| 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. | Denial Justification | If yes, please explain the services needed. | If yes, please explain the faculty/staff needs. | |
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| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 10 | 08/18/24 8:59 PM | 12/17/24 10:23 AM | Tulsa Community College | Associate in Science in Healthcare Administration | 296 | HP Reviewed JW Reviewed | Protest Period Expired | 08/18/24 | 09/06/24 | | Approved by State Regents | December 5, 2024 | 10/21/24 | 11/05/24 | | Sent | 08/22/24 | | 09/06/24 | Sent | 10/21/24 | Dr. Angela Sivadon | angela.sivadon@tulsacc.edu | No | Yes | Matt Mounger | matthew.mounger@tulsacc.edu | Tulsa Community College | Both Traditional and Online | The Associate of Science in Healthcare Administration is a comprehensive program designed to prepare students for entry-level positions in the dynamic and fast-growing healthcare industry. This degree combines foundational coursework in healthcare management, business principles, and essential communication skills to equip graduates with the knowledge and abilities needed to succeed in various healthcare settings, including hospitals, clinics, long-term care facilities, and insurance companies. The associate degree in healthcare administration offers a dynamic and supportive learning environment, with experience and diverse faculty from multiple healthcare disciplines to allow for a robust delivery of curriculum dedicated to the student's success. In addition, this program is structured to allow for transferability to baccalaureate programs for individuals who wish to continue their education in healthcare administration and further advance their careers in healthcare leadership. | The healthcare administration field is experiencing robust growth, with rising demand for entry-level professionals who are eager to contribute to the efficient management of healthcare facilities. This growth is driven by an aging population, the increasing complexity of healthcare services, and a heightened focus on improving patient outcomes and operational efficiency. This degree is designed to prepare graduates to be skilled administrators to manage day-to-day operations, support clinical staff, and ensure compliance with regulations. Integration of new technologies in healthcare requires adept administrators to manage electronic health records (EHR), data security, and digital patient engagement. | The growing healthcare market in Oklahoma has created an unmet need for skilled workers in administrative support and management services. Medical and Health Services Managers, Medical Secretaries, and Administrative Assistants are listed on Oklahoma’s 100 Critical Occupations list (OSRHE, 2021-2030). Positions such as front office assistants, case manager assistants, physician office coordinators, health unit clerks, credential assessment clerks, quality improvement and outcomes analysts, and medical records specialists are all roles that fit within the broader scope of medical and health service managers and secretaries and are an area of unmet need and a potential source of student recruitment. To address this challenge, TCC proposes the creation of an Associate in Science in Healthcare Administration. This HealthCare Administration, AS program aims to equip students with workforce-ready skills and knowledge for entry-level positions. Entry-level positions may include hospitals, physician offices, clinics, nursing homes, schools, surgical centers, and insurance companies. | | 51.0701 | HLC | Fall 2025 | Tulsa, Community College, | 10/17/24 | SOME of the courses in the program can be completed entirely online | 60-62 | The Associate of Science in Healthcare Administration is a comprehensive program designed to prepare students for entry-level positions in the dynamic and fast-growing healthcare industry. This degree combines foundational coursework in healthcare management, business principles, and essential communication skills to equip graduates with the knowledge and abilities needed to succeed in various healthcare settings, including hospitals, clinics, long-term care facilities, and insurance companies. The associate degree in healthcare administration offers a dynamic and supportive learning environment, with experience and diverse faculty from multiple healthcare disciplines to allow for a robust delivery of curriculum dedicated to the student's success. In addition, this program is structured to allow for transferability to baccalaureate programs for individuals who wish to continue their education in healthcare administration and further advance their careers in healthcare leadership. | The healthcare administration field is experiencing robust growth, with rising demand for entry-level professionals who are eager to contribute to the efficient management of healthcare facilities. This growth is driven by an aging population, the increasing complexity of healthcare services, and a heightened focus on improving patient outcomes and operational efficiency. This degree is designed to prepare graduates to be skilled administrators to manage day-to-day operations, support clinical staff, and ensure compliance with regulations. Integration of new technologies in healthcare requires adept administrators to manage electronic health records (EHR), data security, and digital patient engagement. | Unmet Need: The growing healthcare market in Oklahoma has created an unmet need for skilled workers in administrative support and management services. Medical and Health Services Managers, Medical Secretaries, and Administrative Assistants are listed on Oklahoma’s 100 Critical Occupations list (OSRHE, 2021-2030). Positions such as front office assistants, case manager assistants, physician office coordinators, health unit clerks, credential assessment clerks, quality improvement and outcomes analysts, and medical records specialists are all roles that fit within the broader scope of medical and health service managers and secretaries and are an area of unmet need and a potential source of student recruitment. To address this challenge, TCC proposes the creation of an Associate of Science in Healthcare Administration. This HA, AS program aims to equip students with workforce-ready skills and knowledge for entry-level positions. Entry-level positions may include hospitals, physician offices, clinics, nursing homes, schools, surgical centers, and insurance companies. | OSU-Tulsa offers a BPS in Healthcare Administration, and NSU offers a B.B.A Health Organization Administration, SWOSU – BS Health Care Administration. Unfamiliar with any AS programs. | Fall 2029 | 25 | 2029 | 5 | 2029-2030 | Both Traditional and Online | Yes | Yes | No Protest | 08/22/24 | No Protest | 08/22/24 | No Protest | 08/22/24 | No Protest | 08/26/24 | No Protest | 08/22/24 | No Protest | 08/22/24 | Unnecessary Duplication | No Protest | 08/22/24 | No Protest | 09/04/24 | No Protest | 08/22/24 | No Protest | 10/21/24 | No Protest | 10/25/24 | No Protest | 10/25/24 | No Protest | 10/23/24 | No Protest | 10/21/24 | No Protest | 10/21/24 | No Protest | 10/22/24 | No Protest | 10/21/24 | No Protest | 10/21/24 | No Protest | 10/21/24 | No Protest | 10/30/24 | December 5, 2024 | Some courses will be available fully online. Some will in person only. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 11 | 09/08/24 5:46 PM | 12/17/24 8:56 AM | University of Oklahoma Health Sciences Center | Executive Master of Healthcare Administration (eMHA) | 097 | HP Reviewed JW Reviewed | Protest Period Expired | 09/08/24 | 10/01/24 | | Approved by State Regents | December 5, 2024 | 10/02/24 | 10/17/24 | | Sent | 09/16/24 | | 10/01/24 | Sent | 10/02/24 | Gary E. Raskob | Gary-Raskob@ouhsc.edu | No | Yes | Valerie N. Williams | valerie-williams@ouhsc.edu | Oklahoma City; Online | Online Only | The eMHA program will address the needs of healthcare leaders. It will focus on executive-level skills requiring three or more years of work experience for admission, and incorporating oral presentations into the program utilizing a competency-based curriculum. The objectives of the program are to: 1) train existing healthcare professionals in quality, policy, and leadership skills to continue improving the healthcare delivered in the state of Oklahoma and surrounding regions, and 2) produce and enhance the existing healthcare workforce for the state to positively improve health outcomes of healthcare institutions in Oklahoma. | Based on Oklahoma Works data, the occupation of Medical and Health Services Managers is one of the top 100 critical occupations in the state. It is also the 3rd occupation with the most job growth and the 7th fastest-growing occupation in the state (annually 900 new openings). The median annual wage is $82,670. There is a constant need for MHA graduates to fill roles like hospital administrators, healthcare consultants, healthcare policy analysts, and healthcare project managers. Based on the US Bureau of Labor Statistics, the job outlook is very positive as employment of medical and health services managers is projected to grow 28% from 2022 to 2032. | The demand for an online Executive Master of Healthcare Administration (eMHA) is noted by the number of job postings in the healthcare management sector, indicating a strong demand for qualified professionals. High average monthly job postings across quarters and high projected growth over the next decade (i.e., 9,531 postings and 29.03% average growth) signal a strong labor market with increasing opportunities for relevant professionals. On the program offering side of the equation, while the demand for eMHA programs is high, there are no Commission on Accreditation of Healthcare Management Education (CAHME) accredited, online MHA programs in Oklahoma and very few in the plains region of the country. | | 51.070 | Commission on Accreditation of Healthcare Management Education (CAHME) and Council on Education for Public Health (CEPH) | Spring 2025 | Oklahoma City and Online | 06/21/24 | NA | SOME of the courses in the program can be completed entirely online | 42 | The new Executive Master of Healthcare Administration (eMHA) will require fewer credit hours of coursework, differentiating it from the college’s existing MHA program (which is oriented to learners without previous relevant professional work experience). | The eMHA program marry's the only accredited Master in Healthcare Administration program in Oklahoma to an executive program for working professionals who aim to further their careers. This program provides opportunities that make it unique for the region and supplies needed workforce expertise in the healthcare arena. There is clear demand for healthcare administration graduate programs in the state and region. There is also a need for a greater opportunity for rural healthcare providers to access the highest quality education possible. There are a limited number of colleges/universities in Oklahoma offering graduate-level training in healthcare administration while there are general and critical access hospitals in most of Oklahoma's 77 counties. In 2021 there were 225 healthcare administration and management degrees awarded while the demand for these degrees is three to 4 times higher (DataUSA). While growing in population, at a rate of about 5% since 2010, Oklahoma remains primarily rural. A flexible online program will help provide high-quality training to healthcare professionals. The demand for an online Executive Master of Healthcare Administration program is driven by several key factors, including a substantial number of job postings across quarters and high projected growth over the next decade (i.e., 9,531 postings and 29.03% average growth) signal a strong labor market with increasing opportunities for relevant professionals. Employer demand was captured through Oklahoma Works data noting that the occupation "Medical and Health Services Managers" is one of the top 100 critical occupations in the state, It is also the 3rd occupation with the most job growth and the 7th fastest-growing occupation in the state with 900 new openings annually. The median annual wage is $82,670. The US Bureau of Labor Statistics webpage (https://www.bls.gov/ooh/amanagement/medical-and-health-services-managers.htm#tab-4) notes, "common majors for medical and health services managers include healthcare and related fields, such as health administration or nursing, or other relevant fields, such as business. Degrees that focus on both management and healthcare combine business-related topics with those such as medical terminology, hospital organization, and health information systems. For example, a degree in health administration or health information management may include courses in health services management, accounting and budgeting, and health informative." Based on the US Bureau of Labor Statistics, the job outlook is very positive as employment of medical and health services managers is projected to grow 28 percent from 2022 to 2032 (BLS, 2023). | The curriculum will focus on executive-level skills requiring three or more years of work experience for admission, and incorporating oral presentations into the program utilizing a competency-based curriculum. | This proposed program is unique as it would be the only online MHA program offered by a Council on Education for Public Health (CEPH)-accredited public health college in Oklahoma, and a standout program in the region. It will be affiliated with Oklahoma's only Commission on Accreditation of Healthcare Management (CAHME) accredited MHA program. The program is distinct from existing offerings due to its executive focus targeting professionals with substantial experience in healthcare. It addresses a gap in advanced, executive-level education in health administration, which is currently underserved in the region. The combination of leadership, policy, and strategic management within a healthcare context makes this program uniquely suited to the needs of mid-to-senior level professionals seeking to lead in the evolving healthcare landscape. Furthermore, the eMHA aligns with the University of Oklahoma Health Sciences academic plan by contributing to workforce development in a critical sector and fostering a community of healthcare leaders capable of driving innovation and excellence in healthcare delivery. | Fall 2027 | 40 | 2027 | 20 | 2027-2028 | Both Traditional and Online | No | Yes | No Protest | 09/16/24 | No Protest | 09/18/24 | No Protest | 09/23/24 | No Protest | 09/18/24 | No Protest | 09/16/24 | No Protest | 09/16/24 | No Protest | 09/16/24 | No Protest | 09/16/24 | No Protest | 09/16/24 | No Protest | 09/16/24 | No Protest | 09/16/24 | No Protest | 09/24/24 | No Protest | 09/16/24 | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/27/24 | No Protest | 10/02/24 | No Protest | 10/03/24 | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/14/24 | No Protest | 10/02/24 | December 5, 2024 | The Executive Master of Healthcare Administration program will use the University Learning Management System, Canvas, as the platform for student access to curriculum content. This includes the capacity to deliver voice-over PowerPoint presentations and videos, and the capacity for students to submit assignments online, receive feedback on graded work, and contact one another. The program will also use Zoom which allows the class to meet using webcams and sound systems, providing for live discussion with the instructor, and allowing students to set up sessions for small group learning or discussion. Zoom allows recording, so sessions will remain available for students to review if desired. Zoom will also facilitate student scheduling of one-on-one meetings with the instructor. Online students have full access to university library resources and other student services. Traditional and Online students will have access to disability accommodation services and accommodations like any other student, and access to all policies and services associated with addressing student questions, grade appeals, grievances, or other academic procedures. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 12 | 04/12/24 12:39 PM | 12/17/24 10:38 AM | Southeastern Oklahoma State University | DBA, Doctor of Business Administration in Business | 134 | HP Reviewed JW Reviewed | Protest Period Expired | 04/12/24 | 05/07/24 | | Approved by State Regents | December 5, 2024 | 10/21/24 | 11/05/24 | | Sent | 04/23/24 | | 05/07/24 | Sent | 10/21/24 | Dr. Teresa Golden | tgolden@se.edu | No | Yes | Terri Rogers | trogers@se.edu | Durant, OK | Online Only | The John Massey School of Business at Southeastern Oklahoma State University presents its Online Doctor of Business Administration (DBA) program. This advanced degree is designed for professionals seeking to elevate their expertise in business leadership, research, and strategic decision-making. Program Highlights: 1. Flexible Online Format: Our DBA program is delivered entirely online, allowing working professionals to balance their studies with career and personal commitments. 2. Comprehensive Curriculum: The curriculum covers a wide range of topics, including organizational behavior, strategic management, finance, marketing, and ethics. Students gain a deep understanding of business theory and practical applications. 3. Research Focus: The DBA program emphasizes research skills, equipping students to contribute to the field through original research. Participants engage in scholarly inquiry, exploring real-world business challenges. 4. Faculty Expertise: Learn from experienced faculty members who are accomplished researchers and practitioners. Benefit from their mentorship and guidance throughout your doctoral journey. 5. Networking Opportunities: Connect with fellow professionals, industry leaders, and alumni through virtual networking events, webinars, and collaborative projects. 6. Dissertation: The program culminates in a doctoral dissertation, where students conduct independent research and contribute new insights to the business community. | “Successful business executives are defined by their ability to solve pressing, real-world issues with accurate data and precise strategy. “…[A] doctor of business administration (DBA) can offer a robust intellectual framework for navigating industry trends and organizational management. Geared toward business leaders of the future, a DBA is a terminal business administration degree that offers immersive training in business analytics and applied research methods. The following guide outlines the details of doctoral programs in business administration and potential career pathways for graduates.” (Forbes Advisor) According to Research.com, there is “in an increasingly competitive job market, a doctorate in business administration (DBA) can give experienced managers a distinct edge over other candidates.” At the time of the writing of this document, there were 1, 113 positions available on Indeed.com indicating that a future employer would hold a degree Doctor of Business Administration degree or similar. Lightcast indicates that target occupations for a doctoral or professional degree are projected to grow +15.3 (2023-2033) for the region (OK, AR, KS, MO, LA, TX) compared to +11.5 growth nationally. | According to Lightcast, the total number of completions of DBA programs is +165% (2018-2022). As businesses have grown more complex, the need for talent with specialized training has increased (https://hbr.org/sponsored/2022/08/why-a-doctorate-in-business-administration-is-becoming-more- valuable). This has led to an increase in educational preparation for many areas moving beyond the traditional MBA and toward the DBA, which represents the highest level of academic qualification in management. | | 134 | 52.0201 | AACSB | Spring 2026 | Durant | 10/08/24 | Strategic Management Organizational Leadership | ALL of the courses in the program can be completed entirely online | 54 | The John Massey School of Business at Southeastern Oklahoma State University presents its Online Doctor of Business Administration (DBA) program. This advanced degree is designed for professionals seeking to elevate their expertise in business leadership, research, and strategic decision-making. Program Highlights: 1. Flexible Online Format: Our DBA program is delivered entirely online, allowing working professionals to balance their studies with career and personal commitments. 2. Comprehensive Curriculum: The curriculum covers a wide range of topics, including organizational behavior, strategic management, finance, marketing, and ethics. Students gain a deep understanding of business theory and practical applications. 3. Research Focus: The DBA program emphasizes research skills, equipping students to contribute to the field through original research. Participants engage in scholarly inquiry, exploring real-world business challenges. 4. Faculty Expertise: Learn from experienced faculty members who are accomplished researchers and practitioners. Benefit from their mentorship and guidance throughout your doctoral journey. 5. Networking Opportunities: Connect with fellow professionals, industry leaders, and alumni through virtual networking events, webinars, and collaborative projects. 