A. Academic Affairs

(See Chapter II., Section A. for additional academic affairs policies applicable to state universities.)

1.  PERFORMANCE AGREEMENTS

In accordance with K.S.A 74-3202d the Kansas Board of Regents has adopted policies and procedures for the development of Performance Agreements with each postsecondary educational institution.  These policies and procedures are described in the Board approved document “Performance Agreement Guidelines and Procedures.”

Each postsecondary educational institution’s receipt of new state funds shall be contingent on compliance with its performance agreement, as described in the Performance Agreement Guidelines and Procedures.  The failure of a postsecondary educational institution to enter a performance agreement shall prevent that postsecondary educational institution from receiving any new state funds.  

2.  TRANSFER AND ARTICULATION

a.  Purpose

Transfer is recognized as a crucial element within a seamless educational system.  The purpose of this policy is to promote seamlessness in the public postsecondary education system in Kansas.  A seamless educational system offers the best resources to provide a high quality education for every student, and empowers and encourages each student to reach maximum potential by engaging in life-long learning.  This includes:

i.  Aligning high school and college expectations and standards to improve access and success;

ii.  Providing access to postsecondary education;

iii.  Providing high quality advising and information at every point of the journey to ensure that students understand the preparation required to succeed at the next level;

iv.  Building connections and strengthening communications within and between the parts of the system; and

v.  Providing a smooth transition from one level of learning to the next level, including graduate and professional education.

b.  Systemwide Transfer and Articulation

To facilitate transfer and articulation across the Kansas public postsecondary education system, the Board shall provide for a Transfer and Articulation Council with oversight responsibility for implementing the Board’s systemwide transfer and articulation policy.  The Council’s mission is to create structures and processes that facilitate student transfer and degree completion within Kansas higher education.  The Council provides status reports, as appropriate, to the System Council of Chief Academic Officers.

i.  The Transfer and Articulation Council shall:

(1)  Charge the Kansas Core Outcomes Groups with developing specific course articulations;

(2)  Adjudicate disagreement from the Kansas Core Outcomes Groups;

(3)  Provide final recommendation on systemwide transfer of specific courses;

(The Board of Regents approves specific courses to be accepted for systemwide transfer from any public postsecondary educational institution in Kansas. Each course approved and accepted for systemwide transfer by the Board is identified by a shared course number that supports a student-first philosophy, and is designed to enhance educational planning and effortless course transfer. A Kansas Regents Shared Number (KRSN) uses a 3-letter prefix and a 4-digit course number to differentiate the KRSN number from individual institution course prefixes and numbers. Each institution retains its own unique course prefix and course number.)

(4)  Assure quality and adherence to the agreed-upon learning outcomes of courses articulated across the institutions; and

(5)  Review proposed revisions to Board policies and bring forward issues and trends that affect transfer and articulation.

ii.  In addition, the Transfer and Articulation Council shall:

(1)  Identify courses acceptable for systemwide articulation and transfer with a focus on lower division general education courses and introductory courses to majors;

(2)  Create an effective, faculty-led structure for discipline level course articulations based on learning outcomes;

(3)  Ensure that appeals processes exist:  (a) for individual students at the institutional level; and (b) at the system level to ensure equitable resolution of transfer concerns between institutions;

(4)  Address barriers to inter-institutional cooperation as they arise;

(5)  Use learning outcomes to determine course equivalency; and

(6)  Implement a clear and ongoing transfer structure.

iii.  The Transfer and Articulation Council shall have a core outcomes subcommittee and a quality assurance subcommittee.

iv.  Kansas Core Outcomes Groups – These groups, composed of faculty representing specific disciplines, shall carry out the work of course transfer articulation in accordance with the Kansas Transfer and Articulation Procedures.  Each Kansas core outcomes group shall:

(1)  Receive its charge from the Transfer and Articulation Council;

(2)  Review specific courses within the discipline to articulate learning outcomes associated with courses and agree upon systemwide transfer of course credit as direct equivalents for transfer; and

(3)  Report to the Transfer and Articulation Council.

One Transfer and Articulation Council member shall be appointed by the Council to serve as a non-voting ex officio member liaison to each discipline-specific core outcomes group.  The Council liaison’s role is to ensure that the mission of the Transfer and Articulation Council is communicated to, and carried out by, each core outcomes group and to ensure excellent communication between the Council and each core outcomes group.

c.  System Support.  Board staff shall support the Board’s systemwide transfer initiative by:

i.  Maintaining a website for dissemination of transfer information;

ii.  Maintaining a list of equivalent courses offered by institutions for all courses that transfer systemwide; and

iii.  Collecting and reporting common data on transfer student success and completion as one measure of system effectiveness.

d.  Institutional Transfer and Articulation.  To promote seamlessness, each public postsecondary educational institution shall develop and publicize its own transfer policy.

i.  Each public university shall appoint a point person for transfer and articulation issues and shall clearly identify that individual’s contact information on the university web site.

ii.  An institutional transfer policy shall not conflict with the Board’s systemwide transfer policy.

iii.  An institutional transfer policy shall include an appeal process.

iv.  An institutional transfer policy shall treat transfer students the same way academically as non-transfer students.

v.  An institutional transfer policy shall ensure transfer of substantially equivalent courses from any Kansas public postsecondary institution.

vi.  An institutional transfer policy shall ensure transfer of general education courses from any Kansas public postsecondary institution accredited by a nationally recognized agency, subject to conditions in paragraphs f.(iii) and b.

vii.  Courses not substantially equivalent to a course offered by the receiving institution may be transferred at the discretion of the receiving institution.

e.  Articulation Agreements

i.  Between Community Colleges, Technical Colleges and the Institute of Technology

In accordance with K.S.A. 74-32,420, the board of trustees of each Kansas community college, the governing board of each Kansas technical college and the board of control of the Institute of Technology shall establish transfer and articulation agreements providing for the transferability of substantially equivalent courses of study and programs in order to facilitate the articulation of students to and among those institutions.

(1)  The Board of Regents shall be notified of each agreement at the time the agreement is executed.

(2)  Each agreement shall be effective only after submission to and approval by the Board of Regents. (K.S.A. 74-32,420). Preliminary approval shall be given by the Board President and Chief Executive Officer, or designee, upon verification that the agreement is consistent with this policy. Final approval shall require ratification by the Board.

ii.  Between Community Colleges, Technical Colleges, the Institute of Technology, State Universities, and Washburn University

In accordance with K.S.A. 72-4454, Kansas technical colleges, community colleges, the Institute of Technology, state universities and Washburn University shall establish articulation agreements providing for the transferability of substantially equivalent courses of study and programs that are offered at those institutions in order to facilitate articulation of students in technical programs to and among the Kansas technical colleges, community colleges, Institute of Technology, state universities and Washburn University.

iii.  Institutions are strongly encouraged to develop program-to-program articulation agreements. Such agreements may provide additional transfer opportunities over and above the opportunities named in this policy, but may not conflict with this policy.

f.  General Transfer Provisions  

i.  Each Kansas public postsecondary educational institution shall establish its residency requirements, graduation requirements, and any admission requirements to professional or specific programs.

(1)  Admission to an institution shall not equate with admission to a professional school or a specific program.

(2)  Students with a completed associate degree who transfer into a professional school or specialty program may need more than two academic years of course work to complete the baccalaureate degree, depending on requirements of the program.

ii.  Requirements for transfer of credits between and among Kansas public postsecondary educational institutions include the following:

(1)  Transfer coursework must be transcripted in credit hours.

(2)  Students transferring to Kansas public universities with a completed AA, AFA, or AS degree shall be given junior standing.

iii.  Public universities are encouraged to develop program-to-program articulation agreements for the AAS degree, particularly when offering applied baccalaureate degrees.

iv.  Completed technical programs (non-degree) and completed AAS degrees shall transfer according to option (1) or (2) below:

(1)  As a block to articulated programs at community colleges, technical colleges, and to those universities that have program to program articulation agreements.

(2)  On a course-by-course basis.

g. Transfer of Systemwide General Education Requirements

This subsection refers to the application of the systemwide general education requirements, established in Chapter III.A.18., for transfer students at Kansas public institutions. For the purposes of this policy subsection:

“Acceptable grade” means that systemwide course transfer credit, as detailed in 2.g.i.(1)(a)(ii), 2.g.i.(2)(a)(ii), or 2.g.iii., shall not be denied by a receiving Kansas public institution based on a grading standard when a transfer student a earns “C” (2.0) or higher. The receiving Kansas public institution may apply a “D” (1.0) if it is also acceptable for its native students (the application of a “D” must apply equally to both resident and native students).

“Coordinated institution” means each community college and Washburn University.

“Institution-specific communication course” means a distinct communication course that is taught at a Kansas public institution that is required to meet a communication general education requirement.

“Institution-specific English/writing course” means a distinct English/writing course taught at a Kansas public institution that is required to meet an English general education requirement.

“Kansas public institution” means each state university and each participating coordinated institution.

“Major” means a field of study within a degree program, having its own curriculum. A degree program may have more than one major.

“Program-specific communication course” means a communication course that is required for students pursuing a specific major(s) to meet a communication general education course requirement (e.g., public speaking for business majors).

“Program-specific English/writing course” means an English course that is required for students pursuing a specific major(s) to meet an English general education course requirement (e.g., English for business majors).

“Specialized program grade requirement” means a grade standard that is required by a selective admission program or is necessary to meet programmatic accreditation or licensure standards.

“Systemwide transfer course” means a course approved by the Board, for which faculty develop and update learning outcomes. These courses transfer to any Kansas public institution offering an equivalent course.

i. Application of General Education English and/or Communications Courses When the Receiving Kansas Public Institution Uses a Program- or Institution-Specific Course.

Historically, three of the most common general education transfer courses, English composition I and II and public speaking, have not met general education English and communication requirements at some Kansas public institutions because such institutions have required students, or some specific majors, to take a program- or institution-specific course. Unless the Board President and Chief Executive Officer has granted an exception, as detailed in 2.g.v., a Kansas public institution offering a program- or institution-specific-English or communication course shall operate within the following parameters when serving a transfer student.

(1) English Requirement

(a) A transfer student meeting one of the following shall not be required to complete a program- or institution-specific-English course to meet the English general education requirement in paragraph 18.a.ii.(1) of the Board’s policy:

(i) The transfer student provides the receiving Kansas public institution an official transcript from a Kansas public institution noting “KS Systemwide General Education Completed” and, if applicable to the student’s major, the grades earned in the English courses meet any specialized program grade requirement; or

(ii) The transfer student provides the receiving Kansas public institution an official transcript from a Kansas public institution noting three-credit hours of systemwide transfer course credit in English composition I with an acceptable grade and three-credit hours of systemwide transfer credit in English composition II with an acceptable grade, and, if applicable to the transfer student’s major, the grades earned in such courses meet any specialized program grade requirement.

(b) A transfer student meeting one of the criteria in paragraph 2.g.i.(1)(a)(i) or 2.g.i.(1)(a)(ii) of this policy shall only be required to complete a program- or institution-specific English course if:

(i) the receiving Kansas public institution transfers and applies the six-credit hours of transfer English general education courses towards meeting the six-credit hour English requirement defined in 18.a.ii.(1);

(ii) the transfer student selects a major at the receiving Kansas public institution that requires all majors (transfer and native students) to complete the program- or institution-specific English/writing course as a credit-hour requirement that is separate from the six-credit hour English general education requirement in 18.a.ii.(1);

(iii) the receiving Kansas public institution notes on the official degree sheet on its website that the program- or institution-specific English/writing course is a requirement in the major area or an additional non-general education requirement area of the degree; and

(iv) any changes made to meet the requirements in 2.g.i.(1)(b)(ii)-(iii) do not result in increasing the total number of credit hours required to complete the degree for a native or transfer student.

(2) Communication Requirement

(a) A transfer student meeting one of the following criteria shall not be required to complete a program- or institution-specific communication course to meet the communication general education requirement detailed in 18.a.ii.(2):

(i) the transfer student provides the receiving Kansas public institution an official transcript from a Kansas public institution noting “KS Systemwide General Education Completed” and, if applicable to the student’s major, the grade earned in the communication course meets any specialized program grade requirement; or

(ii) the transfer student provides the receiving Kansas public institution an official transcript from a Kansas public institution noting three-credit hours of systemwide transfer course credit in public speaking with an acceptable grade and, if applicable to the student’s major, the grade earned in such a course meets any specialized program grade requirement.

(b) A transfer student meeting the criteria in 2.g.i.(2)(a)(i) or 2.g.i.(2)(a)(ii) shall only be required to complete a program- or institution-specific communication course if:

(i) the receiving Kansas public institution transfers and applies the three-credit hours of transfer communication general education towards meeting the three-credit hour communication requirement defined in 18.a.ii.(2);

(ii) the transfer student selects a major at the receiving Kansas public institution that requires all majors (transfer and native students) to complete the institution- or program-specific communication course as a credit-hour requirement that is separate from the three-credit hour communication requirement detailed in 18.a.ii.(2);

(iii) the receiving Kansas public institution notes on the official degree sheet on its website that the program- or institution-specific communication course is listed in the major area or an additional non-general education degree requirement area; and

(iv) any changes made by the receiving Kansas public institution to meet the requirements in 2.g.i.(2)(b)(ii)-(iii) do not result in increasing the total number of credit hours required to complete the degree for a native or transfer student.

ii. Transfer Students Who Complete the Systemwide General Education Framework.

