| Submission Date | Last Date Modified | Institution | Official Degree Designation and Program Title_U | Program Code | Reviewed By | LOI Status | LOI Submission Date | Deadline for LOI Protest Response | LOI Protest Recieved | LOI Protest Resolved | NPP Status | Official State Regents' Approval Date | NPP Submission Date | Deadline for NPP Protest Response | NPP Protest Recieved | NPP Protest Resolved | LOI Protest/No Protest Notification Sent | Date LOI Protest/No Protest Request Sent to System | NPP Update Request Sent | Date NPP Update Request Sent | NPP Protest/No Protest Notification Sent | Date NPP Protest/No Protest Request Sent to System | Name of Chief Academic Officer | Email of Chief Academic Officer | LOI Are you the Chief Academic Officer | Approved by CAO | Name of Individual Completing LOI | Email of Individual Completing LOI | LOI Location(s) where program will be offered | LOI Method of Delivery | LOI Description of Proposed Program | LOI Employment Demand | LOI Unmet Need | Withdraw LOI | NPP Requested Instructional Program Code | NPP CIP Code (6-digits) | NPP Accreditation | NPP Proposed Implementation Date (i.e. Fall 2025) | NPP Location(s) where program will be offered | NPP Govering Board Approval Date | NPP Program Options | NPP Distance Education Availability | NPP Total number of hours required for the program | NPP Program Purpose | NPP Employment Opportunity and Demand | NPP Program Rationale and Background | NPP Unnecessary Duplication | NPP Final Approval Year (e.g. Fall 2027) | NPP Productivity Enrl | NPP Productivity Fall | NPP Productivity Grads | NPP Productivity Grad AY | NPP Method of Delivery | NPP Delivery Method Details | This program has a mandatory onsite component | This program has a non-mandatory onsite component | LOI OU Protest Response | LOI OU Response Date | LOI OU Reason for Protest | LOI OU Comments Re: Protest | LOI OSU Protest Response | LOI OSU Protest Response Date | LOI OSU Reason for Protest | LOI OSU Comments Re: Protest | LOI CASC Protest Response | LOI CASC Protest Response Date | LOI CASC Reason for Protest | LOI CASC Comments Re: Protest | LOI CSC Protest Response | LOI CSC Protest Response Date | LOI CSC Reason for Protest | LOI CSC Comments Re: Protest | LOI CU Protest Response | LOI CU Protest Response Date | LOI CU Reason for Protest | LOI CU Comments Re: Protest | LOI ECU Protest Response | LOI ECU Protest Response Date | LOI ECU Reason for Protest | LOI ECU Comments Re: Protest | LOI EOSC Protest Response | LOI EOSC Protest Response Date | LOI EOSC Reason for Protest | LOI EOSC Comments Re: Protest | LOI LU Protest Response | LOI LU Protest Response Date | LOI LU Reason for Protest | LOI LU Comments Re: Protest | LOI MSC Protest Response | LOI MSC Protest Response Date | LOI MSC Reason for Protest | LOI MSC Comments Re: Protest | LOI NEOAMC Protest Response | LOI NEOAMC Protest Response Date | LOI NEOAMC Reason for Protest | LOI NEOAMC Comments Re: Protest | LOI NSU Protest Response | LOI NSU Protest Response Date | LOI NSU Reason for Protest | LOI NSU Comments Re: Protest | LOI NOC Protest Response | LOI NOC Protest Response Date | LOI NOC Reason for Protest | LOI NOC Comments Re: Protest | LOI NWOSU Protest Response | LOI NWOSU Protest Response Date | LOI NWOSU Reason for Protest | LOI NWOSU Comments Re: Protest | LOI OCCC Protest Response | LOI OCCC Protest Response Date | LOI OCCC Reason for Protest | LOI OCCC Comments Re: Protest | LOI OPSU Protest Response | LOI OPSU Protest Response Date | LOI OPSU Reason for Protest | LOI OPSU Comments Re: Protest | LOI OSUOKC Protest Response | LOI OSUOKC Response Date | LOI OSUOKC Reason for Protest | LOI OSUOKC Comments Re: Protest | LOI OSUIT Protest Respone | LOI OSUIT Response Date | LOI OSUIT Reason for Protest | LOI OSUIT Comments Re: Protest | LOI RCC Protest Response | LOI RCC Protest Response Date | LOI RCC Reason for Protest | LOI RCC Comments Re: Protest | LOI RSU Protest Response | LOI RSU Protest Response Date | LOI RSU Reason for Protest | LOI RSU Comments Re: Protest | LOI RSC Protest Response | LOI RSC Protest Response Date | LOI RSC Reason for Protest | LOI RSC Comments Re: Protest | LOI SSC Protest Response | LOI SSC Protest Response Date | LOI SSC Reason for Protest | LOI SSC Comments Re: Protest | LOI SEOSU Protest Response | LOI SEOSU Protest Response Date | LOI SEOSU Reason for Protest | LOI SEOSU Comments Re: Protest | LOI SWOSU Protest Response | LOI SWOSU Protest Response Date | LOI SWOSU Reason for Protest | LOI SWOSU Comments Re: Protest | LOI TCC Protest Response | LOI TCC Protest Response Date | LOI TCC Reason for Protest | LOI TCC Comments Re: Protest | LOI UCO Protest Response | LOI UCO Protest Response Date | LOI UCO Reason for Protest | LOI UCO Comments Re: Protest | LOI USAO Protest Response | LOI USAO Protest Response Date | LOI USAO Reason for Protest | LOI USAO Comments Re: Protest | LOI WOSC Protest Response | LOI WOSC Protest Response Date | LOI WOSC Reason for Protest | LOI WOSC Comments Re: Protest | NPP OU Protest Response | NPP OU Response Date | NPP OU Reason for Protest | NPP OU Comments Re: Protest | NPP OSU Protest Response | NPP OSU Response Date | NPP OSU Reason for Protest | NPP OSU Comments Re: Protest | NPP CASC Protest Response | NPP CASC Protest Response Date | NPP CASC Reason for Protest | NPP CASC Comments Re: Protest | NPP CSC Protest Response | NPP CSC Response Date | NPP CSC Reason For Protest | NPP CSC Comments Re: Protest | NPP CU Protest Response | NPP CU Response Date | NPP CU Reason for Protest | NPP CU Comments Re: Protest | NPP ECU Protest Response | NPP ECU Response Date | NPP ECU Reason for Protest | NPP ECU Comments Re: Protest | NPP EOSC Protest Response | NPP EOSC Response Date | NPP EOSC Reason for Protest | NPP EOSC Comments Re: Protest | NPP LU Protest Response | NPP LU Response Date | NPP LU Reason for Protest | NPP LU Comments Re: Protest | NPP MSC Protest Response | NPP MSC Response Date | NPP MSC Reason for Protest | NPP MSC Comments Re: Protest | NPP NEOAMC Protest Response | NPP NEOAMC Response Date | NPP NEOAMC Reason for Protest | NPP NEOAMC Comments Re: Protest | NPP NSU Protest Response | NPP NSU Response Date | NPP NSU Reason for Protest | NPP NSU Comments Re: Protest | NPP NOC Protest Response | NPP NOC Response Date | NPP NOC Reason for Protest | NPP NOC Comments Re: Protest | NPP NWOSU Protest Response | NPP NWOSU Response Date | NPP NWOSU Reason for Protest | NPP NWOSU Comments Re: Protest | NPP OCCC Protest Response | NPP OCCC Response Date | NPP OCCC Reason for Protest | NPP OCCC Comments Re: Protest | NPP OPSU Protest Response | NPP OPSU Response Date | NPP OPSU Reason for Protest | NPP OPSU Comments Re: Protest | NPP OSUIT Protest Response | NPP OSUIT Response Date | NPP OSUIT Reason for Protest | NPP OSUIT Comments Re: Protest | NPP OSUOKC Protest Response | NPP OSUOKC Response Date | NPP OSUOKC Reason for Protest | NPP OSUOKC Comments Re: Protest | NPP RCC Protest Response | NPP RCC Response Date | NPP RCC Reason for Protest | NPP RCC Comments Re: Protest | NPP RSU Protest Response | NPP RSU Response Date | NPP RSU Reason for Protest | NPP RSU Comments Re: Protest | NPP RSC Protest Response | NPP RSC Response Date | NPP RSC Reason for Protest | NPP RSC Comments Re: Protest | NPP SSC Protest Response | NPP SSC Response Date | NPP SSC Reason for Protest | NPP SSC Comments Re: Protest | NPP SEOSU Protest Response | NPP SEOSU Response Date | NPP SEOSU Reason for Protest | NPP SEOSU Comments Re: Protest | NPP SWOSU Protest Response | NPP SWOSU Response Date | NPP SWOSU Reason for Protest | NPP SWOSU Comments Re: Protest | NPP TCC Protest Response | NPP TCC Response Date | NPP TCC Reason for Protest | NPP TCC Comments Re: Protest | NPP UCO Protest Response | NPP UCO Response Date | NPP UCO Reason for Protest | NPP UCO Comments Re: Protest | NPP USAO Protest Response | NPP USAO Response Date | NPP USAO Reason for Protest | NPP USAO Comments Re: Protest | NPP WOSC Protest Response | NPP WOSC Response Date | NPP WOSC Reason for Protest | NPP WOSC Comments Re: Protest | Tentative State Regents' Date for Consideration | NPP Program Purpose, Rationale, and Background | Assigned Program Code | NPP Delivery Method Details (Please describe) | Will additional support services be needed? | Will additional faculty/staff be needed? | Please indicate how the program will be funded. | How many new faculty/staff will be needed? | List additional support services that are needed. | |
