on the student's degree upon his/her completion of this program of study. In the program description, it must be clear that the proposed program is central to the institution's mission and a high priority within the institution's strategic plan.
Justification and need for the program
Indicate the societal need for graduates prepared by this program. Describe the process used to reach these conclusions, the basis for estimating this need, and those factors that were considered in documenting the program need.
Indicate the student demand for the program in the region served by the institution. What evidence exists of this demand?
Give any additional reasons that make the program desirable (for example, exceptional qualifications of the faculty, special facilities, etc.)
Include reports of advisory committees and consultants, if available. For doctoral programs, the institution should involve at least three authorities in the field (outside of the institution) as consultants, and should include their reports as a part of the proposal.
List all public and private institutions in the state offering similar programs. Also, for doctoral programs, list at least five institutions in other southeastern states that are offering similar programs. If no such programs exist, so indicate.
Procedures used to develop the program.
Describe the process by which the institution developed the proposed program.
Curriculum
List the entire course of study required and recommended to complete the degree program.
Give a sample program of study that might be followed by a representative student. Indicate ways in which the proposed program is consistent with national standards.
Clearly differentiate which courses are existing and which are newly developed courses.
Append course description for all courses (existing and new courses).
When describing required or elective courses, list all course prerequisites.
Indicate whether courses in a proposed masters program are cross-listed as undergraduate courses and, if so, what safeguards are employed to ensure that courses taken as undergraduates are not repeated or that requirements are significantly different for graduate students and undergraduates enrolled in the same course.
Provide documentation that all courses in the proposed curriculum have met all institutional requirements for approval.
Append any materials available from national accrediting agencies or professional organization as they relate to curriculum standards for the proposed program.
When internships or field experiences are required as part of the program, provide information documenting internship availability as well as how students will be assigned and supervised.

Indicate ways in which the proposed program is consistent with national standards.
List student outcomes associated with this program.
Inventory of faculty directly involved.
For each faculty member, give the following data.
Name, rank, academic discipline, institutions attended, degrees earned;
Current workload for typical semester, including specific courses usually taught; explain how workload will be impacted with the addition of proposed program;
Scholarship and publication record for past five years;
Professional activity;
Expected responsibilities in this program;
If it will be necessary to add faculty in order to begin the program, give the desired qualifications of the persons to be added, with a timetable for adding new faculty and plan for funding new positions.
Outstanding programs of this nature in other institutions.
List three outstanding programs of this nature in the country, giving location name, and telephone number of official responsible for each program. Indicate features that make these programs stand out. When available, append descriptive literature of the outstanding program. Indicate what aspects of these outstanding programs, if any, will be included in your program.
Inventory of pertinent library resources.
Indicate--in numbers of volumes and periodicals--available library resources (including basic reference, bibliographic, and monographic works as well as major journal and serial sets; include any on-line resources) which are pertinent to the proposed program. How do library resources compare to those at institutions listed in section 6? What additional library support must be added to support the proposed program, and what is the plan for acquiring this support?
Describe the desired qualifications of the students who will be recruited and admitted to the proposed program, including ethnic populations that will be targeted.
Facilities
Describe the facilities available for the proposed program. How do these facilities and equipment compare to those of excellent programs elsewhere? What new facilities and equipment are required, and what is the plan for acquiring these facilities and equipment?
Administration
Describe how the proposed program will be administered within the structure of the institution.
Assessment
Indicate the measures that will be taken to assess the effectiveness of the program and the learning outcomes of students enrolled.
Accreditation
Where applicable, identify accrediting agencies and show how the program meets the criteria of these agencies. Append standards and criteria to the proposal. Provide evidence that the institution has notified SACS of its intent to apply for a change in degree level, if appropriate.
Affirmative Action impact
Indicate what impact the implementation of the proposed program will have on the institution's desegregation and affirmative action programs. Include information relating to