(1) Except as provided in 2.g.ii.(2), when a transfer student has successfully completed the systemwide general education requirements specified in paragraphs 18.a.ii.(1)-(7) and provides an official transcript from a Kansas public institution noting “KS Systemwide General Education Completed,” the receiving Kansas public institution shall not require the student to complete any additional general education requirement.

(2) The Board’s expectation is for the systemwide general education program to provide a vehicle for students to complete general education at one Kansas public institution and not be required to complete any additional general education courses at a second Kansas public institution. While this systemwide general education program establishes a powerful policy lever to allow many students to complete the general education and not need additional general education courses after transferring, it should be recognized that there will be some situations in which a student who completes the systemwide general education at one Kansas public institution and subsequently transfers may pursue a major at the receiving Kansas public institution that requires an additional course(s) that is classified in the general education area of the degree. When a transfer student provides an official transcript from a Kansas public institution noting “KS Systemwide General Education Completed,” the receiving Kansas public institution shall only be permitted to require an additional general education requirement(s) if the transfer student:

(a) pursues a major at the receiving Kansas public institution for which the Board President and Chief Executive Officer has granted permission, as detailed in 2.g.v., to continue requiring – and not waive – a specific course requirement that is classified in the general education area of the degree and the transfer student did not complete such a course prior to transferring;

(b) pursues a major at the receiving Kansas public institution for which the Board President and Chief Executive Officer has granted permission, as defined in 18.c, to deviate from the systemwide general education requirements; or

(c) pursues a major at the receiving Kansas public institution in which there is a specialized program grade requirement in a specific general education course and such a grade was not successfully achieved prior to transferring. Refer to 2.g.i.(1)-(2) for information about transfer credit associated with a program- or institution-specific English/writing or communication course requirement.

iii. Transfer of Coursework for Students Who Do Not Complete the Systemwide General Education Framework.

(1) Except as provided in 2.g.iii.(2), when a transfer student who did not complete the systemwide general education requirements provides an official transcript(s) from a Kansas public institution, the receiving Kansas public institution shall apply credits earned in systemwide transfer courses that fit under one of the general education discipline areas detailed in 18.a.ii.(1-6) toward meeting credit-hour requirements within the applicable general education discipline area. A systemwide general education discipline area in which a transfer student completed the requisite systemwide transfer credit hours shall be considered completed. For example, if a transfer student completed three-credit hours of systemwide transfer credit in American government with an acceptable grade and three-credit hours of systemwide transfer credit in introduction to psychology with an acceptable grade, it shall complete the social and behavioral sciences discipline area requirement in 18.a.ii.(5).

(2) When a transfer student has not completed the systemwide general education, the application of any general education transfer course that is not designated as a systemwide transfer course shall be at the discretion of the receiving Kansas public institution. When a transfer student has completed a systemwide transfer course that fits within a systemwide general education subject in a discipline area requirement noted in paragraphs 18.a.ii.(1)-(6), the receiving Kansas public institution shall only be permitted to exclude such a course from meeting a requirement in the general education discipline area when the transfer student:

(a) completed a performance course, as noted in 18.a.ii.(6);

(b) did not earn an acceptable grade in the systemwide transfer course in the discipline area;

(c) pursues a major at the receiving Kansas public institution in which there is a specialized program grade requirement in a specific general education course in the discipline area and such a grade was not successfully achieved prior to transferring. Refer to 2.g.i.(1)-(2) for information about transfer credit associated with a program- or institution-specific English or communication course requirement;

(d) pursues a major at the receiving Kansas public institution for which the Board President and Chief Executive Officer has granted permission, as detailed in 2.g.v., to continue requiring – and not waive – a specific course requirement that is classified in the general education discipline area of its degree and the transfer student did not complete such a course prior to transferring; or

(e) pursues a major at the receiving Kansas public institution for which the Board President and Chief Executive Officer has granted permission, as defined in 18.c, to deviate from the discipline area in the systemwide general education requirements.

iv. Application of Transfer Credit Earned by Exam Toward Completing Systemwide General Education Requirements.

(1) Credit by exam in a general education subject detailed in paragraphs 18.a.(1)-(6), once recorded on Kansas public institution’s transcript, is transferable on the same basis as if the credit had been earned through completing the course(s) at the awarding Kansas public institution.

(2) When a Kansas public institution awards credit by exam in any general education subject detailed in paragraphs 18.a.(1)-(6), the receiving Kansas public institution shall not be permitted to require the transfer student to provide official copies of the exam scores.

v. Request to Require a Specific General Education Course – in Lieu of Waiving a Requirement – For Transfer Students Who Completed the Systemwide General Education or Completed a Systemwide Transfer Course Discipline Area Requirement.

(1) It should be noted that Kansas public institutions have a role and responsibility in removing barriers, promoting affordability, and advancing timely completion. As such, Kansas public institutions should recognize these core tenets when redesigning degree programs around the systemwide general education requirements and thinking about the impact of such decisions on transfer students.

(2) When a Kansas public institution wishes to require an explicit general education course for students in a specific major – even when a student has completed the systemwide general education or completed the systemwide general education discipline area requirement that is linked to the explicit general education course – it shall submit a request to the Board President and Chief Executive Officer. (e.g., a Kansas public institution requests for all transfer students who completed the social and behavioral sciences discipline area requirement and are majoring in social work to take introduction to psychology – in lieu of waiving it– within the social and behavioral sciences discipline area of the general education because of programmatic accreditation).

(3) This request can be for one major or all the majors in a degree (e.g., bachelor of arts), college (e.g., college of arts and sciences), or department (e.g., social sciences department). For example, if a Kansas public institution wishes to require all transfer majors pursuing a bachelor of arts degree to take a specific course – in lieu of waiving it – it could be submitted in one request.

(4) This request shall include a degree sheet with the general education requirements (disciplines, course title options, and credit hours), the major requirements (course titles and credit hours), and any other degree requirements (course titles and credit hours) that are needed to complete the degree and shall address:

(a) the requested course title, total number of credit hours for the requested course, and the systemwide general education discipline area in which the requested course requirement fits;

(b) academic rationale;

(c) reason for why this is classified as a general education course and not included in the major or another non-general education area of the degree; and

(d) if based on accreditation or licensure, include background.

(5) After review of the request, additional information on how such a requirement would financially impact transfer students may also be required.

(6) Board staff shall provide a timeline each year for institutions to submit requests based on the criteria herein.

h.  Students who intend to transfer are responsible for becoming acquainted with the program and degree requirements of the institution to which they expect to transfer.

3.  REVERSE TRANSFER AGREEMENTS

Reverse transfer is an important element of a seamless educational system.  The state universities, community colleges, technical colleges, Washburn University and Washburn Institute of Technology shall work together, through the System Council of Presidents and System Council of Chief Academic Officers, to develop a process to assist students to complete coursework for and attain all certificates and degrees for which they are eligible.

The process and resulting agreements shall:

a.  Be consistent with state and federal law, Board policies and applicable accreditation standards;

b.  Provide a mechanism for each student who is transferring credits from a community college or technical college to a university to participate in the reverse transfer process; the established mechanism shall include an opportunity for each otherwise eligible student to opt-in to the process, thereby permitting sharing of that student’s Family Educational Rights and Privacy Act protected information; and

c.  Provide guidelines for determining which transferring institution will award the credential if the student has transfer credits from more than one institution.

 

4.  CREDIT FOR PRIOR LEARNING

a  Each Kansas public postsecondary educational institution shall award credit for prior learning in accordance with this policy and in a manner that is appropriate to the institution’s nature and mission.

b  The Kansas Credit for Prior Learning Task Force consists of representation from each university and representation from the community college and technical college sectors. These representatives shall be appointed by the Vice President for Academic Affairs, in consultation with the Vice President of Workforce Development. The role of the Kansas Credit for Prior Learning Task Force shall be to provide oversight, as directed by the Board, for implementation of this policy and the Kansas Credit for Prior Learning Guidelines. These Guidelines were approved by the Kansas Board of Regents in June 2014.

c  The Kansas Credit for Prior Learning Task Force shall be coordinated by a Board staff member under the oversight of the Board Academic Affairs Standing Committee.

d  The Kansas Credit for Prior Learning Task Force shall work to ensure standardized recognition of credit for prior learning from all Kansas public postsecondary institutions.

e  The Kansas Credit for Prior Learning Task Force shall receive and consider recommendations from the Kansas Collaborative on Military Credit Advisory Committee regarding the evaluation of military training for credentials and awarding of college credit.

f  Each Kansas public postsecondary educational institution shall follow the requirements set forth in the Kansas Credit for Prior Learning Guidelines when evaluating and awarding credit for prior learning. These Guidelines shall provide for:

i  specifications for awarding credit for learning gained outside a traditional academic environment for the state universities, community colleges, technical colleges, Washburn University and Washburn Institute of Technology;

ii  consistency with state and federal law, Board policies, applicable accreditation standards;

iii  a consistent and transparent means for students to advance toward a degree or credential;

iv  annual review for updates by the Kansas Credit for Prior Learning Task Force.

5.  APPROVAL OF PROGRAMS FOR COMMUNITY COLLEGES, TECHNICAL COLLEGES AND WASHBURN INSTITUTE OF TECHNOLOGY

a.  In accordance with the Higher Education Act requirement that the Board coordinate educational programs, courses of instruction, and program and course locations, Board approval is required for the establishment of new degree and technical certificate programs.  When the Board considers the establishment of new degree and certificate programs, information regarding its need, quality, cost and means of assessment become paramount.  The minimization of unnecessary program duplication is a high priority of the Kansas Board of Regents.  This document outlines the policies, procedures and criteria the Board utilizes when reviewing requests for new degree and certificate programs.

b.  Institutions must submit a complete program proposal to board staff, and enter the proposed program into the Kansas Higher Education Data System (KHEDS).  Once Board staff has received a complete program proposal from an institution, the proposal will be made available in electronic form on the Kansas Board of Regents website for other institutions to view.  All institutions shall be notified of the proposed program by email.  Institutions with concerns, comments or objections to the new program must state those concerns, comments or objections in writing to Board staff within a 10-day time period.  At that time, institutions shall submit, in writing, a list of concerns, comments or objections to Board staff.  The list of concerns, comments and objections will be compiled by board staff and forwarded to the proposing institution for follow-up.  The proposing institution is expected to communicate with other institutions filing concerns, comments or objections to minimize or eliminate the identified issues.  Final proposals must contain all required information including evidence that concerns, comments or objections have been addressed and be submitted in the approved format.  This process shall not prevent an institution from submitting a new program proposal, but it is designed to make the approval process more transparent, improve proposals and reduce potential conflict related to unnecessary duplication.

c.  The Board President and Chief Executive Officer, or designee, shall determine if each proposed program is similar to others in the state and may serve the same potential student population.  A similar program is one that has a like CIP code, title, content or competencies.  If the President and Chief Executive Officer, or designee, determines that one or more similar programs exist, the following information shall be provided by the institution.

i.  Whether the institution has a valid inability to offer the program collaboratively.  This will be determined by geographic proximity of similar programs eligible for collaboration, the transportability of existing programs to the proposed population, and if the proposed program varies to an extent that would not allow collaboration.

ii.   The existing and future labor market demand for graduates of the program.  This will be based on the Kansas Department of Labor's "Long Term Occupational Outlook" report for a specific Standard Occupational Classification code.

iii.  Whether sufficient clinical sites are available (if applicable to the program)

d.  Board staff shall compile, analyze and make recommendations to the Board on the information provided.  The recommendations and information provided shall be reviewed by the Kansas Postsecondary Technical Education Authority to determine whether the program represents unnecessary program duplication before approval will be granted.

i.  Procedures for Program Approval

(1)  Time Limitations

(a)  Notification of new program submissions will include: Program name, proposed CIP code, number of credits, and a link to where the full program proposal may be viewed electronically.

At the time of program submission to board staff, the institutional representative shall enter the new programs into KHEDS.

Board staff will notify all institutions of the proposed program.  Within 14 days from the date of notification, institutions shall submit, in writing, a list of concerns, comments or objections to Board staff.  The list of concerns, comments and objections will be compiled by Board staff and forwarded to the proposing institution for follow-up.  Final proposals shall contain all required information including evidence that concerns and questions have been addressed and be submitted in the approved format.

(b)  Completed proposals for technical degree and certificate programs are reviewed by the Kansas Postsecondary Technical Education Authority (Authority).  Proposals recommended for approval by the Authority are forwarded to the Kansas Board of Regents for final approval.

(c)  Programs recommended for approval normally will be presented to the Kansas Board of Regents for action within two months of receipt of a complete final proposal.  The institution will be informed of program status throughout the approval process and of program approval status prior to Board action.  Note: Program approval does not indicate eligibility for Perkins funds.