| Collaboration powered by Smartsheet | Report Abuse | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 1 | 01/03/24 10:45 AM | 09/10/24 10:59 AM | Oklahoma State University | Bachelor of Science in Business Administration in Accounting Systems (Options in Cyber Audit and Data Analytics) | 374 | HP Reviewed JW Reviewed | Protest Period Expired | 12/11/23 | 12/27/23 |  | Approved by State Regents | September 5, 2024 | 06/17/24 | 07/02/24 | | Sent | 12/12/23 |  | 01/08/24 | Sent | 06/17/24 | Chris Francisco | chris.francisco@okstate.edu | No | Candace Thrasher | candace.thrasher@okstate.edu | Stillwater, Tulsa | Both Traditional and Online | The Accounting profession has become more interdisciplinary and relies increasingly on integrating information systems, data analytics, and cybersecurity into the necessary preparation for graduates. The Industry Advisory Board members of both the MSIS department and the School of Accounting strongly support the creation of interdisciplinary programs combining MIS and Accounting in both the Data Analytics and Cyber Audit areas. | The Spears School of Business recognizes the need for cross-disciplinary programs in high-demand areas, especially for accounting and cybersecurity professionals. Accounting graduates remain in demand, while the cyber security area is one of the fastest-growing segments of the job market. Awareness of the need for cyber security professionals has become widely recognized by business organizations, leading to experts in the field being in high demand. The U.S. Bureau of Labor Statistics (www.bls.gov) projects major growth for both accountants and the number of cyber analyst jobs over the period 2022-2032, and the combined set of skills will make these graduates even more in demand. IT Auditor 20% Accounting Auditor 15% Cyber Analysts 25% | There are no other truly interdisciplinary programs combining the strengths of OSU's School of Accounting and the Data Analytics and Cybersecurity strengths of OSU's Management Science and Information Systems Department. | | 30.7199 | Fall 2024 | Stillwater Tulsa | 01/26/24 | Cyber Audit Data Analytics | SOME of the courses in the program can be completed entirely online | 120 | To create the next-generation Accounting graduate equipped with state-of-the-art data analytics and information systems skills needed in today's accounting profession. | Data Analyst 20% Accounting Data Analyst 20% Business Analysts 15% Accounting Analyst 15% | To create the next-generation Accounting graduate equipped with state-of-the-art data analytics and information systems skills needed in today's accounting profession. | There are no other truly interdisciplinary programs combining the strengths of OSU's School of Accounting and the Data Analytics and Cybersecurity strengths of OSU's Management Science and Information Systems Department. | Fall 2029 | 12 | 2028 | 5 | 2028-2029 | Both Traditional and Online | No | Yes | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 01/08/24 | No Protest | 06/17/24 | No Protest | 06/19/24 | No Protest | 06/17/24 | No Protest | 06/17/24 | No Protest | 06/18/24 | No Protest | 06/17/24 | No Protest | 06/17/24 | No Protest | 06/17/24 | No Protest | 06/17/24 | No Protest | 06/25/24 | No Protest | 06/17/24 | September 5, 2024 | No | No | This program will be delivered by utilizing existing resources and faculty. | 0 | None | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 2 | 05/29/24 8:45 AM | 09/10/24 11:05 AM | Oklahoma State University | Bachelor of Science in Business Administration in Real Estate and Property Management | 373 | HP Reviewed JW Reviewed | Protest Period Expired | 05/29/24 | 06/13/24 | | Approved by State Regents | September 5, 2024 | 06/25/24 | 07/10/24 | | Sent | 05/29/24 | | 06/13/24 | Sent | 06/25/24 | Chris Francisco | chris.francisco@okstate.edu | No | Yes | Candace Thrasher | candace.thrasher@okstate.edu | Stillwater, Tulsa | Both Traditional and Online | Real Estate, Rental, and Leasing is a major industry sector that has experienced significant expansion in the United States and globally. While the growth in hard infrastructure (i.e., facilities) is noteworthy, there is also a concurrent need to develop the soft infrastructure (i.e., human resources) to manage and sustain growth. The demand for employees is evident as the U.S. Department of Labor’s Bureau Statistics (www.bls.gov/iag/tgs/iag53.htm) reports an 8% projected increase with 339,100 total new positions for 2024. For Oklahoma, a 7% employment growth has been projected between 2018-2028, along with similar estimations for neighboring States such as Kansas (7%), Arkansas (11%), Texas (19%), and Colorado (20%). With such a positive forecast for employment prospects, preparing professionals with the relevant education and skill sets is a priority for this industry sector as it evolves along with the rapid advances in technology and globalization. The specific focus is to ensure the development of skills needed to manage and maintain real estate properties and assets owned by others in residential, commercial, industrial, and other business segments in a profitable manner. Successful property and real estate managers have a diverse set of skills with fundamental core competencies that relate to the following but not limited to - Customer Service, Sales and Leasing, Accounting, Finance, Legal, Real Estate Management, Marketing Analytics, Facilities Management, and Human Resource Management. In addition, soft skills are also paramount to ensure effective communication, conflict resolution, customer experience, and relationship management. | The projected growth of this industry, documented by the demand for skilled professionals, supports the need for this degree. Hence, this offers a unique opportunity for students to pursue a career choice in the Real Estate, Rental, and Leasing industry sectors. Career opportunities are available in multiple areas, especially in the residential and commercial sectors, such as Property, Real Estate, and Community Association Managers. The U.S. Department of Labor denotes that the following job titles are prominent - Property Manager, Real Estate Manager, Resident Manager, Apartment Manager, Community Association Manager, Community Manager, Lease Administration Supervisor, Leasing Manager, Asset Manager, Corporate Real Estate Manager, Director, and On-Site Manager. Moreover, on average, employees in this industry sector earn an annual income of $58,760 nationwide, while it is substantially higher at $69,580 in Oklahoma. It is also considered one of the top five popular jobs by Money Magazine and Salary.com based on a survey among young individuals who seek better pay, future upside, and control over their careers. Finally, students will have the opportunity to participate in professional associations via internship and attend and network at national industry events and conferences. See listing below: Professional Associations and Associated Links • Institute of Real Estate Management • National Apartment Association • National Association of Realtors • National Association of Residential Property Managers • Community Association Institute • CCIM Institute • International Council of Shopping Centers • Occupational Handbook: Property, Real Estate, and Community Association Managers • Building Owners and Managers Association International • U.S. Green Building Council | The degree program is unique because it takes components of an already successful certificate program and provides a focused degree in an area of need. This program enables undergraduate students to expand their knowledge and skills, including opportunities to increase their marketability to future employers. Students will have the opportunity to participate with professional associations via internship, attendance, and networking at national industry events and conferences. This degree will be a first of its kind in the State (especially housed in a business school) as similar programs are not widely offered at major U.S. academic institutions. | | 52.1501 | Fall 2024 | Stillwater Tulsa | 06/14/24 | NONE of the courses in the program can be completed entirely online | 120 | The degree program is unique because it combines components of an already successful certificate program with a focused degree in an area of need. This program enables undergraduate students to expand their knowledge and skills, including opportunities to increase their marketability to future employers. The degree is conceptualized within the foundation of the business core, along with specialty courses that pertain to key competencies. The