6. Dissertation: The program culminates in a doctoral dissertation, where students conduct independent research and contribute new insights to the business community. | “Successful business executives are defined by their ability to solve pressing, real-world issues with accurate data and precise strategy. “…[A] doctor of business administration (DBA) can offer a robust intellectual framework for navigating industry trends and organizational management. Geared toward business leaders of the future, a DBA is a terminal business administration degree that offers immersive training in business analytics and applied research methods. The following guide outlines the details of doctoral programs in business administration and potential career pathways for graduates.” (Forbes Advisor) According to Research.com, there is “in an increasingly competitive job market, a doctorate in business administration (DBA) can give experienced managers a distinct edge over other candidates.” At the time of the writing of this document, there were 1,113 positions available on Indeed.com indicating that a future employer would hold a Doctor of Business Administration degree or similar. Lightcast indicates that target occupations for a doctoral or professional degree are projected to grow +15.3 (2023-2033) for the region (OK, AR, KS, MO, LA, TX) compared to +11.5 growth nationally. With a Doctor of Business Administration (DBA) degree, individuals can pursue a variety of high-level roles such as Chief Executive Officer (CEO), Chief Operating Officer (COO), Chief Financial Officer (CFO), Management Consultant, Director of Operations, Business Development Manager, Policy Analyst, Corporate Trainer, Leadership Coach, Professor, Researcher, Entrepreneur, Non-Profit Executive Director, and Chief Strategy Officer (CSO). | In Oklahoma, doctoral business programs ranked by new student enrollment reveal almost half of business doctorate program enrollments are classified under the business administration and management CIP Code. The second largest program area is organizational leadership. These are the same student trends being observed at the national level (2023, Gray Associates Program Evaluation System). This indicates that in Oklahoma, the DBA in Organizational Leadership is a strong potential area for the JMSB DBA. The national trends also give insight into potential unmet or growing DBA opportunities. As the following table illustrates, business doctorate conferrals over five years, based on 2022 conferrals, demonstrate the top business doctorate programs based on student volume (2022, Lightcast Program Dashboard). Though not a direct reflection of concentration demand, this does suggest, for example, the potential opportunity for Organizational Leadership (increasing significantly), as well as Strategic Management (which continues to account for the largest volume). According to Lightcast, the total number of completions of DBA programs is +165% (2018-2022). As businesses have grown more complex, the need for talent with specialized training has increased (https://hbr.org/sponsored/2022/08/why-a-doctorate-in-business-administration-is-becoming-morevaluable). This has led to an increase in educational preparation for many areas moving beyond the traditional MBA and toward the DBA, which represents the highest level of academic qualification in management. Unlike the MBA, which provides a broad range of practical courses across a standard range of business functions, the DBA program is designed to develop deep expertise in a specific domain. This shift is driven by the demand for individuals who can analyze data and generate innovative insights for better decision making (https://hbr.org/sponsored/2022/08/why-a-doctorate-in-business-administration-isbecoming- more-valuable). Lightcast’s Profile Analytics Dashboard pulls profile (i.e. resume) information from applicants and assesses educational attainment levels and skills noted on those resumes. Examining national resume analytics for individuals who have a doctorate level business degree as their highest educational attainment, the following fields where the top specialized/common skills. Recent research indicates DBA growth is on the rise. From 2010 to 2018, the growth of DBA conferrals has averaged ten percent (https://hbr.org/sponsored/2022/08/why-a-doctorate-in-business-administrationis- becoming-more-valuable). This suggests a growing interest in the credential and indicates the potential for universities to expand such offerings in this emerging market. The increasing popularity of the DBA is also supported by a Harvard Business Review study that found the number of DBA programs has more than doubled since 2004 (https://hbr.org/sponsored/2022/08/why-a-doctorate-in-business-administrationis- becoming-more-valuable) suggesting a broader shift towards specialized, data-driven expertise in business leadership. For-profit schools currently offer and administer most DBA programs and this provides an excellent opportunity for a public, non-profit university such as Southeastern to enter the market with a flexible, affordable, online DBA that caters to busy professionals (https://hbr.org/sponsored/2022/08/why-adoctorate- in-business-administration-is-becoming-more-valuable). Especially given the growing reputation of the John Massey School of Business as an outstanding provider of affordable, accessible business education at the highest quality level—as evidenced by its prestigious AACSB accreditation—the opportunity is ripe for Southeastern to enter this growing market. | Oklahoma State University offers a Doctor of Business Administration in a hybrid format. | Spring 2028-29 | 15 | 2028 | 5 | 2028-2029 | Online only | No | No | No Protest | 04/26/24 | No Protest | 04/23/24 | No Protest | 04/23/24 | No Protest | 04/23/24 | No Protest | 04/23/24 | No Protest | 04/23/24 | No Protest | 04/23/24 | No Protest | 04/23/24 | No Protest | 04/23/24 | No Protest | 04/23/24 | No Protest | 04/23/24 | No Protest | 04/24/24 | No Protest | 10/21/24 | No Protest | 10/25/24 | No Protest | 10/25/24 | No Protest | 10/23/24 | No Protest | 10/21/24 | No Protest | 10/21/24 | No Protest | 10/21/24 | No Protest | 10/21/24 | No Protest | 10/21/24 | No Protest | 10/21/24 | No Protest | 10/21/24 | No Protest | 10/30/24 | December 5, 2024 | The course will be delivered 100% online and in an asynchronous format through Canvas. According to “Canvas Basics Guide” with Instructure: Community, Canvas “Canvas includes a variety of built-in course construction and management tools that can be customized to create unique and accessible teaching and learning experiences. Instructional designers and instructors may create and share course content using Assignments, Discussions, Modules, Quizzes, and Pages. They may also choose to foster a collaborative learning experience using Collaborations, Conferences, and Groups. Depending on course settings, students can access these areas in Canvas to find learning materials and interact with other course users. Canvas also allows institutions and instructors to add state and institutional learning outcomes to rubrics in order to measure and track student skill development and learning achievement. Additionally, course creators can use the Course Import Tool to bulk-upload preexisting LMS course packages and/or course materials. Instructors can provide students with comprehensive feedback on assignment and quiz submissions using SpeedGrader and manage grade reporting in the Canvas Gradebook. They can also facilitate real-time course interactions using Chat and communicate course news and updates with students using Announcements as well as the Calendar and Syllabus. Instructors and admins can gain greater insight into student success and make informed instructional decisions using data provided in Canvas Analytics. Admins can also access SQL data about their Canvas user and usage details form Canvas Data Services. Canvas also includes the Canvas App Center, where admins, designers, and instructors can enable a variety of External Apps (LTI Tools) and services. The ever-growing app library offers a wide array of interactive resources, content repositories, assessment tools, social media integrations, and other digital learning and teaching resources.” | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 13 | 06/03/24 11:42 AM | 12/17/24 10:34 AM | Southeastern Oklahoma State University | RN-BSN, Bachelor of Science in Nursing | 136 | HP Reviewed JW Reviewed | Protest Period Expired | 