(2)  Criteria for Program Approval

(a)  The institution shall provide documentation of need at the local, regional, and State levels for the proposed new program.  Documentation shall include labor data regarding employment trends, projected job openings, specific support from local business/industry and student enrollment projections. If the program is duplicative, the institution shall provide justification why the program should be approved.

(b)  The institution shall submit a plan for financing and providing adequate facilities for the proposed new program.  An estimate of costs needed to implement and operate the program for the first two years must be included.

(c)  The institution shall include an outline of the proposed program of study that includes the following:

Description of proposed program of study
Method or type of instruction
Proposed Classification of Instructional Program (CIP) code
Syllabus for courses in the proposed program of study
Listing of all the courses in the proposed program of study
Outcome(s) of proposed program of study
Specific faculty requirements, if any
Evidence that concerns, comments and objections raised by other institutions have been addressed.
A review of similar programs in the state and the need for an additional program
Written approval from the institution’s curriculum committee and Board of Trustees.

(d)  New courses or programs shall be designed to provide instruction in a manner such that the course content is directly related to program content and objectives, and is consistent with the legal limitation and responsibilities applicable to the institution.

(e)  The institution shall provide documentation of the involvement of a steering committee and/or advisory council, comprised of local representatives from business and industry and the program area, and curriculum committee in the planning and development of a new technical program (names of committee members and occupational category represented shall be included).

(f)  If external accreditation is required for the proposed program (i.e. Board of Nursing), a statement of intent to seek accreditation is to be included.

(g)  If a satellite or partnership with another educational institution offering the same program has been established, a statement of intent or Memorandum of Agreement is to be included.

(h)  A review of other similar programs being offered in the State and the reason why an additional program is needed as well as other information regarding the needs of the area for this program and its feasibility shall be included.

(i)  Any concern, comment or objection from other institutions will be considered by Board staff and the Board as a whole when determining approval.

(3)  Application Procedure

Institutions must complete and submit the following forms:

CA-1 Application for New Program
CA-1a Fiscal summary for New Programs

ii.  Procedures for Approval of Special Programs - Business and Industry Service Program

The purpose of this program is to allow community colleges, technical colleges, and the Washburn Institute of Technology to design and implement training activities to meet expressed needs of Kansas business and industry.  Instructional activities will be approved for a one-year period with an option for reapplication.  Forms to be submitted are available on the Kansas Board of Regents website.

6.  APPROVAL OF CREDIT COURSES FOR COMMUNITY COLLEGES, TECHNICAL COLLEGES, AND WASHBURN INSTITUTE OF TECHNOLOGY

a.  Policy

K.S.A. 71-601 et seq., K.S.A. 71-1801 et seq., K.S.A. 74-32,468 and K.S.A. 74-32,402 require that the Kansas Board of Regents approve courses for which credit hours are awarded in community colleges, technical colleges and the Washburn Institute of Technology.  Procedures for receiving and acting on credit courses submitted by community colleges, technical colleges and the Institute shall be the responsibility of the President and Chief Executive Officer of the Kansas Board of Regents.  Procedures will ensure that quality of instruction is properly addressed by the institutions’ boards of trustees, governing boards or board of control and that the approval of credit courses is acted on in a timely and effective manner.

b.  Procedure

i.  Statutes Regarding Definition of Credit Hour

Chapter 71, Article 6---State Aid and Fiscal Provisions

K.S.A. 2011 Supp. 71-601. (a) “Credit hour” means the basic unit of collegiate level instruction, as determined by the state board, in a subject or course offered at a level not higher than those subjects or courses normally offered to freshmen and sophomores in four-year institutions of post secondary education which subject or course is approved by the state board.  (b)  The term “credit hour” does not include instruction in a subject or course taken by a student enrolled for audit or in any subject or course not approved by the state board.  (c) The state board shall determine whether the subjects and courses offered in the community colleges are at the level of freshmen and sophomore subjects and courses offered in the state educational institutions and shall not approve for funding any subject or course offered at a higher level.

Chapter 71, Article 18---Postsecondary Tiered Technical Education State Aid Act

K.S.A. 2011 Supp. 71-1802. (c)(1)  “Credit hour” means the basic unit of collegiate level instruction, as determined by the state board, in a subject or course offered by any community college, technical college or the institute of technology at a postsecondary level not higher than those programs or courses normally offered to freshmen and sophomores in four-year public institutions of postsecondary education, in a program that has been approved by the state board.  (2)  The term “credit hour” does not include instruction in a program or course taken by a student enrolled for audit or not for postsecondary credit, or in any program or course not approved by the state board.  (3)  The state board shall determine whether the programs and courses offered are at the level of freshmen and sophomore programs and courses offered in the state educational institutions and shall not approve for funding any program or course offered at a higher level.

ii.  Qualitative Process for Course Approval

Quality of instruction is the responsibility of the community college, technical college or institute governing board and chief executive officer.  Each institution shall utilize a process whereby credit courses are subjected to a qualitative process review prior to application for course approval.  The review by each institution shall minimally comply with the following expectations:

(1)  courses meet the intent of K.S.A. 71-601 and 71-1802(c) in respect to level of instruction

(2)  the amount of credit assigned to each course is appropriate for the skills, knowledge and competencies included therein

(3)  faculty in the discipline or technical field have either initiated the course proposal or have been meaningfully involved in its review and recommendation for approval

(4)  learning outcomes and appropriate assessment methods are clearly defined in the course outline, syllabus, and/or competencies identified

(5)  facilities, equipment, and other learning resources are adequate to support the expected learning outcomes of the course

(6)  a “curriculum committee” or equivalent group composed of faculty and administration has reviewed the course proposals.

iii.  Role and Responsibility of the President and Chief Executive Officer or Designee of the Board of Regents

Regarding approval of credit courses, the responsibility of the Board President and Chief Executive, or designee, is to:

(1)  Ensure compliance with the intent of K.S.A. 71-601 and 71-1802(c)

(2)  Ensure consistency and uniformity in respect to the course approval process

(3)  Ensure that institutions have provided required course information

(4)  Consult with institution administration if problems arise regarding a course

(5)  Provide assistance to institutional staff to facilitate course approval

(6)  Approve or disapprove courses

The Board President and Chief Executive Officer is authorized to make judgments about matters or issues that are not specifically addressed in these Procedures for Approval of Credit Courses.

7.  APPROVAL OF PROGRAMS FOR WASHBURN UNIVERSITY

The state university process for approval of new academic program proposals, chapter II.A.7.c., shall apply to the review and approval of all graduate programs, specialized professional baccalaureate degree programs (e.g., engineering, architecture), for Washburn University, except that in lieu of Council of Chief Academic Officers and Council of Presidents review and approval, such programs shall be reviewed by the System Council of Chief Academic Officers and the System Council of Presidents, on the same day, for informational purposes only, and the programs will then be reviewed by the Board’s Academic Affairs Standing Committee prior to being placed on the Board agenda for approval.

The state university expedited program review process, chapter II.A.7.e., shall apply to the review and approval of Washburn University programs that meet the criteria for expedited review, except that in lieu of Council of Chief Academic Officers and Council of Presidents review and approval, such programs shall be reviewed by the System Council of Chief Academic Officers and the System Council of Presidents.

 
8. OFF-CAMPUS DELIVERY OF ACADEMIC COURSES AND PROGRAMS

The term “off-campus academic courses and programs,” for the purposes of this section, refers to courses and programs offered through off-campus face-to-face instruction, and distance education.  However, for purposes of the provisions of this policy dealing with delivery of off-campus academic courses or programs for credit outside an institution’s assigned service area, the term shall not include 1) distance education courses or programs, as defined herein, or 2) clinical, practicum, internship and similar requirements if the program to which the requirement is tied is delivered within the institution’s service area.  

Changing demographics and changing workplace demands are among the environmental shifts that are challenging traditional requirements for productive employment and enlightened citizenship.  Kansas public postsecondary institutions accept the on going responsibility to 1) identify the configurations of knowledge and skills needed by students to compete and thrive and 2) provide programs that assist individuals and groups in acquiring the postsecondary education they need.

This policy is accordingly designed to emphasize students' needs.  This philosophy recognizes that students seeking off-campus academic courses and programs are a diverse population with differences in educational requirements, motivation, constraints, goals, access and opportunities.  To accommodate these differences, such academic programs are designed to reach established as well as underserved constituencies.

Using available learning resources, including electronic delivery, off-campus academic courses and programs at the Kansas public postsecondary institutions collectively work toward increasing opportunities for the entry and reentry of individuals and groups into higher education by assisting them to overcome or minimize participatory barriers such as location, employment, finance, and family social civic responsibilities.  These efforts, which may involve a variety of course and delivery formats, are sustained by a commitment to developing and maintaining convenient, quality and affordable services and instruction.

a.  General Provisions

College or university delivery of off-campus academic courses or programs is the administrative vehicle for extending the institution's instructional and research resources through service to the people of the State.  Off-campus academic courses and programs may be offered for academic credit or they may be noncredit, and they can be delivered via distance education or through off-campus face-to-face instruction.

Delivery of off-campus academic courses and programs is an integral part of higher education and when offered for credit should be publicly and institutionally supported commensurate with the needs of society and at a level that provides for high quality programs in Kansas.

The Board of Regents expects the public colleges and universities to respond to local educational needs within their approved service areas, including workforce training, and noncredit courses and programs.

The Board of Regents also supports the exploration and use of electronic and other media to deliver quality distance education courses and programs.

The Board encourages and expects coordinated and cooperative efforts in the planning and delivery of off campus face-to-face academic courses and programs.  The Board’s goal for the Kansas public higher education system is to expand education opportunities for students while avoiding unnecessary duplication.

Decisions to offer off-campus academic courses and programs shall be guided by the following:

i.  The mission of the institution;

ii.  student need for specialization of programs and diversity of formats, time frames or cost structures;

iii.  any other educational and economic needs in a particular area, as identified by the Board;

iv.  the availability of adequate instructional and fiscal resources; and

v.  cooperation between institutions.

b.  Definitions

i.  "Campus" is defined as the buildings and grounds of each respective state university, Washburn University, community college, technical college or Washburn Institute of Technology that are located within the institution’s service area.

ii.  "Credit" refers to a unit of measure of educational experience within a planned curriculum leading to a certificate or degree.

iii.  "Noncredit academic off-campus courses or programs" refer to educational activities, such as workshops, seminars, conferences and short courses offered for Continuing Education Units without academic credit for which a fee is charged.  These activities receive no direct financial support from the state.

iv.  A “distance education course” is one in which faculty and students are physically separated in place or time and in which at least seventy-five percent of the instruction and interaction are provided synchronously or asynchronously via some form of mediated delivery system (i.e., 11.25 or more hours of instruction per credit hour are delivered via audio or video recording, live interactive video, CD-ROM, the Internet or World Wide Web, etc.).

v.  A “distance education program” is one in which fifty percent or more of the required courses for the program are delivered via distance education courses.

vi.  “Home institution” means each institution that is assigned, in accordance with this policy, to a particular service area.  There may be more than one home institution in a given service area.

vii.  “Home university” means each university that is assigned, in accordance with this policy, to a particular service area.

viii.  “Kansas City metropolitan area” is Johnson and Wyandotte Counties.

c.  Administration of Requests for Off-Campus Face-to-Face Academic Courses or Programs to be Delivered Outside Assigned Service Areas

i.  At the time a state university or Washburn University seeks approval from the Board to offer an off-campus face-to-face academic course or program outside of its assigned service area, the Vice President for Academic Affairs of the Board shall ascertain that the request has been made in accordance with Board policy.

ii.  At the time a community college, technical college or Washburn Institute of Technology seeks approval from the Board to offer an off-campus face-to-face academic course outside its assigned service area:

(1)  If the course is part of a technical program, the Vice President of Workforce Development shall ascertain that the request has been made in accordance with Board policy;

(2)  If the course is not part of a technical program, the Vice President for Academic Affairs shall ascertain that request has been made in accordance with Board policy.

iii.  The Vice President for Academic Affairs of the Board shall also:

(1)  Coordinate systematic assessment of state need for off-campus academic services;

(2)  be responsible for maintaining appropriate off-campus academic services records;

(3)  be responsible for producing state level reports as assigned; and

(4)  be responsible for monitoring the execution of Board policy system-wide.

d.  Maintenance of Quality

i.  It is the responsibility of the chief academic officer of each institution to ensure that institutional procedures, including new program approvals and existing program reviews, result in high standards of quality in off-campus academic courses and programs.

ii.  The selection of qualified faculty for off-campus academic courses and programs shall follow established campus appointment and operating procedures.

iii.  Instructional and student support services for off-campus academic courses and programs, including library and laboratory resources, shall be appropriate to the needs of the course and program.

e.  State Universities and Washburn University

i.  Credit awarded by a state university or Washburn University for off-campus academic courses shall be accepted for transfer by one another.  Application of transfer credit toward fulfilling degree requirements shall remain the prerogative of the faculty of the receiving institution.

ii.  Service Areas

(1)  In-State Responsibilities and Requirements

(a)  The State shall be divided into three geographic areas to ensure that needs for off campus face-to-face courses and programs are met without unnecessary duplication.  These areas shall be served dually by the University of Kansas and Pittsburg State University, Wichita State University and Emporia State University, and Kansas State University and Fort Hays State University. These geographic service areas shall be established by the Board.  (See "Map of State University and Washburn University Service Areas" at the end of this policy.)  In addition, the University of Kansas, Kansas State University, Emporia State University, and Washburn University will share responsibility for serving Shawnee County.  Instances of apparent duplication in Shawnee County among the state universities and Washburn University shall be evaluated and resolved by the Board’s Vice President for Academic Affairs.