structural framework of the degree is designed to ensure students gain competency in industry knowledge, develop intellectual abilities, and foster technical, interpersonal, and professional skills. More specifically, key responsibilities such as managing the physical property, team management, finances, marketing and leasing, and legal and risk management are emphasized. Students can participate in professional associations via internship and attend and network at national industry events and conferences. | The projected growth of this industry, documented by the demand for skilled professionals, supports the need for this degree. Hence, this offers a unique opportunity for students to choose a career in the Real Estate, Rental, and Leasing industry sectors. Career opportunities are available in multiple areas, especially in the residential and commercial sectors, such as Property, Real Estate, and Community Association Managers. The U.S. Department of Labor denotes that the following job titles are prominent - Property Manager, Real Estate Manager, Resident Manager, Apartment Manager, Community Association Manager, Community Manager, Lease Administration Supervisor, Leasing Manager, Asset Manager, Corporate Real Estate Manager, Director, and On-Site Manager. Moreover, on average, employees in this industry sector earn an annual income of $58,760 nationwide, while it is substantially higher at $69,580 in Oklahoma. It is also considered one of the top five popular jobs by Money Magazine and Salary.com based on a survey among young individuals who seek better pay, future upside, and control over their careers. | Real Estate, Rental, and Leasing is a major industry sector that has experienced significant expansion in the United States and globally. While the growth in hard infrastructure (i.e., facilities) is noteworthy, there is also a concurrent need to develop the soft infrastructure (i.e., human resources) further to manage and sustain growth. The demand for employees is evident as the U.S. Department of Labor’s Bureau Statistics (www.bls.gov/iag/tgs/iag53.htm) reports an 8% projected increase with 339,100 total new positions for 2024. For Oklahoma, a 7% employment growth has been projected between 2018-2028, along with similar estimations for neighboring States such as Kansas (7%), Arkansas (11%), Texas (19%), and Colorado (20%). With such a positive forecast for employment prospects, preparing professionals with the relevant education and skill sets is a priority for this industry sector as it evolves along with the rapid advances in technology and globalization. The specific focus is to ensure the development of skills needed to manage and maintain real estate properties and assets owned by others in residential, commercial, industrial, and other business segments in a profitable manner. Successful property and real estate managers have a diverse set of skills with fundamental core competencies that relate to the following but not limited to - Customer Service, Sales and Leasing, Accounting, Finance, Legal, Real Estate Management, Marketing Analytics, Facilities Management, and Human Resource Management. In addition, soft skills are also paramount to ensure effective communication, conflict resolution, customer experience, and relationship management. | This degree will be a first of its kind in the State (especially housed in a business school) as similar programs are not widely offered at major U.S. academic institutions. | Fall 2028 | 12 | 2028 | 5 | 2028-2029 | Both Traditional and Online | Yes | No | No Protest | 05/29/24 | No Protest | 05/29/24 | No Protest | 05/29/24 | No Protest | 05/29/24 | No Protest | 05/29/24 | No Protest | 05/29/24 | No Protest | 05/30/24 | No Protest | 05/29/24 | No Protest | 05/29/24 | No Protest | 05/29/24 | No Protest | 06/03/24 | No Protest | 05/29/24 | No Protest | 06/10/24 | No Protest | 05/30/24 | No Protest | 05/29/24 | No Protest | 05/29/24 | No Protest | 06/27/24 | No Protest | 06/25/24 | No Protest | 06/25/24 | No Protest | 06/25/24 | No Protest | 06/25/24 | No Protest | 06/25/24 | No Protest | 06/25/24 | No Protest | 06/25/24 | No Protest | 06/25/24 | No Protest | 07/09/24 | No Protest | 06/25/24 | September 5, 2024 | No | No | A corporate donor (Widener) generously provided a large financial contribution to develop the Certificate program which will be utilized for the initial startup of the proposed bachelor's degree program. The funding of the faculty is already built into the current faculty capacity and college budget. As such, no additional funds are requested from the State Regents | 0 | None | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 3 | 05/30/24 12:43 PM | 09/10/24 11:23 AM | Oklahoma State University | Doctor of Philosophy in Learning, Design and Technology | 341 | HP Reviewed JW Reviewed | Protest Period Expired | 06/11/24 | 06/26/24 | | Approved by State Regents | September 5, 2024 | 07/10/24 | 07/25/24 | | Sent | 06/11/24 | | 06/26/24 | Sent | 07/10/24 | Chris Francisco | chris.francisco@okstate.edu | No | Yes | Candace Thrasher | candace.thrasher@okstate.edu | Stillwater | Traditional Only | The PhD in Learning, Design & Technology (currently functioning as the Learning, Design & Technology option under the PhD in Education) will prepare professionals to conduct research that can be applied to design, enhance, and evaluate human experiences associated with teaching, learning, performance, and emerging technologies in a variety of settings. New and ever-evolving technologies have catalyzed an evolution in both formal and informal learning. The fields of business, communication, health care, industry, and government, among others, have joined education in seeking theoretically grounded design theories and principles to create or enhance learning experiences and improve outcomes. This proposal will take our currently thriving Learning, Design, & Technology option area under the existing PhD in Education to a stand-alone degree. We currently have 30 students enrolled in the Learning, Design, and Technology option, one of six options under the PhD in Education. By creating a stand-alone PhD program, we will have more flexibility than we do under the PhD in Education, namely to reduce the total number of hours for the degree, offer a higher percentage of courses in our field, and more accurately reflect LDT serving more than just the education sector. We are proposing a 60-hour degree program instead of the 69-hour PhD in Education to better compete with programs requiring fewer credits. A major strength of our program is its role in developing the educational and research expertise needed for the digital age, contributing to workforce and educational development, and employing innovative learning technologies at the local, national, and global levels. Learning, Design and Technology (LDT) positions our degree completers at the forefront of developments in learning with emerging technologies due to its multi-disciplinary focus on such areas as online learning, mobile learning, interactive multimedia, educational gaming and gamification, design of innovative engaging learning environments, participatory and social learning communities, cognition and computing and research into effective learning and teaching strategies through emerging technologies. OSU’s mission states, “Through leadership and service, OSU is preparing students for a bright future and building a brighter world for all. As Oklahoma’s only university with a statewide presence, OSU improves the lives of people in Oklahoma, the nation, and the world through integrated, high-quality teaching, research, and outreach.” Our program already supports this mission through our existing degree programs and Emerging Technology and Creativity Research Lab. The PhD in LDT would strengthen the value of our current doctoral degree option. As we are currently functioning as one of eight option areas under the PhD in Education, we would greatly benefit from a more accurate and unique identity. Additionally, this program would be eligible to apply for accreditation through the Association of Educational Communications and Technology (AECT). | According to the Occupational Outlook Handbook, job titles like “Training and Development Manager,” “Instructional Coordinator,” and “Postsecondary Teacher” jobs are growing at a rate of about 11%. Jobs in Software Development and Applications are growing at a rate of 24%, the ninth fastest-growing occupation. Currently, in the existing Educational Technology option in the PhD