06/03/24 | 06/29/24 | | Approved by State Regents | December 5, 2024 | 10/21/24 | 11/05/24 | | Sent | 06/14/24 | | 06/29/24 | Sent | 10/21/24 | Dr. Teresa Golden | tgolden@se.edu | No | Yes | Terri Rogers | trogers@se.edu | Durant, OK | Online Only | The mission of the nursing program is to prepare nurses in an environment of academic excellent for the dynamic and ever-changing healthcare environment. Through the development of knowledge, skills, habits, and experiences students will reach their highest potential and promote values needed to meet the critical challenges faced by today’s nurse. This is congruent with Southeastern Oklahoma State University’s institutional mission of “Southeastern Oklahoma State University provides an environment of academic excellence that enables students to reach their highest potential. By having personal access to excellent teaching, challenging academic programs, and extracurricular experiences, students will develop skills and habits that promote values for career preparation, responsible citizenship, and lifelong learning." These proposed outcomes were developed to meet the mission of the School of Nursing and Allied Health which are as follows: Domain 1: Knowledge of Nursing Practice Students completing the entry-level program will integrate knowledge, skills, and technology from the established and ever evolving science of nursing, as well as biological, social, and behavioral sciences, to apply clinical judgement and critical thinking across a wide spectrum of practice care settings. Domain 2: Person-Centered Care Students completing the entry-level program will provide safe, ethical, evidence-based, holistic, compassionate, and person-centered care across the lifespan that is respectful of the preferences, values, needs, resources, and determinants of health unique to and in partnership with the client, identified support persons, and the healthcare team. Domain 3: Population Health Students completing the entry-level program will promote health equity through advocacy, health promotion, community resource partnerships, and disease prevention strategies at the individual, community, and population levels with considerations for social determinates for health. Domain 4: Scholarship for the Nursing Discipline Students completing the entry-level program will demonstrate the ability to evaluate, synthesize, translate, apply, and disseminate nursing knowledge to improve patient outcomes. Domain 5: Safety and Quality Students completing the entry-level program will integrate safety and quality improvement principles into the delivery of high-quality care to individuals, families, communities, and populations. Domain 6: Interprofessional Partnership Students completing the entry-level program will demonstrate collaborative interprofessional communication and practice to optimize patient experience, patient safety, and improved patient outcomes in an effort to reduce costs of care. Domain 7: System Based Practice Students completing the entry-level program will apply knowledge of systems, cost-effectiveness, and regulations to plan, provide, and evaluate care. Domain 8: Information and Healthcare Technologies Students completing the entry-level program will effectively use information and communication technologies to deliver evidence-based care in accordance with regulatory and institutional policies. Domain 9: Professionalism and Professional Identity Formation After completing the program, students will apply principles of professional nursing ethics, accountability, and respect in the care of diverse populations. Domain 10: Personal, Professional, and Leadership Development Students completing the entry-level program will create a personal and professional plan for long-term resilience, self-care, lifelong learning, ethical leadership, and decision making in the provision and oversight of nursing practice, in a variety of | According to the Bureau of Labor Statistics’ Employment Projections 2021-2031, the Registered Nursing (RN) workforce is expected to grow by 6% over the next decade. The RN workforce is expected to grow from 3.1 million in 2021 to 3.3 million in 2031, an increase of 195,400 nurses. The Bureau also projects 203,200 openings for RNs each year through 2031 when nurse retirements and workforce exits are factored into the number of nurses needed in the U.S. According to the Health Resources & Services Administration’s (HRSA) Bureau of Health Workforce (BHW) a national shortage of 78,610 full-time equivalent RNs will exist in 2025 and a shortage of 63,720 nurses in 2030. Close to 100,000 registered nurses left the workforce during the last two years because of stress, burnout, or retirement. An additional 610, 388 plan to leave the profession by 2027, according to the National Council of State Boards of Nursing (NCSBN). In April 2022, Dr. David Auerbach and colleagues published a nursing workforce analysis in Health Affairs, which found that total supply of RNs decreased by more than 100,000 from 2020 to 2021 – the largest drop than ever observed over the past four decades. A significant number of nurses leaving the workforce were under the age of 35, and most were employed in hospitals. The Institute of Medicine in its landmark report on The Future of Nursing called for increasing the number of baccalaureate-prepared nurses in the workforce to at least 80% to enhance patient safety. The current nursing workforce falls short of these recommendations with only 65.2% of registered nurses prepared at the baccalaureate or graduate degree level according to the latest workforce survey conducted by the National Council of State Boards of Nursing. There are only 7.5 nurses per 1,000 Oklahoma residents, ranking the state 46th in the nation for nurses per capita, according to data compiled by the Bureau of Labor Statistics. This program will help to produce more nurses to meet the demands of the aging population in Oklahoma. | Nursing schools are already at maximum capacity. According to the National League for Nursing, more than a quarter of qualified applicants to RN programs are currently denied admission. According to AACN’s report on 2021-2022 Enrollment and Graduations in Baccalaureate and Graduate Programs in Nursing, U.S. nursing schools turned away 91,938 qualified applications (not applicants) from baccalaureate and graduate nursing programs in 2021 due to insufficient number of faculty, clinical sites, classroom space, and clinical preceptors, as well as budget constraints. No BSN exists in the Choctaw nation or Southeast Oklahoma. Southeastern is in a prime position to serve this rural area and bring a higher level of nursing education to this population. Additionally, in 2023 alone, Southeastern had 203 inquiries for online nursing, a program that was/is not at this time offered or advertised but is being highly sought after. | | 136 | 51.3801 | CCNE | June 2025 | Durant | 10/08/24 | ALL of the courses in the program can be completed entirely online | 125 | The mission of the nursing program is to prepare nurses in an environment of academic excellent for the dynamic and ever-changing healthcare environment. Through the development of knowledge, skills, habits, and experiences students will reach their highest potential and promote values needed to meet the critical challenges faced by today’s nurse. This is congruent with Southeastern Oklahoma State University’s institutional mission of “Southeastern