(b)  Assignment of particular service areas to specific state universities and Washburn University applies only to off-campus academic courses and programs that are offered for credit and delivered on a face-to-face basis. These service areas do not apply to distance education courses or programs or to credit courses offered as part of a conference.

(c)  The universities that share a service area have primary responsibility, in coordination with one another, for meeting the needs of the area that are within the university’s mission, and have priority in offering off-campus face-to-face academic courses and programs within the area over other state universities and Washburn University.

(d)  The universities that share a service area have the responsibility, in coordination with one another, to request that other public institutions in Kansas serve identified or expressed needs in that area when the home institutions are unable to do so.

(e)  With the exception of the Kansas City metropolitan area, off-campus face-to-face academic courses that are not part of an approved off-campus academic specialty program and offered by a state university or Washburn University outside the university’s service area must be approved by the home universities and by the Vice President for Academic Affairs prior to any public announcement of the course or program.

(f)  Off-campus face-to-face academic courses and programs that are not part of an approved off-campus academic specialty program and offered by a state university or Washburn University outside the university’s service area in the Kansas City metropolitan area must be approved by the Board and require additional documentation concerning the need/demand and a justification for any duplication.  Animal health and food safety and security courses and programs may be offered by Kansas State University at its Olathe location in accordance with the approval requirements of K.S.A. 19-5001 et seq.

(g)  Institutions shall maintain a record of off-campus academic courses and programs and provide information to the Board as requested.

(2)  Out-of-State Offerings

(a)  Courses to be offered by a state university or by Washburn University outside the State of Kansas must be approved by the Vice President for Academic Affairs prior to public announcement of the course; out-of-state degree programs must be approved by the Board prior to public announcement of the program.

Exceptions:

(i)  Courses and programs qualifying as distance education courses or distance education programs as defined in paragraph b.iv. or paragraph b.v. are exempt from this provision.

(ii)  Field study courses are exempt from approval even when the "field" component includes offering of instruction at a location outside an institution's service area.

(iii)  Study abroad courses are exempt from approval.

(iv)  Noncredit off-campus academic courses and programs offered by a state university or Washburn University outside the State of Kansas are exempt from approval but must be reported as requested.

(b)  Any university offering courses and programs in other states shall comply with those states’ statutes, rules and regulations.  If compliance is not feasible, the course or program shall not be made available in that state and any students enrolled shall be withdrawn.

(c)  Direct costs, including cost of instruction, must be supported by restricted fees with the following exception:  credit off-campus academic courses offered to an institution's regularly enrolled students at an out of state location or locations, including abroad, which take advantage of unique educational resources critical to the instruction, may be included in the instructional base.

(d)  Except for royalties payable under the university’s intellectual property policy, out-of-state instruction designed to produce a profit for any individual who is an employee of the State of Kansas is prohibited.

(3)  Approval of Off-Campus Academic Specialty Programs

(a)  An “off-campus academic specialty” is a program unique to a state university or Washburn University that may be offered at approved locations or statewide for a period not to exceed ten years.

(b)  Approval Procedures

(i)  A state university’s written request for approval of an academic specialty must be made to the Council of Chief Academic Officers through the Board staff.  Washburn University’s written request for approval of an academic specialty must be made to the System Council of Chief Academic Officers through Board staff.

(ii)  The request must contain the following information:

1)  Name and CIP code of the proposed program;

2)  degrees that may be awarded through the program;

3)  statement of need for the program substantiated with data;

4)  purpose of the program;

5)  students likely to enroll in the program and estimated enrollment;

6)  unique and distinguishing features of the proposed program, such as its faculty, facilities, resources, and history sufficient to support designation as an off-campus academic specialty;

7)  curriculum, including the department, number, name, and a brief description of content for each course within the program;

8)  other information the institution may wish to provide in support of its request;

9)  name, title, address, and telephone number of the designated representative of the program;

10)  signature of the chief academic officer of the institution authorizing the request;

11)  date of the request;

12)  specific locations where the program will be offered; and

13)  requested approval period.

(iii)  By a majority vote, the Council of Chief Academic Officers (or System Council of Chief Academic Officers in the case of Washburn University) shall recommend approval or denial of the proposed specialty program, including the curriculum, to the Board’s Vice President for Academic Affairs.

(iv)  Any substantive changes in the approved curriculum must be approved by the Council of Chief Academic Officers (or System Council of Chief Academic Officers in the case of Washburn University) and the Vice President for Academic Affairs.

(v)  Board staff will maintain information about the curriculum and courses of approved off-campus academic specialties for use in reviewing requests to offer courses outside the university’s service area.

(vi)  Subsequent to institutional identification of specific courses comprising the curriculum, and approval by the Council of Chief Academic Officers (or System Council of Chief Academic Officers in the case of Washburn University) and the Vice President for Academic Affairs, a university’s off-campus face-to-face program will be designated as an “off-campus academic specialty program” and may be offered at approved locations or statewide for a period not to exceed ten years.

(vii)  In the tenth year after its approval by the Council, or at the end of the approved period, the university may indicate its desire to continue an off-campus academic specialty by following the approval procedures outlined in (3)(b)(i) and (3)(b)(ii). 
 
f.  Community Colleges, Technical Colleges and Washburn Institute of Technology

i  The provisions in this policy dealing with community colleges, technical colleges and Washburn Institute of Technology are adopted pursuant to the Board’s authority conferred by K.S.A. 71-601, 71-609, 71-620, 71-1801 et seq., 72-4480, 72-4482, 74-3205d, and 74-32,433.

ii  Service Areas; In-State Responsibilities and Requirements

(1)  The areas shown in the "Map of Service Areas for Kansas Community Colleges" and the “Map of Service Areas for Kansas Technical Colleges,” both of which are at the end of this policy, shall be considered the service areas for community colleges and technical colleges for purposes of this policy.  The service area for the Washburn Institute of Technology shall be Shawnee County for purposes of this policy.

(2)  Assignment of particular service areas to specific colleges and the Washburn Institute of Technology applies only to off-campus academic courses and programs that are offered for credit and submitted for state reimbursement, and delivered on a face-to-face basis. These service areas do not apply to distance education courses or programs.  These service areas and this geographic jurisdiction policy do not apply to courses, whether face-to-face or distance, delivered on a military reservation, installation or enclave pursuant to a contract with the federal government. 

(3)  The community college and technical college in a service area have primary responsibility for meeting the needs of that area that are within the college’s mission, and have priority over other community colleges and technical colleges in offering off-campus face-to-face academic courses and programs within that area.

(4)  The colleges in a service area have the responsibility to request that other public institutions in Kansas serve identified or expressed needs in that area when the home institutions are unable to do so.

(5)  To maintain eligibility of the course for state reimbursement, prior to offering any off-campus face-to-face academic courses for credit in a service area other than its own, each community college, technical college and Washburn Institute of Technology shall seek approval for offering the course or program from the chief executive officer of each two-year college assigned to that service area no later than 30 days prior to the course(s) starting.   In addition, to maintain eligibility of the course for state reimbursement, prior to offering any new off-campus face-to-face academic courses for credit in a service area other than its own and in a county in which the main campus of a state university or Washburn University is located, each community college, technical college and Washburn Institute of Technology shall seek approval for offering the course or program from the chief executive officer of that university no later than 30 days prior to the course(s) starting. Each institution from which approval is required shall have the option to offer the course or program itself, approve the request of the out-of-service-area institution, or reject the request of the out-of-service-area institution.  If each home institution is unable or chooses not to offer the course or program and approves the request, or does not respond to the request within 30 days, then the out-of-service-area institution may proceed in accordance with Board policy.  If a home institution rejects the out-of-service-area institution’s request, the out-of-service-area institution may appeal in accordance with paragraph g.

(6)  Institutions shall maintain a record of off-campus academic courses and programs and provide notice to the Board of all agreements allowing off-campus face-to-face academic courses outside an institution’s service area, including those agreements with the federal government for delivery of courses on a military reservation, installation or enclave no later than 30 days prior to the course(s) starting.

g.  Appeal Process

i.  Each home institution shall reply within 30 calendar days of having received a request for an off-campus academic course or program to be offered in its service area.  Failure to reply within 30 calendar days of receiving a request shall be deemed an approval.

ii.  If an institution is denied approval to offer an off-campus academic course or program in the service area of another institution, the requesting institution may appeal the denial to the Board President and Chief Executive Officer, who shall have ultimate authority to decide the issue.  Factors to be considered in arriving at a decision shall include:

(1)  Whether there is student need for the course or program in the service area that is not being met by the home institution(s);

(2)  whether one or more of the home institutions intend to offer the course or program within a reasonable time period;

(3)  the extent to which the requesting and home institutions have attempted to reach a cooperative agreement with regard to deliverance of the course or program;

(4)  the feasibility of a cooperative effort between the interested institutions;

(5)  whether the course or program is within the mission of the institution that wishes to offer it; and

(6)  whether the course or program is within the mission of any of the home institutions.

Downloadable Service Area Maps for the State Universities, Washburn University, Community Colleges, and Technical Colleges

9.  DEGREES

The following applies to all institutions governed, supervised, or coordinated by the Board of Regents:

a.  Definitions of Terms

i.  “Office” means the Office of the Kansas Board of Regents, as represented by the administrator or designated agent.

ii.  “Program” means an academic plan that is approved by the appropriate governing board and leads to an award, for example, a degree or a career/technical certificate. 

iii.  “Graduate degree program” or “post-baccalaureate degree program” means a program leading to a master’s or doctor’s degree conferred upon completion of a course of study for which admission can be gained only through possession of a bachelor’s degree satisfactory to the university offering the graduate instruction.

iv.  “Professional practice degree program” means a program leading to a master’s or doctor’s degree conferred on completion of a course of study for which admission into some schools may be gained with less than a baccalaureate, but for which pre-admission and professional study together invariably require more time than is required for a bachelor’s degree alone, regardless of how many matriculants already have a bachelor’s degree.  While these degrees may contain doctorate in the title, they are not considered research doctoral degrees.

v.  “Lower-division instruction” means course content and teaching at a level appropriate for first and second-year postsecondary students generally, but available to more advanced students who have no prior experience in the subject, and “upper-division instruction” means course content and teaching appropriate for third and fourth-year students or others with a strong background in the subject.

vi.  "Full-time student" means a student who is engaged in academic study as the primary occupation, thus ordinarily requiring 36 to 48 hours per week divided between interaction with teachers and independent preparation. A full-time student receives "full-time instruction," ordinarily 12 to 18 teacher hours weekly.

vii.  “Part-time student” means a student who is not engaged in academic study as the primary occupation, thus ordinarily requiring less than 36 hours per week divided between interaction with teachers and independent preparation.  A part-time student receives “part-time instruction,” ordinarily less than 12 teacher hours per week.

viii.  “Academic Year” means a period of time approximately 9 months in length commencing with the fall term during which full-term instruction is provided.  An academic year is generally divided into two equal length semesters.

b.  Standards

In order to receive and hold authorization to offer a given degree, an institution must remain open to inspection at all times and continuously satisfy each of the following standard requirements as written, except where the Office approves modification in writing.

i.  Quality

(1)  All institutions shall justify a degree offer by assuring the quality of all attendant teaching, learning, and faculty-student interaction.

(2)  The quality and content of each course or program of instruction, training, or study shall be such as may reasonably and adequately achieve the stated objective for which the course or program is offered.

ii.  Curriculum

The curriculum shall have a structure that reflects acceptance of responsibility by the faculty at the degree-granting institution for what is to be learned overall, as well as in each course, and thus for the logical sequence and increasing difficulty of subjects and instructional levels.  The curriculum shall reflect the distinction between the liberal disciplines and the occupations and professions, the nature of specialization in study and work, the contribution of liberal arts and sciences, and the relationship between teaching and faculty creativity.  A graduate curriculum shall reflect a concept of the graduate school as a group of scholars, the faculty members of which have had extensive collegiate teaching experience and are engaged in the advancement of knowledge.  Periods of study and other fundamental requirements for the five levels of academic degree are as follows:

(1)  “Associate degree” means a degree consisting of courses totaling a minimum of 60 semester credit hours.  Additional requirements for specific types of associate degrees follow:

(a)  “Associate in arts degree” means a transfer-oriented degree:

(i)  Granted to those who successfully complete programs equivalent to the freshman and sophomore level requirements for a bachelor of arts degree; and

(ii)  In which not less than 30 semester credit hours in general education are required.