in Education, we have students employed as technology-based learning specialists for NASA, software companies, universities, P-12 schools, non-profit organizations, and businesses. | A review of the 2023-2024 degree program inventories and program option inventories does not reveal a similar program. The University of Oklahoma previously offered a PhD in Instructional Psychology and Technology and currently advertises a PhD in Learning Sciences on its website, but neither of those programs is included in the OSRHE inventory lists. OSU offers an option under the PHD in Education in Learning, Design, and Technology, but the expectation is that this standalone PHD will replace the existing option. | | 13.0501 | Fall 2025 | Stillwater | 04/26/24 | SOME of the courses in the program can be completed entirely online | 60 | This proposal will take our currently thriving Learning, Design, & Technology option area under the existing PhD in Education to the next level as a stand-alone degree. We currently have 30 students enrolled in the Learning, Design, and Technology option, one of six options under the PhD in Education. By creating a stand-alone PhD program, we will have more flexibility than we do under the PhD in Education, namely to reduce the total number of hours for the degree, offer a higher percentage of courses in our field, and more accurately reflect LDT serving more than just the education sector. We are proposing a 60-hour degree program instead of the 69-hour PhD in Education to better compete with programs requiring fewer credits. | According to the Occupational Outlook Handbook, job titles like “Training and Development Manager,” “Instructional Coordinator,” and “Postsecondary Teacher” jobs are growing at a rate of about 11%. Jobs in Software Development and Applications are growing at a rate of 24%, the ninth fastest-growing occupation. Currently, in the existing Educational Technology option in the PhD in Education, we have students employed as technology-based learning specialists for NASA, software companies, universities, P-12 schools, non-profit organizations, and businesses. | The PhD in Learning, Design & Technology (currently functioning as the Learning, Design & Technology option under the PhD in Education) will prepare professionals to conduct research that can be applied to design, enhance, and evaluate human experiences associated with teaching, learning, performance, and emerging technologies in a variety of settings. New and ever-evolving technologies have catalyzed an evolution in both formal and informal learning. The fields of business, communication, health care, industry, and government, among others, have joined education in seeking theoretically grounded design theories and principles to create or enhance learning experiences and improve outcomes. | A review of the 2023-2024 degree program inventories and program option inventories does not reveal a similar program. The University of Oklahoma previously offered a PhD in Instructional Psychology and Technology and currently advertises a PhD in Learning Sciences on its website, but neither of those programs is included in the OSRHE inventory lists. OSU offers an option under the PHD in Education in Learning, Design and Technology, but the expectation is this standalone PHD will replace the existing option. | Fall 2029 | 4 | 2029 | 2 | 2029-2030 | Traditional Only | No | Yes | No Protest | 06/11/24 | No Protest | 06/17/24 | No Protest | 06/11/24 | No Protest | 06/14/24 | No Protest | 06/11/24 | No Protest | 06/11/24 | No Protest | 06/11/24 | No Protest | 06/11/24 | No Protest | 06/11/24 | No Protest | 06/11/24 | No Protest | 06/11/24 | No Protest | 06/12/24 | No Protest | 06/11/24 | No Protest | 06/20/24 | No Protest | 06/12/24 | No Protest | 06/12/24 | September 5, 2024 | No | No | The program will be funded using existing funds. The proposed new stand-alone program will replace the current option area, and all resources (faculty, staff, facilities, etc.) currently supporting the option area will be transferred to support the new program. No new funds will be requested from the State Regents. | 0 | N/A | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 4 | 06/12/24 9:49 AM | 09/10/24 11:28 AM | Oklahoma State University | Bachelor of Professional Studies in Entertainment Media | 375 | HP Reviewed JW Reviewed | Protest Period Expired | 06/12/24 | 06/27/24 | | Approved by State Regents | September 5, 2024 | 07/12/24 | 07/27/24 | | Sent | 06/12/24 | | 06/27/24 | Sent | 07/12/24 | Chris Francisco | chris.francisco@okstate.edu | No | Yes | Candace Thrasher | candace.thrasher@okstate.edu | Tulsa | Both Traditional and Online | The proposed degree in Entertainment Media is designed to help students acquire the critical strategic expertise necessary to advance in the entertainment industry. Our program provides television and film production training to help strengthen Oklahoman brands. We view entertainment media broadly. For example, the Cherokee Nation may seek a digital storyteller to write and produce for their award-winning show Osiyo. The Oklahoma City Dodgers may need a social media specialist. A film producer may need a cinematographer. Our degree option will give Oklahomans the tools to thrive in a digital age. The College of Professional Studies has a strong reputation for excellence in this area. The program has been producing workshops for the industry for several years. Graduates from these workshops have moved on to successful careers in film and television. There is a strong demand from professionals for cross-platform storytellers in the digital age. The proposed degree in Entertainment Media will be well received by the field and will fill a need in the study of mass communication. Entertainment Media is an extremely important area in the current media environment and has received extensive attention. With the many changes in the media environment, companies seek students with the ability to produce content, both in print and video. The proposed Entertainment Media degree supports the College’s mission to provide workforce-responsive degree options for future leaders from Oklahoma, its neighboring states, and the world to be responsible and effective communicators who facilitate and promote participation in a democratic society through excellence in practice, ethical behavior, a critical stance, and embracing change through lifelong learning. | The U.S. Bureau of Labor Statistics projects job growth for employment of media and communication occupations to grow 6 percent from 2016 to 2026, about as fast as the average for all occupations, which will result in about 43,200 new jobs. Demand for media and communication occupations is expected to arise from the need to create, edit, translate, and disseminate information through various platforms. The Cherokee Nation recently announced a significant expansion of its media operations, growing from a single unit to four separate business units to better manage demand in this growing area. Recent TV series (Reservation Dogs) and movies (Killers of the Flower Moon) point to workforce growth in this area. In May 2017, the median annual wage for media and communication occupations was $56,340, which was higher than the median annual wage for all occupations of $37,690. Students with extensive experience and a degree in Entertainment Media will be more competitive in terms of professional opportunities. | Entertainment Media is currently an option under the College of Arts and Sciences Strategic Communications degree. The College is deleting it. The shift in colleges at OSU aligns with the focus on workforce readiness that the College of Professional Studies emphasizes in Tulsa. There are no other degrees or degree options in Entertainment Media in the state. | | 50.0102 | Fall 2025 | Tulsa | 04/26/24 | SOME of the courses in the program can be completed entirely online | 120 | Entertainment media is currently an option under the College of Arts and Sciences Strategic Communications degree. The College is deleting it. The shift in colleges at OSU aligns with the focus on workforce readiness that the College of Professional Studies emphasizes in Tulsa. | The U.S. Bureau of Labor Statistics projects job growth for employment of media and communication occupations is projected to grow 6 percent from 2016 to 2026, about as fast as the average for all occupations, which will result in about 43,200 new jobs. Demand for media and communication occupations is expected to arise from the need to