faculty, staff, administrators, and students in this section.
Degree inscription
Indicate the degree inscription which will be placed on the student's diploma upon his completion of this program of study. Be sure to include the CIP code for the program.
Fiscal and Enrollment Impact, and Estimated Budget.
Complete the following pages to indicate the expected EFT and head count student enrollment, estimated expenditures, and projected revenues for the first three years of the program.
Include both the redirection of existing resources and anticipated or requested new resources.
Institutional commitment of funds should be consistent with the centrality and level of priority that are assigned to the program in the proposal. Second and third-year estimates should be in constant dollars--do not allow for inflationary adjustments or anticipated pay increases.
Include a budget narrative that is descriptive of significant line items and the specific redirection of resources envisioned.
FY_______ FY_______ FY_______
First Year Second Year Third Year
I. ENROLLMENT PROJECTIONS
(indicate basis for projections
in narrative)
A. Student majors
1. Shifted from other programs _______ _______ _______
2. New to institution _______ _______ _______
Total Majors _______ _______ _______
B. Course sections satisfying program requirements
1. Previously existing _______ _______ _______
2. New _______ _______ _______
Total Program Course Sections _______ _______ _______
C. Credit Hours generated by those courses
1. Existing enrollments _______ _______ _______
2. New enrollments _______ _______ _______
Total Credit Hours _______ _______ _______
D. Degrees awarded _______ _______ _______
(yr 2) (yr 3) (yr 4)
II. COSTS EFT Dollars EFT Dollars EFT Dollars
A. Personnel--reassigned or existing positions
1. Faculty _______ _______ _______ _______ _______ _______
2. Part-time Fac. _______ _______ _______ _______ _______ _______
3. Grad. Assist. _______ _______ _______ _______ _______ _______
4. Administrators _______ _______ _______ _______ _______ _______
5. Support staff _______ _______ _______ _______ _______ _______
6. Fringe benefits _______ _______ _______
7. Other personnel costs _______ _______ _______
TOTAL EXISTING PERSONNEL COSTS _______ _______ _______
B. Personnel--new positions
1. Faculty _______ _______ _______ _______ _______ _______
2. Part-time Fac. _______ _______ _______ _______ _______ _______
3. Grad. Assist. _______ _______ _______ _______ _______ _______
4. Administrators _______ _______ _______ _______ _______ _______
5. Support staff _______ _______ _______ _______ _______ _______
6. Fringe benefits _______ _______ _______
7. Other personnel costs _______ _______ _______

TOTAL NEW PERSONNEL COSTS _______ _______ _______
FIRST YEAR SECOND YEAR THIRD YEAR
C. Start-up Costs (one-time expenses)
l. Library/learning
resources __________ __________ __________
2. Equipment __________ __________ __________
3. Other (________) __________ __________ __________
D. Physical Facilities: construction or
major renovation __________ __________ __________
TOTAL ONE-TIME COSTS __________ __________ __________
E. Operating Costs
(recurring costs--base budget)
1. Supplies/Expenses __________ __________ __________
2. Travel __________ __________ __________
3. Equipment __________ __________ __________
4. Library/learning
resources __________ __________ __________
5. Other (________) __________ __________ __________
TOTAL RECURRING COSTS __________ __________ __________
GRAND TOTAL COSTS __________ __________ __________
III. REVENUE SOURCES
A. Source of Funds
1. Reallocation of
existing funds __________ __________ __________
2. New student
workload xxxxxxxxxx xxxxxxxxxx __________
3. New tuition __________ __________ __________
4. Federal funds __________ __________ __________
5. Other grants __________ __________ __________
6. Student fees __________ __________ __________
7. Other (________) __________ __________ __________
Subtotal __________ __________ __________
New state allocation
requested __________ __________ __________
GRAND TOTAL REVENUES __________ __________ __________
B. Nature of funds
1. Base budget __________ __________ __________
2. One-time funds __________ __________ __________
GRAND TOTAL REVENUES __________ __________ __________
CERTIFICATE PROGRAMS
In accordance with the policy approved by the Board of Regents on May 19, 2004, the following procedures have been developed to ensure that the offering, reporting and coordination of certificate programs will result in: certificates that are consistent with the mission of the offering institution; certificates that meet local needs and spend scarce state resources wisely; more accurate information reported to the University System Office and subsequently to the federal government; and a more systematic oversight function for the University System Office.