(b)  “Associate in science degree” means a transfer- or professional-oriented degree:

(i)  Granted to those who successfully complete programs equivalent to the freshman and sophomore level requirements for a bachelor of science degree: and

(ii)  In which not less than 30 semester credit hours in general education are required.

(c)  “Associate in applied science degree” means a degree:

(i)  Granted to those who successfully complete programs which emphasize preparation in the applied arts and sciences for careers, typically at the technical or semi-professional level; and

(ii) Consisting of a minimum of 60 semester credit hours and a maximum of 68 semester credit hours, in which not less than 15 semester credit hours in general education and not less than 30 semester credit hours in the area of specialized preparation are required. An exception/waiver to the 68 semester credit hour limit may be granted to meet specific criteria such as external program accreditations or other special requirements.  Selected courses may transfer to a college or university upon validation of applicable coursework.

(d)  “Associate in general studies” means a degree:

(i)  Granted to those who successfully complete programs with an emphasis on a broad range of knowledge; and

(ii)  In which not less than 24 semester credit hours in general education and not less than 36 semester credit hours in a program of college-level work are required.

(e) “Associate in fine arts degree” means a transfer-oriented degree:

(i)  Granted to those who successfully complete programs equivalent to the freshman and sophomore level requirements for a bachelor of fine arts degree; and

(ii) in which not less than 30 semester credit hours in general education are required.

(f)  Other specific types of associate degrees may be offered upon approval by the Board office.

(2)  “Baccalaureate degree” means a degree:

(a) Requiring the equivalent of at least four academic years of full-time postsecondary study consisting of courses totaling 120 semester credit hours in the liberal arts, sciences or professional fields. Any baccalaureate degree offered at a state university that exceeds 120 semester credit hours shall require approval by the Board of Academic Affairs Standing Committee.

(b) Incorporating in its program design a minimum of 45 semester credit hours in upper division courses.  Institutions are not permitted to make programmatic exceptions.

(c)  The degree shall require distinct specialization, i.e., a “major,” which should entail approximately the equivalent of one academic year of work in the main subject plus one academic year in related subjects, or two academic years in closely related subjects within a liberal arts interdisciplinary program.

(3)  “Master’s degree” means a degree:

(a)  Granted to those who successfully complete an educational program in the liberal arts and sciences or a professional field; and

(b)  Requiring not less than one year of academic work or the equivalent in part-time attendance beyond the baccalaureate degree.

(c)  The curriculum shall specialize in a single discipline or single occupational or professional area and culminate in a demonstration of mastery such as a research thesis, a work of art, or the solution of a practical professional problem.

(d)  A professional practice master’s degree may be authorized for study beyond fulfillment of undergraduate requirements approved by the Office if the total period of study is at least five academic years.

(4)  “Educational specialist degree” means a degree granted to those who successfully complete an educational program requiring not less than one year of academic work or the equivalent in part-time attendance beyond the master’s degree in the field of education.

(5)  “Doctor’s degree” means a degree:

(a)  Granted to those who successfully complete an educational program requiring three or more academic years of full-time study or the equivalent in part-time attendance beyond the baccalaureate degree and may be either a research degree or a professional practice degree.  For the research degree and the professional practice degree:

(i)  Study for a closely related master’s degree may be counted toward doctoral requirements.

(ii)  The doctor’s degree shall represent a student’s ability to perform independently basic or applied research at the level of the professional scholar or to perform independently the work of a profession that involves the highest levels of knowledge and expertise.

(iii)  Requirements for the degree shall include demonstration of mastery of a significant body of knowledge through comprehensive examination, unless a graduate must pass a similar examination in order to be admitted to professional practice in Kansas.

(b)  In addition, for the research degree:

(i)  Evidence of competence in independent research, usually in the form of a doctoral dissertation, is required.

(ii)  The curricular program shall be appropriately broad and shall manifest full understanding of the level and range of doctoral scholarship, the function of a dissertation and its defense, the nature of comprehensive examination, and the distinction between matriculation and degree candidacy.

(6)  “Honorary degree" is a degree that is awarded as an exceptional honor bestowed upon a person without the fulfillment of the usual requirements.  State universities may award honorary degrees upon approval by the Kansas Board of Regents and only in accordance with the following:

(a)  Criteria

(i)  Honorary degrees may be conferred only upon persons of notable intellectual, scholarly, professional, or creative achievement, or service to humanity.  A candidate’s qualifications must be deeply grounded in a career of scholarship, research, creative activity, service to humanity or other profession consistent with the academic endeavors of the University awarding the degree.

(ii)  Honorary degrees will be awarded only to exceptional candidates.  Awarding this degree need not be considered an annual occurrence.

(iii)  An honorary degree shall not be awarded for philanthropic activity or service to the University or the State of Kansas.

(iv)  An honorary degree shall not be conferred upon any faculty member, administrator, or other official associated with the University until at least five years after such individual has been separated from the institution.

(v)  An honorary degree shall not be conferred upon any holder of a Kansas elected or appointed public office until at least five years after such individual has vacated office.

(b)  Process

The chief executive officer of the state university shall nominate to the Board for consideration, in accordance with K.S.A. 76-716, the name of any candidate for an honorary degree at least two months before the commencement or other event at which the degree is to be conferred.  The nomination shall include such statements or materials demonstrating that:

(i)  the nominee’s achievements and/or service are of such exceptional character as to merit the award of an honorary degree.

(ii)  the honorary degree is not sought to recognize the nominee’s philanthropic activity or service to the University or the State of Kansas.

(iii)  the nominee has not been a faculty member, administrator, or other official associated with the University, or has been separated at least five years from the institution.

(iv)  the nominee has not held a Kansas elected or appointed public office for at least five years.

(c)  At the time the agenda item is submitted, the name shall not be included; however, the state university shall send the proposed nomination, statement and materials individually to Regents and the Board President and Chief Executive Officer at least four weeks before the state university sends its agenda material requests to the Board office for the Board meeting at which the nomination is to be considered.  No public communication of a proposed nomination shall be made until the name is presented for consideration to the open meeting of the Board.  No candidate for nomination shall be promised an honorary degree before the Board has acted on the nomination.

(7)  "Posthumous degree" is a degree that is awarded after the death of a person when the usual requirements have not been completed. Individual institutions may award posthumous degrees consistent with an institution's degree granting authority (e.g., a regional institution normally will not award doctoral degrees). It is the responsibility of each institution may establish procedures that will identify and evaluate persons nominated for a posthumous degree. The only systemwide requirement is that, normally, the local procedures shall ascertain that the deceased was a degree-seeking student (e.g., declared major, filed plan of study).

iii.  Degree and Program Inventory Procedures, Policies, Definitions

(1)  Only programs listed in the Program Inventory may be listed as majors or publicized as degree programs offered by the institution.

(2)  The program classification code as used in the NCES document: Classification of Instructional Programs shall be used as the basis of identifying degree and certificate programs at the Kansas public postsecondary education institutions.

(3)  Institutions shall report their degrees conferred each year on the Higher Education General Information Survey under the same codes as in the Degree and Certificate Program Inventory.

(4)  Institutions retain the choice of “major” nomenclature, but concurrence by the Board office must be obtained in the choice of the CIP code under which majors are listed.

(5)  Programs listed in the Inventory are subject to minimum degree productivity standards adopted by the Board of Regents.

(6)  Additions to the Inventory require approval through the regular Board procedures for approval of new programs.

10.  DEFINITION OF CERTIFICATE FOR COMMUNITY COLLEGES AND TECHNICAL COLLEGES

Community colleges and technical colleges may offer two types of certificates based upon the number of credit hours required of the student. A Technical Certificate may be granted for programs of instruction that are less than 60 semester hours in length but more than 15 semester hours. Certificates of Completion may be awarded for a course or sequence of courses not exceeding 15 semester hours.

11.  COLLABORATIVE PROGRAM/DEGREE

The Kansas Board of Regents encourages and supports system-wide cooperative and collaborative efforts among postsecondary institutions within the State of Kansas and between Kansas institutions and out-of-state institutions, including international institutions.

a.  Definition of collaborative programs/degrees

Collaborative programs/degrees are defined as programs/degrees developed and/or approved jointly by more than one institution; students from each participating institution may study parts of the program/degree at the collaborating institutions.  In this policy, “program” refers to a formal academic course of study.  Although most programs result in a degree or a major within a degree, in some cases, such as teaching endorsements, a program does not result in a major or a degree.

b.  Requirements for collaborative programs/degrees

i.  All new collaborative programs must be reported to the System Council of Chief Academic Officers and the System Council of Presidents and include the following information:

(1)  A brief description of the nature of the collaboration and the benefits to Kansas

(2)  Lists of partners in the collaboration and degrees/certificates (if any) to be conferred by each partner

(3)  Description of faculty load and faculty compensation for each partner

(4)  Tuition/fees for each partner

(5)  Description of student support services provided by each partner

Academic Advising
Financial Aid
Access to facilities
Transcripting procedures

(6)  Plans for joint use of facilities

(7)  Plans for joint purchase and/or maintenance of facilities

The purpose of the report is to announce the program and to facilitate advisory input related to issues of program duplication, and the structure/operation of the collaboration.

ii.  If the program falls into either of the two categories below, a new program proposal must be submitted for Board approval in accordance with program approval policies for governed and coordinated institutions and including the information requested in paragraph b.i. above.

(1)  The proposed program is new to any of the Kansas public collaborating institutions.

(2)  The proposal involves an institution that is not accredited by a regional accrediting agency approved by the U.S. Department of Education, including international institutions.

Kansas public collaborating institutions should submit a single proposal.  [Programs not leading to a major or degree are exempt from the requirements of paragraph b.ii.]

iii.  If the program involves a private or out-of-state postsecondary institution, the private and/or out-of-state institution must have degree-granting authority in Kansas as stipulated by K.S.A. 74-32,167, as amended, of the Kansas Private and Out-of-State Postsecondary Educational Institution Act.

iv.  Each of the collaborating institutions is responsible for assessing the quality of instruction and services in accordance with its institutional effectiveness plan.

v.  State universities participating in collaborative degree programs must include the collaborative program in the program review process.  If the collaboration involves more than one state university, the universities must coordinate the program review.

vi.  Collaborative programs must be so indicated on applicable degree inventories.

vii.  Discontinuation of collaborative programs, or withdrawal and/or addition of one or more collaborative partners must be reported to the System Council of Chief Academic Officers and the System Council of Presidents as an information item.

12.  ACCREDITATION OF DEGREE GRANTING INSTITUTIONS

It is the policy of the Board of Regents that all public post-secondary institutions conferring college degrees achieve and maintain accredited status with a nationally recognized accrediting agency for higher education in the United States.

Any public post-secondary institution that has not achieved or does not maintain accredited status with a nationally recognized accreditor may be subject to loss of degree granting authority.

Each public post-secondary institution pursuing institutional accreditation shall continue to comply with all standards established by the institution's current accrediting agency; and shall submit an end of fiscal year report to the Board of Regents confirming adequate progress toward accredited status, including as applicable any supporting documentation.

13.  DUAL CREDIT ENROLLMENT OF HIGH SCHOOL STUDENTS IN ELIGIBLE PUBLIC POSTSECONDARY INSTITUTIONS THROUGH COOPERATIVE AGREEMENTS ENTERED PURSUANT TO THE KANSAS CHALLENGE TO SECONDARY SCHOOL STUDENTS ACT

The Kansas Challenge to Secondary School Students Act, K.S.A. 72-3220 through 72-3224, (Challenge Act) provides a means for school districts, in cooperation with eligible postsecondary institutions, to challenge high school students by procuring early college opportunities. The Kansas Board of Regents encourages all system postsecondary institutions to collaborate with local school districts and provide dual credit opportunities to high school students through cooperative agreements entered pursuant to the Challenge Act. The Challenge Act does not mandate system postsecondary institutions to offer dual credit enrollment to students in local school districts. However, if an eligible system postsecondary institution chooses not to offer dual credit enrollment with local districts pursuant to the Challenge Act, in accordance with Board policy for Off-Campus Delivery of Academic Courses and Programs, the home institution shall allow eligible system postsecondary institutions outside the institution’s service area to provide the Challenge Act opportunities with those school districts. The Challenge Act requires dual credit to be offered only through a cooperative agreement. 

a.  Purposes of Dual Credit Cooperative Agreements

Systemwide purposes of Dual Credit Cooperative Agreements are:

i.  To Reduce Time-to Degree and Lower Costs

Dual Credit Cooperative Agreements enable students to get an early start on their college education, thus potentially reducing the time required to complete a degree.

ii.  To Challenge High School Students and Promote College-Level Success

Dual Credit Cooperative Agreements are aimed at providing a college-level learning experience for qualified students by enhancing the amount, level and diversity of learning in high school beyond the traditional secondary curriculum. Systemwide Transfer courses are especially encouraged.

iii.  To Foster Improved Relationships Between Kansas Public Postsecondary Education Institutions and Kansas Secondary Schools

Dual Credit Cooperative Agreements are intended to foster improved relationships among stakeholders by clarifying expectations, roles, and responsibilities

b.  Procedures and Standards for Implementing Dual Credit Cooperative Agreements

i. Requirements of Dual Credit Cooperative Agreements Entered into Pursuant to the Kansas Challenge to Secondary School Students Act

Each eligible postsecondary educational institution that accepts high school students for dual credit enrollment pursuant to the Kansas Challenge to Secondary School Students Act must have a cooperative agreement with the respective school district. The cooperative agreement shall include, but need not be limited to, the following:

(1) The academic credit to be granted for course work successfully completed by the student at the institution, which credit shall qualify as both high school and college credit;

(2) The requirement that such course work qualify as credit applicable toward the award of a degree or certificate at the institution;

(3) Except as otherwise provided in subsection b.ii below, the requirement that the student shall pay the negotiated amount of tuition and related costs charged by the institution for the student’s enrollment; and

(4) The requirement that the eligible postsecondary educational institution shall notify the student or the student’s parent or guardian if the course the student enrolled in is not a systemwide transfer course approved by the Board of Regents and, as a result, the student may not receive credit for such course if the student transfers to or attends another state postsecondary educational institution.

ii. Payment for Dual Credit Courses

(1) The board of education of a school district, in its discretion, may pay all or a portion of the negotiated amount of tuition and related costs, including fees, books, materials and equipment, charged by an eligible postsecondary educational institution for a student’s dual credit enrollment at such institution. As part of any agreement entered into pursuant to this section, the board of education of a school district shall not be required to pay any amount of tuition and required fees that are waived for an eligible foster child pursuant to the foster child educational assistance act, K.S.A 75-53,111 et seq., and amendments thereto, except that the board, in its discretion, may pay any related costs that are not waived pursuant to that act. Any such payment shall be paid directly to the eligible postsecondary educational institution and shall be credited to the student’s account.