create, edit, translate, and disseminate information through various platforms. The Cherokee Nation recently announced a significant expansion of its media operations, growing from a single unit to four separate business units to better manage demand in this growing area. Recent TV series Reservation Dogs) and movies (Killers of the Flower Moon) point to workforce growth in this area. In May 2017, the median annual wage for media and communication occupations was $56,340, which was higher than the median annual wage for all occupations of $37,690. Students with extensive experience and a degree in entertainment media will be more competitive regarding professional opportunities. | The proposed degree in Entertainment Media is designed to help students acquire the critical strategic expertise necessary to advance in the entertainment industry. Our program provides television and film production training to help strengthen Oklahoman brands. We view entertainment media broadly. For example, the Cherokee Nation may seek a digital storyteller to write and produce for their award-winning show Osiyo. The Oklahoma City Dodgers may need a social media specialist. A film producer may need a cinematographer. Our degree option will give Oklahomans the tools to thrive in a digital age. | There are no other degrees or degree options in Entertainment Media in the state. | Fall 2029 | 12 | 2029 | 5 | 2029-2030 | Both Traditional and Online | No | Yes | No Protest | 06/12/24 | No Protest | 06/17/24 | No Protest | 06/12/24 | No Protest | 06/12/24 | No Protest | 06/14/24 | No Protest | 06/12/24 | No Protest | 06/12/24 | No Protest | 06/12/24 | No Protest | 06/12/24 | No Protest | 06/12/24 | No Protest | 06/13/24 | No Protest | 06/12/24 | No Protest | 06/12/24 | No Protest | 06/12/24 | No Protest | 06/13/24 | No Protest | 06/12/24 | No Protest | 06/12/24 | No Protest | 07/12/24 | No Protest | 07/15/24 | No Protest | 07/12/24 | No Protest | 07/15/24 | No Protest | 07/12/24 | No Protest | 07/12/24 | No Protest | 07/22/24 | No Protest | 07/12/24 | September 5, 2024 | No | No | The proposed program will be funded with student tuition and fees. No additional funds from the State Regents will be requested. | 0 | none | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 5 | 04/12/24 10:46 AM | 09/10/24 12:33 PM | University of Oklahoma | Bachelor of Science in Engineering Analytics | 520 | HP Reviewed JW Reviewed | Protest Period Expired | 04/12/24 | 05/09/24 | | Approved by State Regents | September 5, 2024 | 07/01/24 | 07/16/24 | | Sent | 04/24/24 | | 05/09/24 | Sent | 07/01/24 | Andre-Denis Wright | andre.wright@ou.edu | No | Yes | Grey Allman | greyallman@ou.edu | Norman | Traditional Only | This program is designed to equip students with the skills and knowledge needed to excel in the dynamic and data-driving world of engineering and industrial systems. The degree combines the principles of engineering with the power of data analysis, machine learning, and optimization to solve complex problems and drive informed decision-making. | Students will be well-prepared to take on roles in a variety of industries, from manufacturing and logistics to healthcare and energy, where data-driving decision-making is a crucial factor in success. Specific occupations include data engineers and engineering analytics professionals in industries that include aerospace and defense, healthcare, oil and gas, transportation, and energy. The Bureau of Labor Statistics categorizes analytics engineers as part of the operations research analysts' industry and projects a national job growth of 25% for the overall industry from 2020 to 2030. The BLS predicts approximately 10,200 openings in various operations research analyst roles over the decade. This growth rate exceeds the average projections for other occupations and ensures that analytics engineers remain in high demand. | Students will master fundamental engineering principles, gain proficiency in data analytics, and become experts in leveraging cutting-edge technology to optimize complex processes. This is an innovative program that will serve critical areas in many sectors in the State of Oklahoma. OU is not aware of or found any duplicates in state. | | 303001 | ABET | Spring 2025 | Norman | 06/21/24 | NONE of the courses in the program can be completed entirely online | 120 | The purpose of this program in Engineering Analytics is to enable students to understand how to transform raw data from processes and systems, and uncover, model, and analyze patterns to extract valuable insights and make improvements to systems. As a result, they will learn to make informed data dependent decision making under a wide range of engineering industry. | Students will be well-prepared to take on roles in a variety of industries, from manufacturing and logistics to healthcare and energy, where data-driving decision-making is a crucial factor in success. Specific occupations include data engineers and engineering analytics professionals in industries that include aerospace and defense, healthcare, oil and gas, transportation, and energy. The Bureau of Labor Statistics categorizes analytics engineers as part of the operations research analysts' industry and projects a national job growth of 25% for the overall industry from 2020 to 2030. The BLS predicts approximately 10,200 openings in various operations research analyst roles over the decade. This growth rate exceeds the average projections for other occupations and ensures that analytics engineers remain in high demand. | Engineering data analytics involves the collection, study and analysis of data from a wide range of engineering contexts that include production and manufacturing, energy, transportation, and healthcare to form insights and models that can be used to make decisions. | As important as the above skills and knowledge are for engineers, very few curricula address these in the world. With an explosion of data availability from various application environments engineers lack suitable knowledge of methods and techniques to study and analyze the data. This proposed program seeks to do that. | Fall 2028 | 50 | 2028 | 35 | 2028-2029 | Traditional Only | Yes | Yes | No Protest | 04/24/24 | No Protest | 04/26/24 | No Protest | 04/24/24 | No Protest | 04/24/24 | No Protest | 04/24/24 | No Protest | 04/24/24 | No Protest | 04/24/24 | No Protest | 04/24/24 | No Protest | 04/24/24 | No Protest | 04/24/24 | No Protest | 05/06/24 | No Protest | 04/24/24 | No Protest | 04/24/24 | No Protest | 07/01/24 | No Protest | 07/01/24 | No Protest | 07/01/24 | No Protest | 07/02/24 | No Protest | 07/03/24 | No Protest | 07/02/24 | No Protest | 07/01/24 | No Protest | 07/01/24 | No Protest | 07/01/24 | No Protest | 07/23/24 | No Protest | 07/01/24 | September 5, 2024 | The program will be offered via traditional delivery. | No | No | Existing funding | 0 | N/A | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 6 | 05/06/24 12:41 PM | 09/10/24 12:39 PM | University of Oklahoma | Doctor of Philosophy in Materials Science and Engineering | 519 | HP Reviewed JW Reviewed | Protest Period Expired | 05/06/24 | 05/21/24 | | Approved by State Regents | September 5, 2024 | 07/09/24 | 07/24/24 | | Sent | 05/06/24 | | 05/21/24 | Sent | 07/09/24 | Andre-Denis Wright | andre.wright@ou.edu | No | Yes | Grey Allman | greyallman@ou.edu | Norman | Traditional Only | The purpose of the program is to promote and support inter- and trans-disciplinary research activities across areas at the university (engineering, energy, health care, et al.) within the scope of Materials Science and Engineering. The economy of the State of Oklahoma, driven by energy, agriculture, aerospace, and health, can remain competitive nationally and internationally only if new advanced materials are discovered and transferred to industry. The diversification of the Oklahoma economy, e.g., in automotive, batteries, and semiconductors, also requires innovations in materials and a workforce knowledgeable on the challenges related to the discovery and manufacturing of new materials. Innovations in the materials sector can only be achieved by an inter-disciplinary research program that enables scientists and engineers from multiple disciplines to collaborate. Such a program is presently missing at the University of Oklahoma. The proposed inter-disciplinary PhD program in Materials Science and Engineering will fill this gap, increasing the research portfolio, without competing for resources with the existing PhD programs. | The US Bureau of Labor Statistics