Certificates Requiring Review and Approval
Currently, University System of Georgia institutions offer a variety of certificate programs.
Many of these certificates are not associated with degrees, but are intended to be an award verifying the satisfactory completion of a prescribed program of study at the postsecondary education level. These certificates require University System Office review and approval, and must meet all the criteria listed below.
Certificates proposed and offered by an institution will be consistent with the mission of the institution.
Certificates will be consistent with the degree programs offered by the institution.
The institution offering the certificate will maintain enrollment and completion data as part of the students' record.
The certificate is a "stand-alone" award, and its completion has meaning for students and adds value to their experience.
Certificates of fewer than 9 or greater than 59 semester credit hours will require additional justification for approval.
Pre-bachelor's certificates will include core curriculum courses only if these courses are relevant to and necessary for completion of the certificate. Students must meet all learning support requirements before enrolling in the core courses.
Certificates will not be a "backdoor" to admission to an institution. (See http://www.usg.edu/academics/handbook/section3/301-310/301-310.phtml#3.02)
These certificates require that students meet the admission requirements of the institution and that the courses offered will not exceed the level of courses offered by the institution (e.g., a two-year institution may not award a graduate certificate).
The definitions listed below describe the types of certificates requiring approval. These definitions are the same as those used in reporting data to the federal government. In the definitions, "pre-baccalaureate"(undergraduate), "post-baccalaureate" (graduate), "postmaster's," and "post-first-professional" refer to the level of the courses in the curriculum, not the qualifications or background of the student. It is assumed that any pre-requisite courses or degrees will be specified for students.
Pre-Baccalaureate (Undergraduate) Certificates
Fewer than 30 semester credit hours (less than one year). Degree acronym is CER0.
30-59 semester credit hours (at least one year, but less than two). Degree acronym is CER1.
Post-Baccalaureate (Graduate) Certificates
Post-Baccalaureate Certificate - a certificate beyond the bachelor's degree that does not meet the requirements for a master's degree. Degree acronym is CERG.
Post-Master's Certificate - a certificate beyond the master's degree that does not meet the requirements for a doctoral degree. Degree acronym is CERM.
Post-First-Professional Certificate - a certificate beyond the first professional degree. Degree acronym is CERP.
Implementation Guidelines
The following implementation guidelines should be followed:
An institution is required to get approval from the System Office to establish, rename, discontinue, or terminate all pre-baccalaureate level certificate programs and all postbaccalaureate level certificates.
Existing certificates not listed in Degrees and Majors Authorized as of May, 2004, must be submitted to the System Office for review and approval by June 1, 2005.
Certificates Not Requiring Review and Approval
Some certificates offered by University System of Georgia institutions are a self-contained set of courses associated with or embedded in a degree. These certificates do not require approval

if they are available only to students admitted to and enrolled in a program leading to a degree, and are awarded only when students are awarded the degree.
Typically, these certificates can be described as:
An award given for the satisfactory completion of a group of courses embedded in a degree program. Example 1: students choose their degree electives based on the stated course requirements for an embedded certificate. Example 2: students take required courses in a degree program that complete the course requirements for an embedded certificate.
An award given by a department, school or college rather than the institution.
Procedures for seeking approval for CERTIFICATE PROGRAMS
Board of Regents of the University System of Georgia
Certificate Proposal Form (MS Word® document version)
Institution _________________________________________________ Date
_____________
Name of Proposed Certificate __________________________________________________
CIP Code ___________________________ Certificate Acronym *__________________
Number of Credit Hours of Core Curriculum Courses __________
Total Credit Hours of Certificate ___________
Starting Date _________________________________________
Briefly describe the certificate program. List the course requirements for the certificate, including all prerequisites. Clearly distinguish between existing courses and newly developed courses. Will learning support course work be required? Specify the admission/placement requirements for entry into the certificate program.
Is the certificate program consistent with the mission of the institution?
Provide evidence of the need for and interest in this certificate program. Estimate the number of students who will complete this certificate annually. Briefly explain the method used to estimate this number.
Estimate the annual cost of the certificate program and indicate the percentages from reallocation, student fees, grants, and outside dollars.
Are there any special facilities needs to support the certificate program?
If other postsecondary institutions offer similar programs in your service area, how will the proposed program affect them? How will it affect your program? Do you plan a collaborative arrangement with another institution or entity?
If admission requirements are not the same as those for entry into degree programs, how will you ensure that students are not enrolling in this certificate program as a way of circumventing admission requirements and HOPE?
Has this certificate program met the institution's criteria for approval of certificates and been reviewed and approved by faculty committee(s) responsible for the curriculum?
Please include any other information you want considered.
*Use CER0 for all undergraduate certificates of fewer than 30 hours.
Use CER1 for all undergraduate certificates of greater than 30 hours.
Use CERG for all post-bachelor's (graduate) certificates.
Use CERM for all post-master's certificates
Use CERP for all post-first-professional certificates.