(2) Except as otherwise provided in K.S.A. 72-3223(b), and amendments thereto, each student enrolled in dual credit enrollment courses at an eligible postsecondary educational institution pursuant to K.S.A. 72-3220 et seq., and amendments thereto, shall be responsible for the payment of the negotiated tuition and related costs, including fees, books, materials and equipment, charged by such institution for the student's enrollment.

(3) The board of education of a school district, in its discretion, may provide for the transportation of a student to or from any eligible postsecondary educational institution.

(4) School districts are precluded from paying tuition for any technical education courses that are funded as part of the Excel in Career Technical Education program, but in its discretion a school district may pay all or a portion of the negotiated amount of related costs, including fees, books, materials and equipment, charged by an eligible postsecondary educational institution for a student’s dual credit enrollment at such institution.

c.  Definitions¹

For purposes of this policy and the Kansas Challenge to Secondary School Students Act:

i. “Student” means a person who:

(1)  is enrolled in grades 10, 11, or 12 maintained by a school district, or a gifted child who is enrolled in any of the grades 9 through 12 maintained by a school district;

(2) has an individualized plan of study or an individualized education program;

(3) has demonstrated the ability to benefit from participation in the regular curricula of eligible postsecondary institutions;

(4) has been authorized by the principal of the school attended to apply for enrollment at an eligible postsecondary educational institution; and

(5) is acceptable or has been accepted for enrollment at an eligible postsecondary educational institution as a degree-seeking or non-degree seeking student.

ii. Dual Credit Courses” as defined by the Higher Learning Commission are courses taught to high school students for which the students receive both high school and college credit and involve the accredited institution’s responsibility for the quality of its offerings.

iii.  “Dual Credit Cooperative Agreement” means a written memorandum of understanding between an eligible postsecondary institution and a school district entered pursuant to the Kansas Challenge to Secondary School Students Act for the purpose of offering dual credit courses to eligible students who receive both high school credit and college credit.

iv.  “Eligible postsecondary educational institution” means any state university, community college, technical college, municipal university, affiliated institute of technology, or accredited independent institution.

v. “Dual credit enrollment” is a subset of dual credit and means enrollment of high school students in dual credit courses, pursuant to a dual credit cooperative agreement. Courses are taught by a postsecondary educational institution faculty member in which students receive both high school credit and college credit for completing the course.

vi. “Concurrent enrollment” is a subset of dual credit and means enrollment of high school students in dual credit courses, pursuant to a dual credit cooperative agreement. Courses are taught by high school teachers during the regular high school day in which students receive both high school credit and college credit for completing the course.

vii. “Dual enrollment” means enrollment of high school students in college courses outside a cooperative agreement between the district and postsecondary institution entered pursuant to the Kansas Challenge to Secondary School Students Act, in which a transcript is issued for credit from the institution without regard to high school credit. All modes of delivery of academic offerings and all campus locations are appropriate for dual enrollment courses including main campus, additional locations, and distance delivery.

d.  Curriculum Standards, Course Content/Materials, and Assessment of Students Applicable to Public Eligible Postsecondary Educational Institutions 

i.  Courses administered through a dual credit cooperative agreement shall be university/college catalogued courses with the same departmental id, course descriptions, numbers, titles and credits. Courses must have been approved through the curriculum approval process of the postsecondary partner institution.

ii.  The high school and college-level prerequisites, the content of courses, course goals and objectives, must be the same as those for the same courses offered to students at any location or by any delivery method.

iii.  Materials such as textbooks must be comparable to those used in the same course throughout the postsecondary partner institution. Procedures for selection of textbooks and related material by high school faculty who teach concurrently enrolled students must follow the postsecondary partner’s institutional policies.

iv.  College faculty at the postsecondary partner institution shall annually, or as necessary, review concurrent enrollment courses in their discipline to ensure that:

(1)  Concurrent enrollment  students are held to equivalent grading standards and standards of achievement as those expected of students in on-campus sections;

(2)  concurrent enrollment students are being assessed using equivalent methods (i.e., papers, portfolios, quizzes, labs) as students in on-campus sections;

(3)  high school faculty are utilizing an equivalent final examination for each concurrent enrollment course as is given in a representative section of the same course taught at the public postsecondary institution awarding the course credit; and

(4)  high school faculty are applying equivalent scoring rubric for the assigned course as is used in the on-campus course; and that course management, instructional delivery, and content meet or exceed those in regular on-campus sections.

(5)  Remedial/developmental course work shall not be offered as a concurrent enrollment course.

e.  High School Faculty Teaching Concurrent Enrollment Courses Pursuant to a Cooperative Agreement with a Public Eligible Postsecondary Educational Institution

i.  Qualifications

(1)  High school faculty teaching college-level, non-tiered concurrent enrollment courses through a dual credit cooperative agreement shall meet the faculty qualifications and standards established by the nationally recognized agency that accredits the sponsoring higher education institution.

(2)  Faculty teaching college-level tiered technical courses through a dual credit cooperative agreement shall attain instructional eligibility by meeting the academic standards established by the nationally recognized agency that accredits the sponsoring higher education institution.

(3)  Postsecondary partner institutions may set higher standards and are responsible for meeting the accreditation requirements for all course offerings.

ii.  Orientation, Professional Development and Evaluation

(1) The postsecondary partner institution shall provide the high school faculty with orientation and training in course curriculum, assessment criteria, course philosophy, and administrative requirements.

(2)  The postsecondary partner institution shall provide the high school faculty with ongoing professional development opportunities.

(3)  Orientation and/or professional development activities shall include collaborative faculty development such as pedagogy, instructional design, course management, instructional delivery curricular reform initiatives, and student assessment strategies.

(4)  The postsecondary partner institution shall conduct evaluations of high school faculty teaching concurrent enrollment courses within campus faculty evaluation schedules.

f.  Student Eligibility for Enrollment, Advising and Student Guides Applicable to Dual Credit Cooperative Agreements with Public Eligible Postsecondary Educational Institutions

i.  High school students enrolled dual credit in courses administered through a cooperative agreement shall be enrolled as degree or non-degree/non-matriculated students at the postsecondary partner institution. Each dual credit enrolled student must meet the postsecondary partner institution’s requirements for admission as a degree-seeking or non-degree/non-matriculated student. Dual credit enrolled students shall have met institutional enrollment requirements; satisfied course prerequisites; and followed institutional procedures regarding assessment/placement. In order to enroll in a dual credit course, students shall achieve the same score or subscore on a standardized placement test as is required for students enrolled in the same on-campus course. Postsecondary partner institutions may establish higher standards and are responsible for meeting the accreditation requirements for all course offerings.

ii.  Only students meeting the above requirements and authorized by the high school principal or designee, as having an individualized plan of study or individualized education program may apply for dual credit enrollment at an eligible postsecondary educational institution pursuant to the Kansas Challenge to Secondary School Students Act.

iii.  Advising of students who desire to enroll in dual credit courses must be carried out by both the high school and postsecondary institution.

iv.  Students shall be provided with a student guide created as part of the cooperative agreement that outlines their rights and responsibilities as university/college students. The student guide shall also provide a description of how courses may be transferred in the Kansas public postsecondary education system. Student guides shall include a link to the Kansas Board of Regents Transfer Kansas website and/or a link to the institution’s course catalog if Systemwide Transfer (SWT) courses are clearly indicated to provide notification to students of courses approved for SWT. Student guides will include implications of student enrollment in courses not approved for SWT.

v. In order to remain eligible for participation in dual credit enrollment, a student shall remain in good standing at the eligible postsecondary educational institution.

g.  Reporting of Dual Credit Enrollment Entered Pursuant to the Kansas Challenge to Secondary School Students Act

i. Each eligible postsecondary educational institution that accepts students for enrollment pursuant to the Kansas Challenge to Secondary School Students Act shall submit a report annually to the state board of regents. Such report shall include, but not be limited to, the following:

(1) The number of students from each school district enrolled at the eligible postsecondary educational institution, including the number of students in the custody of the secretary for children and families;

(2) the number of students who successfully complete the courses in which such students are enrolled at the eligible postsecondary educational institution;

(3) the tuition rate charged for students compared to the tuition rate charged to individuals who are regularly enrolled and attending the eligible postsecondary educational institution; and

(4) the amount and percentage of tuition each school district is paying pursuant to K.S.A. 72-3223, and amendments thereto.

ii. The state board of regents shall compile and prepare a summary report of the submitted reports pursuant to subsection g.i, above, and shall submit such report to the house standing committee on education and the senate standing committee on education on or before February 1 of each year.

iii. Institutions will report the following as a part of the regular Kansas Postsecondary Database collection:

(1)  Demographic information for each high school student enrolled;

(2)  Credentials of high school faculty teaching concurrent enrollment  courses; and

(3)  College credit hours generated by each high school student regardless of enrollment type.

iv.  By January 31 of each year, each public postsecondary institution shall provide to Board staff a list of high schools with which it has dual credit cooperative agreements. All institution will also submit the following to the Board office:

(1)  A sample copy of the dual credit enrollment cooperative agreements used with local school districts; and

(2)  A sample copy of the student guides for dual credit enrollment students.

v.  All reports and information shall be reviewed for compliance and the results will be provided to the Board President and Chief Executive Officer.

¹ These definitions apply for purposes of this policy and the Kansas Challenge to Secondary School Students Act. Different definitions may apply for other purposes, such as data collections requiring IPEDS terminology and definitions.

14.  GATEWAY COURSE PLACEMENT AND DEVELOPMENTAL EDUCATION

Higher education institutions have often relied upon standardized testing to place students into gateway English and math courses.  While there is a place and continued need for these assessments, a course placement system that relies solely upon test scores – which assess a student’s skills and abilities through one assessment on a single day –provides a narrow evaluation. An overreliance on standardized testing can often lead to unnecessarily forcing students into a developmental education course.  Many of these students can demonstrate college readiness based on academic performance but are not good test takers or may have scored below their ability during the performance snapshot. A more holistic approach considers multiple measures for course placement – such as ACT/SAT subject scores, completing certain high school courses, or achieving a requisite high school grade point average.  Multiple measures have proven to be a better predictor of success and help reduce unnecessary developmental education placements.   In addition to an overreliance on standardized assessment, Kansas colleges and universities have traditionally operated under a system in which each state university or coordinated institution independently determines if a student is eligible to enroll in a gateway math or English course.  As such, with no congruity, there can be up to 32 different standards – one for each higher education institution in the system – to determine if a student qualifies for enrollment in a gateway English or math course.  The lack of systemwide college math and English readiness standards has created a missed opportunity to communicate clear expectations to high school teachers and counselors and their students who are planning and preparing for higher education.

When a student is deemed underprepared in math or English, prerequisite developmental education courses have been used as the primary remediation strategy.  These courses do not provide credit toward a degree and add time and cost to the degree completion pathway.  Equally important, students in prerequisite developmental education have consistently exhibited poor completion outcomes and this model is not aligned with evidence-based best practices that are linked to academic success.  In Kansas, data has consistently shown that students who are placed into a prerequisite developmental education course(s) often fail to complete the gateway course in the corresponding subject area. By contrast, large-scale datasets from multiple states have shown that students who participate in corequisite developmental education are far more likely to complete a gateway general education course in the corresponding subject area. 