predicts that the demand for materials engineers will grow 5% per year from 2022 to 2032 (faster than average). In 2022, the median pay for Materials Engineers was $100,140 per year, while the median household income in Oklahoma was $61,364. The diversification of the OK economy will require expertise in MSE, as materials play a major role in any technology and industry. The Bureau of Labor Statistics forecasts that the State of OK will require >3,000 new engineers annually over the next 9 years, while OK accredited universities graduate ~1,500 new engineers per year. To support employers such as Tinker Air Force Base (MSE is essential to maintaining military aviation units ready to be deployed), Boeing (aerospace), and the Health Sciences sector (e.g., for prosthetic devices), multi-disciplinary MSE programs are essential for training new engineering students from a variety of backgrounds. The energy sector (e.g., Continental and Baker Hughes) also requires new materials to continue the push for renewables (geothermal, e.g., requires materials resistant to high temperatures, and the hydrogen sector will require new materials as well). | OSU offers an MS and a PhD program in this area at their Tulsa campus. There is no competition between the presently proposed PhD program and these programs, as we believe there is a significant ‘critical mass’ to offer an inter-disciplinary PhD in Materials Science and Engineering in the state. In addition to coordinating across multiple colleges at OU, including the Gallogly College of Engineering, Mewbourne College of Earth and Energy, and Dodge Family College of Arts and Sciences, this program will also be able to leverage the experience and resources of the OU Health Sciences Center, which is a differentiating aspect for an MSE program. | | 141801 | Fall 2025 | Norman | 06/21/24 | NONE of the courses in the program can be completed entirely online | 90 | It is expected that the proposed Interdisciplinary PhD in Materials Science and Engineering will provide talent required by Oklahoma to transform its economy and diversify it, via enabling startups and established companies alike to develop new processes useful for the energy, aerospace, agriculture, and healthcare industries. | The US Bureau of Labor Statistics predicts that the demand for materials engineers will grow 5% per year from 2022 to 2032 (faster than average). In 2022, the median pay for Materials Engineers was $100,140 per year, while the median household income in Oklahoma was $61,364. The diversification of the OK economy will require expertise in MSE, as materials play a major role in any technology and industry. The Bureau of Labor Statistics forecasts that the State of OK will require >3,000 new engineers annually over the next 9 years, while OK accredited universities graduate ~1,500 new engineers per year. To support employers such as Tinker Air Force Base (MSE is essential to maintaining military aviation units ready to be deployed), Boeing (aerospace), and the Health Sciences sector (e.g., for prosthetic devices), multi-disciplinary MSE programs are essential for training new engineering students from a variety of backgrounds. The energy sector (e.g., Continental and Baker Hughes) also requires new materials to continue the push for renewables (geothermal, e.g., requires materials resistant to high temperatures, and the hydrogen sector will require new materials as well). | In addition, from a financial perspective, it is recognized that the lion share of federal research funding is dedicated to innovations in materials. DoD, NSF, DoE, and also NIH invest in new materials for promoting scientific advancements. The economy of the State of Oklahoma, driven by energy, agriculture, aerospace, and health, can remain competitive nationally and internationally only if new advanced materials are discovered and transferred to industry. The diversification of the Oklahoma economy, e.g., in automotive, batteries, and semiconductors, also requires innovations in materials and a workforce knowledgeable on the challenges related to the discovery and manufacturing of new materials. Innovations in the materials sector can only be achieved by an inter-disciplinary research program that enables scientists and engineers from multiple disciplines to collaborate. Such a program is presently missing at the University of Oklahoma. The proposed inter-disciplinary PhD program in Materials Science and Engineering will fill this gap, increasing the research portfolio, without competing for resources with the existing PhD programs. | OSU offers an MS and a PhD program in this area at their Tulsa campus. There is no competition between the presently proposed PhD program and these programs, as we believe there is a significant ‘critical mass’ to offer an inter-disciplinary PhD in Materials Science and Engineering in the state. In addition to coordinating across multiple colleges at OU, including the Gallogly College of Engineering, Mewbourne College of Earth and Energy, and Dodge Family College of Arts and Sciences, this program will also be able to leverage the experience and resources of the OU Health Sciences Center, which is a differentiating aspect for an MSE program. | Fall 2030 | 20 | 2030 | 5 | 2030-2031 | Traditional Only | No | No | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/07/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/17/24 | No Protest | 05/07/24 | No Protest | 05/06/24 | No Protest | 07/09/24 | No Protest | 07/09/24 | No Protest | 07/09/24 | No Protest | 07/09/24 | No Protest | 07/09/24 | No Protest | 07/09/24 | No Protest | 07/09/24 | No Protest | 07/09/24 | No Protest | 07/18/24 | No Protest | 07/09/24 | September 5, 2024 | This program will be delivered in a traditional format. | No | No | Existing funding | 0 | N/A | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 7 | 01/26/24 2:39 PM | 09/10/24 12:41 PM | Redlands Community College | Associate in Science in Uncrewed and Autonomous Aircraft Systems | 032 | HP Reviewed JW Reviewed | Protest Period Expired | 01/26/24 | 02/13/24 | | Approved by State Regents | September 5, 2024 | 05/20/24 | 06/03/24 | | Sent | 01/26/24 | | 02/13/24 | Sent | 05/20/24 | Annie Pearson | pearsona@redlandscc.edu | Yes | N/A | El Reno OK | Both Traditional and Online | The A.S. in Uncrewed and Autonomous Aircraft Systems is designed to provide students with preparation for safe flight of unscrewed aircraft at a commercial level of proficiency. Curricular focus is on practical flight training with hands-on experience operating UAVs/sUASs (drones) from multiple manufacturers, simulation exercises in which aircraft can be programmed to perform a fixed set of functions/operations, and an introduction to sensor technology and data analysis. Students will explore safety considerations, machine components and functionality, regulatory requirements, and an introduction photography and videography. | The uncrewed systems industry will grow from a baseline of $11B in 2022 to over $29B in 2027. Professionals in the field of unscrewed systems can find jobs with national space agencies, the military, commercial aviation, corporations, surveying, public safety, oil/gas industry, electric/solar/wind energy, new stations, sports, and other industry sectors. As the commercial drone industry continues to grow, so does the demand for pilots. According to DroneU, the median salary for a drone pilot is $82,000 with hourly compensation ranging from $40-$74/hour. Over 100,000 drone-related jobs will be created over the next two to three years, and the majority will be pilot jobs, with companies looking for qualified pilots to work in farming, mining, law enforcement, construction, insurance and energy. Oklahoma has the top ranking of all states with respect to drone readiness, an analysis conducted by George Mason University in which six preparedness factors are considered: airspace lease law; aviation easement law; task force availability; landowner air rights; sandbox potential; and, job outlook. With these factors in place, the employment sector is predicted to grow markedly, with the need for professional operators and managers at the forefront. | While several Oklahoma institutions offer single-day, multiple-day, or semester-long individual courses designed to assist learners in gaining the proficiencies needed to successfully complete Remote Pilot Certification, a comprehensive program focusing on uncrewed aircraft operation and specialization is not offered. Current state-based offerings extending beyond