Oklahoma State University provides an environment of academic excellence that enables students to reach their highest potential. By having personal access to excellent teaching, challenging academic programs, and extracurricular experiences, students will develop skills and habits that promote values for career preparation, responsible citizenship, and lifelong learning." These proposed outcomes were developed to meet the mission of the School of Nursing and Allied Health which are as follows: Domain 1: Knowledge of Nursing Practice Students completing the entry-level program will integrate knowledge, skills, and technology from the established and ever evolving science of nursing, as well as biological, social, and behavioral sciences, to apply clinical judgement and critical thinking across a wide spectrum of practice care settings. Domain 2: Person-Centered Care Students completing the entry-level program will provide safe, ethical, evidence-based, holistic, compassionate, and person-centered care across the lifespan that is respectful of the preferences, values, needs, resources, and determinants of health unique to and in partnership with the client, identified support persons, and the healthcare team. Domain 3: Population Health Students completing the entry-level program will promote health equity through advocacy, health promotion, community resource partnerships, and disease prevention strategies at the individual, community, and population levels with considerations for social determinates for health. Domain 4: Scholarship for the Nursing Discipline Students completing the entry-level program will demonstrate the ability to evaluate, synthesize, translate, apply, and disseminate nursing knowledge to improve patient outcomes. Domain 5: Safety and Quality Students completing the entry-level program will integrate safety and quality improvement principles into the delivery of high-quality care to individuals, families, communities, and populations. Domain 6: Interprofessional Partnership Students completing the entry-level program will demonstrate collaborative interprofessional communication and practice to optimize patient experience, patient safety, and improved patient outcomes in an effort to reduce costs of care. Domain 7: System Based Practice Students completing the entry-level program will apply knowledge of systems, cost-effectiveness, and regulations to plan, provide, and evaluate care. Domain 8: Information and Healthcare Technologies Students completing the entry-level program will effectively use information and communication technologies to deliver evidence-based care in accordance with regulatory and institutional policies. Domain 9: Professionalism and Professional Identity Formation After completing the program, students will apply principles of professional nursing ethics, accountability, and respect in the care of diverse populations. Domain 10: Personal, Professional, and Leadership Development Students completing the entry-level program will create a personal and professional plan for long-term resilience, self-care, lifelong learning, ethical leadership, and decision making in the provision and oversight of nursing practice, in a variety of settings. | According to the Bureau of Labor Statistics’ Employment Projections 2021-2031, the Registered Nursing (RN) workforce is expected to grow by 6% over the next decade. The RN workforce is expected to grow from 3.1 million in 2021 to 3.3 million in 2031, an increase of 195,400 nurses. The Bureau also projects 203,200 openings for RNs each year through 2031 when nurse retirements and workforce exits are factored into the number of nurses needed in the U.S. According to the Health Resources & Services Administration’s (HRSA) Bureau of Health Workforce (BHW) a national shortage of 78,610 full-time equivalent RNs will exist in 2025 and a shortage of 63,720 nurses in 2030. Close to 100,000 registered nurses left the workforce during the last two years because of stress, burnout, or retirement. An additional 610, 388 plan to leave the profession by 2027, according to the National Council of State Boards of Nursing (NCSBN). In April 2022, Dr. David Auerbach and colleagues published a nursing workforce analysis in Health Affairs, which found that the total supply of RNs decreased by more than 100,000 from 2020 to 2021 – the largest drop ever observed over the past four decades. A significant number of nurses leaving the workforce were under the age of 35, and most were employed in hospitals. The Institute of Medicine in its landmark report on The Future of Nursing called for increasing the number of baccalaureate-prepared nurses in the workforce to at least 80% to enhance patient safety. The current nursing workforce falls short of these recommendations with only 65.2% of registered nurses prepared at the baccalaureate or graduate degree level according to the latest workforce survey conducted by the National Council of State Boards of Nursing. There are only 7.5 nurses per 1,000 Oklahoma residents, ranking the state 46th in the nation for nurses per capita, according to data compiled by the Bureau of Labor Statistics. This program will help to produce more nurses to meet the demands of the aging population in Oklahoma. Public Health Nurse Care Coordinator or Navigator Case Manager School Nurse Health Educator Charge Nurse | According to the Campaign for Action (2021) 46% of all BSN degrees in the United States in 2020 were granted for RN-BSN students. That is a total of 69,048 graduates. The number of ADN-prepared nurses seeking a baccalaureate degree has increased by nearly 29% from 2009 to 2020. In 2022, 98,734 nurses enrolled in RN-BSN programs in the US (AACN, 2023). According to AACN’s report on 2021-2022 Enrollment and Graduations in Baccalaureate and Graduate Programs in Nursing, U.S. nursing schools turned away 91,938 qualified applications (not applicants) from baccalaureate and graduate nursing programs in 2021 due to an insufficient number of faculty, clinical sites, classroom space, and clinical preceptors, as well as budget constraints. No BSN exists in the Choctaw nation or Southeast Oklahoma. Southeastern is in a prime position to serve this rural area and bring a higher level of nursing education to this population. Additionally, in 2023 alone, Southeastern had 203 inquiries for online nursing, a program that was/is not at this time offered or advertised but is being highly sought after. | There is a high demand for nurses. With the complexity of the need for nursing instructors and clinical spaces, it is difficult to accept more students into programs that are already at maximum capacity. Programs that already exist have worked to expand their liability to accept more students and open additional programs. The program at Southeastern Oklahoma State University will help to meet the demands of supplying more nurses for the state with a baccalaureate education to help improve the quality outcomes of Oklahoma residents. | 17 | 2029 | 5 | 2029-2030 | Online only | No | No | No Protest | 06/17/24 | No Protest | 06/14/24 | No Protest | 06/17/24 | No Protest | 06/14/24 | No Protest | 06/14/24 | No Protest | 06/14/24 | No Protest | 06/17/24 | No Protest | 06/17/24 | No Protest | 06/14/24 | No Protest | 06/25/24 | No Protest | 06/17/24 | No Protest | 06/14/24 | No Protest | 10/21/24 | No Protest | 10/25/24 | No Protest | 10/21/24 | No Protest | 10/25/24 | No Protest | 10/21/24 | No Protest | 10/21/24 | No Protest | 10/22/24 | No Protest | 10/21/24 | No Protest | 10/21/24 | No Protest | 10/21/24 | No Protest | 10/30/24 | No Protest | 10/21/24 | December 5, 2024 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 14 | 07/18/24 7:32 AM | 12/17/24 8:38 AM | Oklahoma City Community College | Associate in Applied Sciences in Behavioral Health Sciences | 179 | HP Reviewed JW Reviewed | Protest Period Expired | 07/18/24 | 08/02/24 | | Approved by State Regents | December 5, 2024 | 09/19/24 | 10/04/24 | | Sent | 07/18/24 | | 08/02/24 | Sent | 09/19/24 | Dr. Juanita Ortiz | juanita.r.ortiz@occc.edu | No | Yes | Mickey Jack | mickey.d.jack@occc.edu | Oklahoma City Community College main campus | Both Traditional and Online | The A.A.S. in Behavioral Health Sciences is a comprehensive program with a strong focus on theoretical knowledge combined with practical skills to prepare students to pursue entry-level positions in behavioral health agencies, community organizations, hospitals, rehabilitation centers, and other related settings. This degree prepares graduates to meet licensure requirements as a Case Manager I from the Oklahoma Department of Mental Health and Substance Abuse Services. Additionally, graduates can transfer credits to a bachelor's degree program in behavioral health sciences or related fields, opening opportunities for advanced study and specialization. The associate’s degree in behavioral health sciences offers a dynamic and supportive learning environment, with experienced faculty who are dedicated to the success of their students. | Recruiting students lends itself to creating programs that are accessible, high-quality, and affordable (OHMPI, 2023). The diversity of students attending community colleges ranges from dual-enrolled high school students to established professionals seeking upskilling. In terms of behavioral health, providing associate degree programs that prepare students with workforce-ready skills to directly enter the behavioral health field, move on to pursue a bachelor's degree, or provide upskilling for employees to increase opportunities to earn higher wages is essential. To address this challenge, OCCC proposes the creation of a Behavioral Health Sciences, Associate in Applied Science degree. The BHS, A.A.S program aims to equip students with workforce-ready skills and knowledge for entry-level positions. Entry-level positions may include hospitals, mental health and substance abuse treatment organizations, nursing homes, schools, shelters, and other non-profit entities (Jamieson, Michigan State University Extension, & Baden, 2022). This degree will prepare graduates to meet licensure requirements as a Case Manager I from the Oklahoma Department of Mental Health and Substance Abuse Services (ODMHSAS, 2020). In addition, the program is structured to allow for transferability to baccalaureate programs for individuals who wish to continue their education in behavioral health fields such as psychology, social work, and counseling. | The growing demand for mental health and substance abuse treatment services in Oklahoma has created an urgent need for a skilled workforce in behavioral health sciences. Findings from Oklahoma's Healthy Minds Policy Initiative (OHMPI, 2023) identified a shortage of behavioral health providers, including psychiatrists, psychologists, and social workers. Furthermore, OHMPI asserted that paraprofessionals such as psychiatric technicians, peer recovery support specialists, and behavioral health case managers I and II are an area of unmet need and a potential source for recruitment. | | 51.1504 | Higher Learning Commission | Fall 2025 | Main campus and online | 09/16/24 | N/A | ALL of the courses in the program can be completed entirely online | 61 | The A.A.S. in Behavioral Health Sciences is a comprehensive program with a strong focus on theoretical knowledge combined with practical skills to prepare students to pursue entry-level positions in behavioral health agencies, community organizations, hospitals, rehabilitation centers, and other related settings. This degree prepares graduates to meet licensure requirements as a Case Manager I from the Oklahoma Department of Mental Health and Substance Abuse Services. Additionally, graduates can transfer credits to a bachelor's degree program in behavioral health sciences or related fields, opening opportunities for advanced study and specialization. The associate’s degree in behavioral health sciences offers a dynamic and supportive learning environment, with experienced faculty who are dedicated to the success of their students. | As the field of behavioral health sciences continues to expand, so do the career opportunities. Clinical roles include positions such as licensed professional counselors, social workers, marriage and family therapists, and psychiatric nurses which require a minimum of a master’s degree. In these roles, graduates can work directly with individuals and families to provide counseling, therapy, and support through evidence-based practices. However, non-clinical career opportunities are numerous, including roles in program administration, case management, advocacy, and policy development within government agencies, community organizations, and nonprofit entities. While some of these jobs may require a bachelor’s degree, many opportunities exist for individuals with an associate’s degree. According to the U.S. Bureau of Labor Statistics (2024, April) there is a projected 14% growth rate for community health workers and a 9% growth rate for social and human service assistances between 2022 and 2032. Additionally, there is a projected growth rate of 18% for Substance Abuse, Behavioral Disorder, and Mental Health Counselors. In Oklahoma, the projected growth rate for Mental Health Counselors is 25% by 2030 (ONet Online, 2024, May). Behavioral health case management has been identified as an area with significant growth potential within Oklahoma. The Oklahoma Department of Mental Health and Substance Abuse Services (ODMHSAS, 2020) defines behavioral health case management as "a process that includes planned linkage, advocacy and referral assistance provided in partnership with a consumer, family members, law enforcement personnel, community agencies and other supports as defined by the consumer" (para. 1). To become a Certified Case Manager I in Oklahoma, an individual must have either 60 college credit hours or a high school diploma (or equivalent) from a regionally accredited institution recognized by the United States Department of Education, along with a total of 36 months of direct, documented experience working with persons who live with mental illness and/or substance abuse issues (ODMHSAS, 2020, para. 3). Certified Case Manager II positions have additional requirements, including a bachelor’s or master’s degree. The diverse nature of career options available to BHS graduates offers tremendous flexibility and room for professional growth. Whether pursuing a clinical or non-clinical path, individuals with an associates BHS degree can make a meaningful impact within their communities while also enjoying a fulfilling and purpose-driven career. The combination of practical skills, theoretical knowledge, and a deep understanding of human behavior will prepare OCCC’s BHS graduates to thrive in a variety of roles, making it an excellent investment in one’s future educational and career prospects. | In the ever-evolving landscape