There are many limitations with relying on standardized testing for course placement, using a patchwork course placement system that sends mixed messages to K-12 systems and prospective students, and primarily employing prerequisite developmental education for those students who do not meet college-readiness standards.  As such, systemwide course placement measures, which include both common high school performance standards and requisite exam scores, and corequisite developmental education are critical strategies to increase clarity, affordability, and success for Kansans. 

a            Application and Effective Date

All state universities are required, and Washburn University and all coordinated institutions are strongly encouraged, to implement the course placement for developmental education and gateway education policies set out below in Chapter III.A.14.c. Notwithstanding Chapter III.A.6, no course credit hours for gateway math and English courses or for developmental education courses shall be deemed approved by the Board of Regents for the purposes of determining the amount of an institution’s state aid for non-tiered course credit hours, unless the institution delivering the course credit hours abides by all of the conditions detailed within this policy. The gateway and developmental course placement guidance, corequisite support section framework, and funding elements detailed in this policy shall take effect during the Fall 2026 semester and continually apply thereafter.

b            Definitions

For the purposes of this policy:

i             “Coordinated institution” means each community college, each technical college, and Washburn Institute of Technology.

ii           “Corequisite support developmental education” is a support section taken at the same time (co-requisitely) – or in the same semester – as the gateway English or math course to give students extra support and increase the likelihood they will pass the gateway course.   Corequisite support developmental education includes a “boot camp section,” “compressed course section,” “mandatory tutoring section,” or “supplemental course section,” as further defined in Chapter III.A.14.d.i.(1-4).      

iii          “Gateway English course” is the first college-level English course a student enrolls in to meet an English general education requirement.

iv           “Gateway math course” is the first college-level math course a student enrolls in that is aligned to the math pathway general education requirement of the student’s declared or intended program of study.    In accordance with the Kansas Core Outcomes Group course classification, Intermediate Algebra (Systemwide Transfer Code MAT0990) is a developmental course based on content and rigor and cannot be used to satisfy a general education gateway math course requirement.

v            “Institutionally designated course placement measure” is any course placement measure that is not included in the systemwide course placement measures and is used to determine eligibility to enroll in a gateway English or math course.  These measures could include, but are not limited to, vendor-based assessments, homegrown assessments, or an evaluation of non-cognitive factors such as motivation and workplace experiences.  These measures are approved at the institutional level and only apply in cases in which the student did not meet any of the applicable systemwide course placement measures.

vi           “Prerequisite developmental education” is a prerequisite course to a gateway English or math course.  These courses are not college-level, do not apply toward certificate or degree requirements, are not structured to allow the student to remediate and complete the gateway course within the same academic semester, and usually delay graduation.  Credit awarded for prerequisite developmental education courses shall not be used to fulfill requirements for associate or baccalaureate degrees.

vii         “Systemwide course placement measure” is a high school performance grade standard, requisite ACT/SAT score, or other common assessment mechanism that is recognized by all coordinated and state university institutions to determine if a student is eligible to enroll in a gateway English or math course.  These measures are informed by recommendations from the Systemwide Course Placement Math and English Committees and will require approval from the Board of Academic Affairs Standing Committee.

c            Course Placement for Developmental Education and Gateway Courses

i             Gateway English

(1)  Each student who meets either a systemwide English course placement measure or an institutionally designated English course placement measure at a state university or coordinated institution shall be eligible to enroll in a gateway English course without developmental education.   

(2)  State universities and coordinated institutions shall place each student who meets neither a systemwide English course placement measure nor an institutionally designated English course placement measure into a gateway English course section and a corequisite English support developmental education section as detailed in Chapter III.A.14.d.i.(1-4).      

ii            Gateway Math

(1)  Each state university and coordinated institution student who meets either a systemwide math course placement measure or an institutionally designated math course placement measure that is required for enrollment in the gateway math course associated with the student’s major shall be eligible to enroll in the gateway math course without developmental education. 

(2) State universities and coordinated institutions shall place each student who meets neither a systemwide math course placement measure nor an institutionally designated math course placement measure that is required for enrollment in the gateway math course associated with the student’s major into the gateway math course and an applicable corequisite math support developmental education section as detailed in Chapter III.A.14.d.i.(1-4).

(3) Each student who demonstrates proficiency at a higher level than the gateway math course for the student’s major may be placed, as determined by the state university or coordinated institution, in a course that is more advanced than the gateway math course if that course fulfills the math requirement for general education and the student’s major.

d            Corequisite Support Developmental Education

i             Corequisite support developmental education sections may be tailored for specific student groups and offered for different amounts of credit (up to three semester credit hours), and tuition and fees may be charged as otherwise authorized for each institution’s credit-bearing courses. Credit awarded in corequisite developmental education sections shall not be used to fulfill requirements for associate or baccalaureate degrees.  Corequisite support developmental education shall be delivered through one of the following sections:

(1)  Supplemental course section

A student in a supplemental course section attends a corequisite support developmental education section model in which there are structured courses that run before, after, or on opposite days to the gateway course.   The gateway course and the concurrent supplemental course are completed in the same semester. 

(2) Mandatory tutoring section

A student in a mandatory tutoring section attends a corequisite support developmental education section model in which mandatory tutoring in a lab is required for a specified number of hours per week. The gateway course and concurrent mandatory tutoring are completed in the same semester. 

(3)  Boot camp section 

A student in a boot camp section attends a corequisite support developmental education section model in which the first three to five weeks of the semester are typically developmental content, followed by the college-level content.  Classes meet extra hours each week throughout the semester to equal the two classes or class plus lab.  The boot camp and gateway course are completed in the same semester.

(4)  Compressed course section

A student in a compressed course section attends a corequisite support developmental education section model in which a developmental class is typically compressed into eight weeks, and then the college-level gateway course is typically compressed into eight weeks, so that both classes are completed in the same semester.  Classes meet extra hours each week throughout the semester to deliver the applicable credit hours of instruction for both the corequisite section and the gateway course within the compressed timeframes.  

e            Additional Guidelines

i             Except as otherwise provided by this Chapter III.A.14, to meet the developmental needs of students, Kansas public postsecondary educational institutions may offer courses in developmental reading, mathematics, English, and other content areas. Except as provided in K.S.A. 2012 Supp. 76-7,151, as amended, no funds appropriated from the state general fund for any state university shall be expended for the purposes of providing developmental courses in the areas of mathematics or language arts.

ii            The definitions of prerequisite developmental education and corequisite developmental education, including the developmental education sections detailed in Chapter III.A.14.d.i.(1-4), in this policy will be used when reporting information and gathering data.

iii          Procedures for implementation of this policy are the responsibility of the Board President and Chief Executive Officer.

15.  PRINCIPLES AND GUIDELINES FOR INSTITUTIONAL AFFILIATIONS WITH STATE UNIVERSITIES

Proposals for institutional affiliations prepared by the state universities and potential partners must demonstrate potential to increase student access to higher education, enhance the quality and variety of academic programs, and provide benefits to students and the State that justify any increased costs associated with affiliation.  The proposal must include an appropriate feasibility study, with third party validation of the data, that will address each of the principles and guidelines above and assess the likelihood of success in meeting the stated goals with identified resources and timelines.

a.  The primary benefits of, and key reasons for, the proposal must be clearly and succinctly stated in the introduction to the proposal.

b.  The affiliation proposal must clearly articulate and integrate the mission of the affiliated institution.

i.  Basic institutional purposes, service areas, scope of programming, and admissions policies must be explicit.

ii.  Teaching, scholarship and public/community service responsibilities for the affiliated institution must be delineated.

c.  The affiliation proposal must define the authority and responsibilities of any local boards that are retained.

i.  The responsibility of the local board regarding decision making must be identified.  Specifically, the role of the board regarding authority versus advisory must be stated.

ii.  The chief administrative officer of the affiliated institution will be appointed by and report to the chief executive officer of the state university or his or her designee.

iii.  The responsibility of a local board relative to appropriation and allocation of revenues received from property taxes will be stated in the proposal.

iv.  The functions and authority of local foundations, if retained, must be clearly articulated.

d.  The affiliation proposal must explain the responsibility for the maintenance, enhancement and future expansion of the physical plant and infrastructure of the affiliated institution.  The proposal must identify how physical plant decisions will be made by the chief executive officer, local board, chief administrative officer of the affiliated institution, and Board of Regents, respectively.

Alternatives to new building construction, such as new or expanded telecommunication networks, must be included in the affiliation proposal, if applicable.

e.  The affiliation proposal must identify how the quality of and access to academic programs will be enhanced.

i.  Plans for the improvement, integration and/or consolidation of programs must be evident where this is consistent with the goals for the affiliation.

ii.  Pre/post affiliation performance data must demonstrate program improvements, if applicable.

iii.  Opportunities for program delivery by other state universities at the instructional sites of the affiliated institution must be identified, if applicable.

iv.  Faculty employment, evaluation, and development policies and programs must be consistent with the goals of affiliation.

v.  Plans for the integration of libraries and other academic units must be evident where this is consistent with the mission of the state university and affiliated institution.

f.  A comprehensive budget analysis of the affiliation must be included in the proposal.  Such analysis will show impact on revenues and expenditures, before and after the affiliation (projected for three years).

g.  The affiliation proposal must identify administrative efficiencies and economies of scale that will be achieved.  These efficiencies may consist of expenditure reductions, enhanced services, or both.  The proposal must identify any efficiencies to be achieved.

h.  The affiliation proposal must delineate the mix of revenue from state, local, student, and other sources.

i.  Current or projected resources for the state universities, community colleges, technical colleges, Washburn University or Washburn Institute of Technology must not be diminished by the affiliation.  This includes current or projected appropriations, or other unspecified resources, for all institutions combined or for an individual institution.

ii.  Revenue from local property taxes must contribute to support the physical facilities, students of the affiliated institution, or other purposes as identified in the proposal.  (Applicable only if the affiliated institution is authorized to generate property taxes.)

iii.  If the affiliation projects an increase in expenditures by the state or increase in revenue to either of the institutions from state, local taxpayers, or students, a justification for such increases must be stated clearly.

iv.  The method for determining the tuition rate of the affiliated institution will be identified in the proposal.

i.  The affiliation proposal must address personnel matters relating to current and future employees, including topics, including but not limited to, classification, collective bargaining, retirement, and continuing contracts.

j.  The impact on accreditation of the institutions must be addressed in the context of an affiliation.

k.  The proposal must provide at least a three-year projection for student enrollment for the affiliated institutions, respectively.  Population and demographic trends, or other analytical data supporting the enrollment projections, must be included.

l.  If the affiliation or merger is approved and implemented, an evaluation report from the chief executive officer to the Board will be expected no later than three years from the official date of implementation.

m.  These principles may be revised as necessary in the future, as the context for higher education evolves in the state.

16.  PARTICIPATION IN MIDWEST STUDENT EXCHANGE PROGRAM FOR STATE UNIVERSITIES, COMMUNITY COLLEGES, TECHNICAL COLLEGES AND WASHBURN UNIVERSITY

a.  Each institution shall identify the programs that will be available for enrollment of students pursuant to the Midwest Student Exchange Program (MSEP), and shall report such programs to the System Council of Chief Academic Officers as an information item.

b.  Programs will be approved or discontinued by action of the institution and reported to the System Council of Chief Academic Officers as an information item.

c.  Programs will be removed from MSEP by action of the institution and reported to the System Council of Chief Academic Officers.

d.  Tuition for students enrolled under the MSEP shall be 150% of the participating institution’s in-state resident tuition rate.

e.  Students enrolled through MSEP shall not displace qualified Kansas residents, i.e., MSEP students shall be admitted only into degree programs that  have enrolled all qualified Kansas residents wishing to pursue the program.

f.  Each participating institution shall establish guidelines for program participation in MSEP.

g. Board staff will monitor student participation in MSEP via the Midwest Higher Education Compact's annual report.

 

17. STUDENT COMPLAINT POLICY FOR STATE AUTHORIZATION RECIPROCITY AGREEMENT (SARA) PARTICIPATING INSTITUTIONS

a.  The Board of Regents, as the State Portal Entity, is authorized to investigate certain complaints received from out-of-state students enrolled in programs offered by Kansas based SARA participating institutions.

b.  Before a complaint can be filed with the State Portal Entity, a student must go through the institution’s own procedures for grievance resolution.

c.  If the student is not satisfied with the outcome of the institutional process for handling complaints, qualifying complaints may be appealed within two years of the incident about which the complaint is made. The Board of Regents SARA Complaint Form must be used.

d.  Complaints about grades or student conduct violations may not be appealed. Examples of issues that may be raised include, but are not limited to:

i.  Veracity of recruitment and marketing materials;

ii.  accuracy of job placement data;

iii.  accuracy of information about tuition, fees and financial aid;

iv.  complete and accurate admission requirements for courses and programs;

v.  accuracy of information about the institution’s accreditation and/or any programmatic/specialized accreditation held by the institution’s programs;

vi.  accuracy of information about whether course work meets any relevant professional licensing requirements or the requirements of specialized accrediting agencies;

vii.  accuracy of information about whether the institution’s course work will transfer to other institutions; and

viii.  operation of distance education programs consistent with practices expected by institutional accreditors (and, if applicable, programmatic/specialized accreditors) and/or the C-RAC Guidelines for Distance Education.