Part 107 Certification are more focused on design, construction, and engineering, and an application based approach is needed. | | 49.0109 | Fall 2024 | On-campus, online, and hybrid | 05/16/24 | SOME of the courses in the program can be completed entirely online | 62 | This program is designed to provide students with work-force ready preparation for safe and legal flight of uncrewed aircraft at a commercial level of proficiency. Curricular focus is on practical flight training with hands-on operations experience in piloting UAVs/sUASs (drones) from multiple manufacturers. | The uncrewed systems industry will grow from a baseline of $11B in 2022 to over $29B in 2027. Professionals in the field of unscrewed systems can find jobs with national space agencies, the military, commercial aviation, corporations, surveying, public safety, oil/gas industry, electric/solar/wind energy, new stations, sports, and other industry sectors. As the commercial drone industry continues to grow, so does the demand for pilots. According to DroneU, the median salary for a drone pilot is $82,000 with hourly compensation ranging from $40-$74/hour. Over 100,000 drone-related jobs will be created over the next two to three years, and the majority will be pilot jobs, with companies looking for qualified pilots to work in farming, mining, law enforcement, construction, insurance and energy. Oklahoma has the top ranking of all states with respect to drone readiness, an analysis conducted by George Mason University in which six preparedness factors are considered: airspace lease law; avigation easement law; task force availability; landowner air rights; sandbox potential; and, job outlook. With these factors in place, the employment sector is predicted to grow markedly, with the need for professional operators and managers at the forefront. Unlike crewed aircraft from either a private or commercial perspective, entrance in to the aviation industry as a uncrewed aircraft pilot is affordable and attainable for students. | The uncrewed systems industry will grow from a baseline of $11B in 2022 to over $29B in 2027. Professionals in the field of unscrewed systems can find jobs with national space agencies, the military, commercial aviation, corporations, surveying, public safety, oil/gas industry, electric/solar/wind energy, new stations, sports, and other industry sectors. As the commercial drone industry continues to grow, so does the demand for pilots. According to DroneU, the median salary for a drone pilot is $82,000 with hourly compensation ranging from $40-$74/hour. Over 100,000 drone-related jobs will be created over the next two to three years, and the majority will be pilot jobs, with companies looking for qualified pilots to work in farming, mining, law enforcement, construction, insurance and energy. Oklahoma has the top ranking of all states with respect to drone readiness, an analysis conducted by George Mason University in which six preparedness factors are considered: airspace lease law; avigation easement law; task force availability; landowner air rights; sandbox potential; and, job outlook. With these factors in place, the employment sector is predicted to grow markedly, with the need for professional operators and managers at the forefront. Industries leveraging uncrewed aircraft include: agriculture; delivery and logistics; insurance; mining and quarrying; public safety; law enforcement; environmental monitoring; real estate; oil and gas production; film making and cinematography; construction; and, infrastructure inspection. | While several Oklahoma institutions offer single-day, multiple-day, or semester-long individual courses designed to assist learners in gaining the proficiencies needed to successfully complete Remote Pilot Certification, a comprehensive program focusing on uncrewed aircraft operation and specialization is not offered. Current state-based offerings extending beyond Part 107 Certification are more focused on design, construction, and engineering, and an application based approach is needed. This program focuses on the safe, regulated piloting of uncrewed aircraft in concert with curricular focus on data mapping and manipulation in a variety of broad-based employment fields. | Fall 2028 | 25 | 2025 | 5 | 2025-2026 | Both Traditional and Online | Yes | Yes | No Protest | 01/29/24 | No Protest | 01/29/24 | No Protest | 01/29/24 | No Protest | 01/29/24 | No Protest | 01/29/24 | No Protest | 01/30/24 | No Protest | 02/07/24 | No Protest | 01/30/24 | No Protest | 05/20/24 | No Protest | 05/20/24 | No Protest | 05/20/24 | No Protest | 05/24/24 | No Protest | 05/20/24 | No Protest | 05/20/24 | No Protest | 05/20/24 | No Protest | 05/20/24 | No Protest | 05/20/24 | No Protest | 05/30/24 | No Protest | 05/20/24 | No Protest | 05/20/24 | September 5, 2024 | Portions of courses and the program are offered online or in a hybrid format; however, some components do require mandatory on-campus time for hands-on, supervised skills demonstrations. | No | No | The program will be initially funded through existing grants, and additional equipment-related grant funding is and will be pursued. | 0 | None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 8 | 05/03/24 4:51 PM | 09/10/24 12:51 PM | Oklahoma Panhandle State University | Associate in Science in Education | 070 | HP Reviewed JW Reviewed | Protest Period Expired | 05/03/24 | 05/21/24 | | Yes | Approved by State Regents | September 5, 2024 | 05/31/24 | 06/20/24 | | Sent | 05/06/24 | | 06/24/24 | Sent | 06/05/24 | Charla Lewis | charla.lewis@opsu.edu | Yes | N/A | Goodwell | Both Traditional and Online | AS in Education is an option to help keep students on track for their BS in an education field. It allows for completion of general education courses while working on pre-professional education courses ultimately earning an associate's degree in the desired education field. | Teaching is listed in Oklahoma's 100 "Critical Occupations". According to OSDE's 2021 Oklahoma Educator Supply & Demand Report, "of the more than 45,000 public school teachers in 2020-21, about 75 percent held a standard certification, 13 percent had an alternative certification, 3 percent held an emergency teaching certificate, 3 percent had both non-emergency and emergency certificates, and 2 percent each held a paraprofessional certificate or multiple certificates.) This degree will help better prepare Oklahoma's workforce for a teaching job whether students go the traditional or alternative route. | There is currently no AS in Education in our region. This degree would better prepare students who want to major in education, but who do not meet the Oklahoma State Regents for Higher Education (OSRHE) readiness requirements to declare a major in a baccalaureate program. Additionally, this would help Oklahoma high school graduates interested in majoring in Education who may not be college-ready to apply for the Inspired to Teach scholarship which requires having education listed as their major. | | 009 | 131202 | OEQA, CAEP, HLC | Fall 2024 | Goodwell | 04/21/23 | Elementary Education, Agriculture Education, English Education, Mathematics Education, Health and Physical Education, Music Education | ALL of the courses in the program can be completed entirely online | 60 | AS in Education is an option to help keep students on track for their BS in an education field. It allows for completion of general education courses while working on pre-professional education courses ultimately earning an associate's degree in the desired education field. | Teaching is listed in Oklahoma's 100 "Critical Occupations". According to OSDE's 2021 Oklahoma Educator Supply & Demand Report, "of the more than 45,000 public school teachers in 2020-21, about 75 percent held a standard certification, 13 percent had an alternative certification, 3 percent held an emergency teaching certificate, 3 percent had both non-emergency and emergency certificates, and 2 percent each held a paraprofessional certificate or multiple certificates.) This degree will help better prepare Oklahoma's workforce for a teaching job whether students go the traditional or alternative route. | This degree would better prepare students who want to major in education, but who do not meet the Oklahoma State Regents for Higher Education (OSRHE) readiness requirements to declare a major in a baccalaureate program. Additionally, this would help Oklahoma high school graduates interested in majoring in Education who may not be college-ready to apply for the Inspired to Teach scholarship which requires having education listed as their major. | There is currently no AS in Education in our region. | Fall 2024 | 25 | 2028 | 5 | 2028-2029 | Both Traditional and Online | No | Yes | Protest | 05/06/24 | Unnecessary Duplication | It is my understanding that 2-year colleges cannot offer education programs. I understand that OPSU is not a 2-year, but if they are able to offer an AS in Education, it is only fair that other 2-years be able to duplicate that request. IF this opens the door for CASC to offer an AS in Education (not Pre-Edcuation), then I withdraw my protest. | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/07/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/17/24 | No Protest | 05/07/24 | No Protest | 05/06/24 | No Protest | 06/05/24 | No Protest | 06/05/24 | No Protest | 06/06/24 | No Protest | 06/05/24 | No Protest | 06/05/24 | No Protest | 06/05/24 | No Protest | 06/05/24 | No Protest | 06/05/24 | No Protest | 06/05/24 | No Protest | 06/13/24 | No Protest | 06/05/24 | No Protest | 06/05/24 | September 5, 2024 | Courses will be offered on a rotational basis both in-person on campus and online through our Canvas LMS. | No | No | Existing funding will be used. (The same funding as for the current education bachelor’s degrees.) Additional funds will not be necessary as this feeds into the current education bachelor’s degrees. | 0 | N/A | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 9 | 05/02/24 8:45 AM | 09/10/24 1:03 PM | Connors State College | Associate of Applied Science in Speech Language Pathology Assistant | 111 | HP Reviewed JW Reviewed | Protest Period Expired | 05/02/24 | 05/21/24 | | Approved by State Regents | September 5, 2024 | 06/18/24 | 07/03/24 | | Sent | 05/06/24 | | 05/21/24 | Sent | 06/18/24 | Chris McBeath | chris.mcbeath@connorsstate.edu | Yes | N/A | Muskogee | Traditional Only | This proposal is designed to provide a much-needed program preparing Speech-Language Pathology Assistant (SLPA) candidates to specifically work with children in public schools who are eligible for speech-language services (under federal law, Individuals with Disabilities Education Act), under the supervision of a qualified Speech-Language Pathologist (SLP). It provides admission to Connors University and the program under three scenarios/candidate backgrounds, to grasp top students with a desire to work with students with disabilities in Oklahoma public schools. Students will complete 62 hours of general education and SLPA coursework. | The field of SLP has long experienced a national shortage of personnel to provide needed services to individuals with communication disorders. Across the country, the shortage of SLPs especially impacts public schools, where approximately 8% of students qualify for speech-language services. Even more difficult is providing services in rural schools, which makes up 52% of Oklahoma’s public schools. The Bureau of Labor Statistics expects SLP jobs to grow by no less than 21% by 2031, a faster growth rate than the average for all other occupations. Currently, public schools are often required to contract with private SLP contractors, at an exorbitant hourly rate, to meet their legal requirement for services. The limited number of practicing SLPs across the country often choose to be employed by private contractors due to the significant increase in annual salary as compared to public school salaries. With certified SLPAs supervised by those who are in public schools, the ability to provide needed services is stretched significantly. | The shortage of SLPs across the country has been well documented. This is in large part due to the limited number of openings in graduate schools, a required minimum to practice as an SLP. Oklahoma has five universities providing a Masters level program in SLP, each turning away many Bachelors level SLPs who are unable to practice independently as an SLP. The desperate need for SLPs is compounded by a significant increase in needed services: a renewed state and national focus on reading deficits that could be related to language deficits, Covid led to missed services and speech delays for school-aged students, seniors living longer and often need therapy related to strokes and dementia, and advances in medical care of premature babies resulting in higher survival rates with high rates of feeding, swallowing and communication disorders. Having trained and certified SLPAs is one solution for the SLP shortage, allowing each SLP to supervise two SLPAs. In Oklahoma, there is only one university program providing an SLPA diploma, meeting qualifications for SLPA certification through Oklahoma State Department of Education and the Oklahoma Board of Examiners for Speech-Language Pathology & Audiology. | | 109 | 510816 | None | Fall 2025 | Muskogee, OK | 06/14/24 | None | SOME of the courses in the program can be completed entirely online | 62 | Purpose: to provide training and produce well-qualified Speech-Language Pathology Assistants (SLPA) to provide services to eligible children in public schools. | Employment Demand for Proposed Program: The field of SLP has long experienced a national shortage of personnel to provide needed services to individuals with communication disorders. Across the country, the shortage of SLPs especially impacts public schools, where approximately 8% of students qualify for speech-language services. Even more difficult is providing services in rural schools, which makes up 52% of Oklahoma’s public schools. The Bureau of Labor Statistics expects SLP jobs to grow by no less than 21% by 2031, a faster growth rate than the average for all other occupations. Currently public schools are often required to contract with private SLP contractors, at an exorbitant hourly rate, to meet their legal requirement for services. The limited number of practicing SLPs across the country often choose to be employed by private contractors due to the significant increase in annual salary as compared to public school salaries. With certified SLPAs supervised by those who are in public schools, the ability to provide needed services is stretched significantly. | Description of Proposed Program: This proposal is designed to provide a much-needed program preparing Speech-Language Pathology Assistant (SLPA) candidates to specifically work with children in public schools who are eligible for speech-language services (under federal law, Individuals with Disabilities Education Act), under supervision of a qualified Speech-Language Pathologist (SLP). It provides admission to Connors and the program under three scenarios/candidate backgrounds, to grasp top students with a desire to work with students with disabilities in Oklahoma public schools. Students will complete 62 hours of general education and SLPA coursework. This is a new program to meet the dire, national shortage of qualified personnel available to meet the needs of children with communication disorders. Approximately 12% of children aged 3-17 have an identified communication problem and are in need of services. By federal law (IDEA), public schools must provide these services. However many schools are unable to recruit and retain these professionals. A training program for SLPAs in Oklahoma is fairly new, consisting of one, fully on-line program in OKC. Once certified, each licensed/certified Speech-Language Pathologist may supervise two SLPAs. This significantly multiplies student service availability. | None | Fall 2027 | 17 | 2026 | 5 | 2026-2027 | Traditional Only | Yes | No | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/09/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/06/24 | No Protest | 05/17/24 | No Protest | 05/07/24 | 05/06/24 | No Protest | 06/18/24 | No Protest | 06/19/24 | No Protest | 06/18/24 | No Protest | 06/18/24 | No Protest | 06/18/24 | No Protest | 06/18/24 | No Protest | 06/18/24 | No Protest | 06/25/24 | No Protest | 06/18/24 | September 5, 2024 | Traditional with some courses offered online. | Yes | Yes | We will use existing funding and are seeking outside funding from sources such as the Muskogee Foundation. We are also looking for grant opportunities. I do not plan on requesting funding from the State Regents, but I do think this may be an area from the State Regents to consider funding student scholarships. | Once the program is established, we will most likely need to hire one full-time faculty member. | We will need to hire a part-time administrator to support the program. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||