 

18. SYSTEMWIDE GENERAL EDUCATION PROGRAM

For the purposes of this policy:

“Coordinated institution” means each community college and Washburn University.

“Kansas public institution” means each state university and each participating coordinated institution.

“Major” means a field of study within a degree program, having its own curriculum. A degree program may have more than one major.

“Systemwide transfer course” means a course approved by the Board, for which faculty develop and update learning outcomes. These courses transfer to any Kansas public institution offering an equivalent course.

a. General Education Requirements at State Universities and Participating Coordinated Institutions. The general education requirements at each state university and each participating coordinated institution shall consist of the following:

i. Effective no later than the 2024 fall semester, each Kansas public institution shall use a common systemwide general education framework within associate of arts (A.A.) degrees, associate of fine arts (A.F.A) degrees, associate of science (A.S.) degrees, and all baccalaureate degrees.

ii. The systemwide general education framework shall include 34-35 credit hours within the following seven areas. A student shall be considered to have completed the systemwide general education framework for A.A. degrees, A.F.A degrees, A.S. degrees, and all baccalaureate degrees by meeting the following requirements:

(1) English Discipline Area – 6 Credit Hours

(2) Communication Discipline Area – 3 Credit Hours

(3) Math and Statistics Discipline Area – 3 Credit Hours (Must be college level. Intermediate algebra shall not meet any of the math degree requirements)

(4) Natural and Physical Sciences Discipline Area – 4-5 Credit Hours

One course with a lab from the following subject areas:
Anatomy
Astronomy
Biochemistry
Biology
Botany
Chemistry
Earth Science
Ecology
Environmental Science
Geology
Meteorology
Microbiology
Physical Geography
Physical Sciences
Physics
Physiology
Zoology
Other subjects that the offering institution determines fit within the natural and physical sciences area

(5) Social & Behavioral Sciences Discipline Area – 6 Credit Hours

A minimum of two courses from two of the following subject areas:

Anthropology
Criminal Justice
Economics
Ethnic and/or Gender Studies
Geography
Political Science
Psychology
Social Work
Sociology
Other subjects that the offering institution determines fit within the social sciences area

(6) Arts & Humanities Discipline Area – 6 Credit Hours

A minimum of two courses from two of the following subject areas:

Art *
Communications
Cultural Studies
Dance*
English
General Humanities
History
Literature
Modern and Classical Languages
Music*
Philosophy
Religion
Theater*
Other subjects that the offering institution determines fit within the arts and humanities
*The application of performance courses in this subject area is at the discretion of the institution.

(7) Institutionally Designated Area – 6 Credit Hours

This area provides flexibility for each Kansas public institution to define requirements to account for societal issues, local needs, and institutional priorities (Intermediate algebra shall not meet any of the requirements in this area).

iii. Each Kansas public institution that verifies that the student has met the requirements in paragraphs 18.a.ii.(1)-(7) of this policy section shall note “KS Systemwide General Education Completed” on its official transcript.

iv. The application of the systemwide general education requirements for transfer students is detailed in the Board’s transfer and articulation policy.

b. Incorporating Credit by Exam into the General Education Framework

i. To ensure that students have comparable opportunities to earn general education credit by demonstrating requisite knowledge and skills on national assessments, a Kansas public institution shall award credit, consistent with the provisions established in the Board’s credit by exam policy, for general education courses in:

(1) the subjects detailed in paragraphs 18.a.ii.(1)-(6) of this policy section; and

(2) any applicable subjects within the institution’s institutionally designated area selected from paragraph 18.a.ii.(7) of this policy section.

ii. General education credit earned based on achieving a requisite score on an exam detailed in the Board’s credit by exam policy shall be noted on each Kansas public institution’s transcript and apply towards satisfying a general education requirement on the same basis as if the credit had been earned through completing the course(s).

iii. Transferring credit awarded through credit by exam is addressed in the Board’s transfer and articulation policy.

c. Request for a Major to Deviate from Systemwide General Education Requirements

i. A Kansas public institution may request that a specific major include general education requirements that deviate from the systemwide general education requirements established by this policy by submitting a request to the General Education Council. A Kansas public institution that receives approval to modify one or more requirements of the systemwide general education framework for a specific major shall use the remaining portions of the systemwide general education framework that were not included in the approved modification. The General Education Council shall issue a recommendation to approve or deny the request. The General Education Council’s recommendation shall be submitted for review to the Board President and Chief Executive Officer who will determine if the request is approved or denied. Each request shall include a degree requirements sheet outlining the proposed general education requirements (disciplines, course title options, and credit hours), the major requirements (course titles and credit hours), and any other course requirements that are needed to complete the degree and shall address the following:

(1) Identify the major for which the institution is requesting to modify the systemwide general education requirements and/or add to the systemwide general education requirements.

(2) If requesting a modification, identify the discipline area(s) of the systemwide general education framework that the institution seeks to modify.

(3) If requesting to add credit hours to the systemwide general education requirements, identify the addition being requested.

(4) Identify the challenges the systemwide general education requirements create for students in this major (if, for example, it extends the time to degree beyond four years, or results in certain critical courses being left out of a major).

(5) Identify the systemwide transfer courses that can be applied to satisfy the modified systemwide general education requirements and/or additions to the systemwide general education requirements.

(6) Identify any accreditation and/or licensure requirements associated with this major that make it impossible to employ the systemwide general education requirements.

(7) Detail how the institution will ensure that the potential modified general education or additional general education requirements will not create barriers to transfer students.

d. Coordinated Institutions Opting Out of this Policy

i. Any coordinated institution may opt out of participating in this policy and its required application to the Board’s transfer and articulation policy in Chapter III.A 2.g. If a coordinated institution wishes to opt out, the institution’s president shall submit written notification to the Board, which will be discussed as an informational agenda item at a regular Board meeting. For each coordinated institution that opts outs, all systemwide general education program and transfer-related academic advising, marketing, and general information content will explicitly note that the institution declined to participate in the systemwide general education program.

e. Reporting

i. Annual Submissions

(1) Each Kansas public institution shall annually submit the following, which will be subject to verification from the General Education Council. Some of these elements will be published on the Board of Regent’s website:

(a) a list of the courses meeting the systemwide general education discipline area requirements in paragraphs 18.a.ii.(1)-(6) and the institutionally designated area in paragraph 18.a.ii.(7);

(b) a list of the majors in which the Board President and Chief Executive Officer has granted permission to deviate from the systemwide general education requirements; and

(c) a list of the majors in which the Board President and Chief Executive Officer has granted permission to continue requiring a specific general education course – and not waive such a course requirement – for a transfer student who has completed the systemwide general education or completed a systemwide general education discipline area requirement. See 2.g.v. for more information.

(2) Board Staff Report

(a) Board staff shall submit an annual report to the Board that includes:

(i) a list of the majors at each Kansas public institution in which the Board President and Chief Executive Officer has granted permission to deviate from the systemwide general education requirements; and

(ii) a list of the majors at each Kansas public institution in which the Board President and Chief Executive Officer has granted permission to continue requiring a specific general education course – and not waive such a course requirement – for a transfer student who has completed the systemwide general education or completed a systemwide general education discipline area requirement.

ii. Other Submissions

(1) As determined by the Board of Academic Affairs Standing Committee, Kansas public institutions shall submit a degree map for each major it offers. These are term-by-term sample course schedules that specify milestones, courses, and special requirements that are necessary for facilitating timely degree completion. The review of the degree maps will include a focus on how the systemwide general education is integrated into the maps. Additionally, an emphasis will be placed on interpreting the pathway to completion through the lens of a prospective, current, and transfer students because this tool will serve as a planning resource for all of these students; and

(2) As needed, the General Education Council may request additional information pertaining to this policy and/or general education transfer.

f. General Education Council

i. A General Education Council comprised of college and university representatives shall be established. The members of the General Education Council shall be approved by the Board President and Chief Executive Officer. The General Education Council shall:

(1) Review and verify the annual submissions detailed in subsection 18.e.;

(2) review and issue recommendations to the Board President and Chief Executive Officer when an institution submits a request to deviate from the systemwide general education requirements, as detailed in subsection 18.c.;

(3) investigate and act upon institutional and/or student complaints, with input from the Board President and Chief Executive Officer and/or Board, as needed, regarding the systemwide general education program requirements policy and its application to the Board’s transfer and articulation policy;

(4) issue guidance, with input from the Board President and Chief Executive Officer and/or Board, as needed, regarding the Board’s systemwide general education requirements policy and its application to the Board’s transfer and articulation policy; and

(5) develop a procedures document to guide the Council’s activities.

B. Fiscal Management

(See Chapter II., Section B. for additional fiscal management policies applicable to state universities)

1.  UNIFIED STATE APPROPRIATION REQUEST

Pursuant to K.S.A. 74-3202c, the Board of Regents develops a unified budget for state funding of state universities, community colleges, technical colleges, Washburn University and the Washburn Institute of Technology, presents that budget to the Governor and the Legislature each year, and receives and allocates the state funds appropriated to the Board for those institutions in accordance with any legislative directives.

2.  KANSAS TECHNOLOGY INNOVATION AND INTERNSHIP GRANTS

Under the authorization of the Board of Regents, the Board President and Chief Executive Officer established the following procedures

Procedures

a.  Background

K.S.A. 74-32,429 et seq. establishes the Kansas Technology Innovation and Internship program for:

i.  start-up support for innovative technical courses or programs in emerging technologies, manufacturing or areas of skill shortages; or

ii.  internships to enable faculty of a career technical education institution to work in a business/industry setting or to enable employees from business/industry to work in an educational setting at a career technical education institution.

b.  Participation

Any “career technical education institution” may participate in the program. For purposes of this provision, “career technical education institution” shall mean any “community college,” “technical college” or “institute of technology,” as those terms are defined in K.S.A. 74-32,407, and amendments thereto.

c.  Conditions for Participation/Application Guidelines

i.  Private business must provide financial or in-kind support, or any combination thereof, to the career technical education institution equaling 100% of the amount of the grant request. A letter from the business/industry validating this support must accompany the grant application.

ii.  Technology Innovation grants

(1)  The technical course or program must be new to Kansas, or, if an equivalent course or program is already in existence in Kansas, the new course or program is not offered at a site within 100 miles of a site at which the existing, equivalent course or program is offered.

(2)  The technical course or program must relate to a business or industry located in the service area of the career technical education institution.

(3)  The technical course or program must relate to emerging technologies, manufacturing or areas of skill shortages.  Board staff will determine if an area has a skill shortage by utilizing data from multiple sources.

(4)  The application must include a plan for implementation of the grant if awarded.  The application must explain how the grant project is innovative in addressing emerging technologies, manufacturing, or areas of skill shortages.

(5)  The application must include a budget and budget narrative for the grant that has been signed by the institution’s president.

iii.  Internship grants

(1)  Internship grants may be awarded to full-time career technical faculty to participate in an internship with a business, industry, or other agency, for the purpose of upgrading knowledge and skills in a particular profession, vocation, or trade.  Similarly, full-time employees in private industry or other agencies may participate in an internship in a postsecondary career technical education institution.

(2)  A career technical teacher or employee from business/industry may be awarded no more than two internships over a three-year period.

(3)  The internship may range from a minimum of two weeks to a maximum of 16 weeks during the award period.

(4)  The state funds may be used to support the internship salary, which shall not exceed $30 per hour with a maximum salary of $1,200 per week.  The maximum grant from state funds for an internship shall not exceed a total of $6,000, inclusive of all proposed expenditures.

d.  Allowable Expenditures

i.  Technology Innovation grants:  Instructional salaries, equipment, instructional supplies and materials, curriculum development, vendor training, and other related costs pre-approved by Board staff and itemized in the application budget. 

ii.  Internship grants:  salaries, internship related travel, and related training costs itemized in the application budget.

e.  Transfer and Expenditure of Funds

i.  Technology Innovation grants:  Upon implementation of the grant activities, an institution may request up to 80 percent of the grant funds.  The remaining 20 percent of the awarded funds may be requested from Board Finance and Administration staff upon submission and approval of all completed Board final reports.  Funds must be expended within the award period.  A postsecondary educational institution must act as the fiscal agent for the grant funding.

ii.  Internship grants: Upon completion of the internship activities, a postsecondary institution acting as the fiscal agent for the funds may request the awarded funds from Board Finance and Administration staff upon submission and approval of all completed Board final reports. Funds must be expended within the award period.

f.  Reporting Requirements

i.  Technology Innovation grants:  All final reports must be submitted to Board staff regarding the outcomes of the grant project within the specified timeframe and prior to the release of the final 20 percent of the awarded funds.  

ii.  Internship grants: Interns and their supervisor(s) must submit all required final report forms, timesheets, and evaluation reports to Board staff upon completion of the internship within the specified timeframe and prior to the release of the awarded funds.

g.  Application Forms

Electronic application forms for both the Innovative Technology and Internship grants are available from Board workforce development staff.

h.  Application Timeframe

Grant announcements will be made periodically during the year as funds are available.   Grants are awarded on a competitive basis.

i.  Allocation of Funds for Grants

Each year the Board President and Chief Executive Officer, or designee, will determine the amount of funds available for grants.