of higher education, the need for innovative degree programs that align with the current and future demands of the job market is paramount. The rationale for introducing a new degree program in Behavioral Health Sciences stems from a profound recognition of the growing need to expand the behavioral health workforce in Oklahoma (OHMPI, 2023). In Oklahoma, the field of behavioral health has gained increasing importance as the state recognizes the significant impact of mental health and substance abuse on individuals, communities, and the healthcare system. The prevalence of these issues has quickly become a major concern in Oklahoma, with the state ranking among the top in the nation for the prevalence of serious mental illness and substance use disorders (SAMHSA, 2019). These alarming statistics highlight the pressing need for comprehensive behavioral health services and interventions specifically designed to tackle the state's distinct challenges. The heightened awareness and emphasis on mental health issues have ignited a demand for professionals who possess an integrated understanding of behavioral sciences, mental health promotion, and intervention strategies. By offering a comprehensive and specialized degree program in Behavioral Health Sciences, we aim to bridge the gap between theoretical knowledge and practical application, equipping students with the workforce-ready skills and knowledge needed to move directly into entry-level positions, while also providing an opportunity to continue their education. Furthermore, the evolving healthcare policies, changing social dynamics, and the shifting landscapes of employment opportunities call for a program that prepares graduates to meet these demands. A dedicated degree in Behavioral Health Sciences will not only address the pressing need for skilled professionals in the field but also serve as a valuable resource for promoting mental wellness and addressing societal challenges. By envisioning a new degree program in Behavioral Health Sciences, we can harness the potential of interdisciplinary learning, foster research initiatives, and cultivate a workforce that is responsive to the complex needs of individuals, community, and state. The alignment of this program with the emerging trends in healthcare and the growing emphasis on holistic well-being will empower graduates to proactively engage with the challenges of the modern world. Thus, the rationale for introducing this new degree program resonates with the pressing needs of our time and seeks to actively shape the future of behavioral health education and practice in Oklahoma, specifically in Oklahoma City. Finally, as previously noted, there is a critical need for programs that are accessible and affordable (OHMPI, 2023). By offering an associate's degree in behavioral health sciences, OCCC will provide students from rural communities, first generation students, and lower socioeconomic backgrounds access to a high-quality, accessible, and affordable program. This program will open doors to workforce employment opportunities, regardless of whether students choose to pursue a bachelor's degree or not. | There are currently no other A.A.S. programs in Behavioral Health Science offered in Oklahoma so no duplication exists. The growing demand for mental health and substance abuse treatment services in Oklahoma has created an urgent need for a skilled workforce in behavioral health sciences. Findings from Oklahoma's Healthy Minds Policy Initiative (OHMPI, 2023) identified a shortage of behavioral health providers, including psychiatrists, psychologists, and social workers. Furthermore, OHMPI asserted that paraprofessionals such as psychiatric technicians, peer recovery support specialists, and behavioral health case managers I and II are an area of unmet need and a potential source for recruitment. | Fall 2027 | 17 | 2027 | 5 | 2027-2028 | Both Traditional and Online | No | No | No Protest | 07/18/24 | No Protest | 07/18/24 | No Protest | 07/18/24 | No Protest | 07/22/24 | No Protest | 07/18/24 | No Protest | 07/18/24 | No Protest | 07/18/24 | No Protest | 07/22/24 | No Protest | 07/29/24 | No Protest | 07/18/24 | No Protest | 07/18/24 | No Protest | 09/23/24 | No Protest | 09/23/24 | No Protest | 09/19/24 | No Protest | 09/20/24 | No Protest | 09/19/24 | No Protest | 09/19/24 | No Protest | 09/19/24 | No Protest | 09/19/24 | No Protest | 09/19/24 | No Protest | 10/03/24 | No Protest | 09/19/24 | December 5, 2024 | All courses included in this program are offered in a traditional and online format. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 15 | 09/12/24 6:28 AM | 03/17/25 2:09 PM | Oklahoma City Community College | Associate in Arts in English Pre-Education/Literature | 180 | HP Reviewed JW Reviewed | Protest Period Expired | 09/12/24 | 09/27/24 | | Approved by State Regents | February 6, 2025 | 11/06/24 | 11/21/24 | | Sent | 09/12/24 | | 09/27/24 | Sent | 11/06/24 | Dr. Juanita Ortiz | juanita.r.ortiz@occc.edu | No | Yes | Mickey Jack | mickey.d.jack@occc.edu | Oklahoma City Community College main campus | Both Traditional and Online | The Associate of Arts degree in English Pre-Education and Literature is designed for students who aspire to teach English or pursue further studies in literature. This program provides a comprehensive foundation in literary analysis, composition, and pedagogical techniques. Students will explore a wide range of literary works, from classical to contemporary, with a focus on World, British and American literature. The curriculum includes courses in literary theory, rhetoric, and creative writing, enabling students to develop strong analytical and writing skills. Additionally, students will study educational psychology and instructional strategies, preparing them for future roles in education. Through this program, students will gain an understanding of major literary movements, themes, and authors, as well as the ability to critically engage with texts. The program also emphasizes the development of effective communication skills, both written and oral, which are essential for teaching and other professional contexts. Graduates of this program will be well-prepared to transfer to a four-year institution to complete a bachelor’s degree in English, Literature, Education, or related fields, and to pursue careers in teaching, writing, and other professions requiring strong literary and communication skills. | An associate degree in English Pre-Education and Literature at Oklahoma City Community College (OCCC) is designed to equip students with the foundational knowledge and skills necessary for a seamless transfer to a university, where they can complete their bachelor’s degree in various fields. This program emphasizes English literature, preparing students for a wide range of careers. According to Indeed, graduates with a degree in English literature can pursue careers in journalism, editorial assistance, writing, interpreting, education, social media management, archiving, paralegal work, librarianship, technical writing, copywriting, advertising, public relations, copy editing, content management, publishing, records management, marketing, and consulting. By offering a focused curriculum, OCCC ensures that students are well-prepared for both academic advancement and professional success. This degree not only enhances students’ literary and analytical skills but also provides them with versatile career options, making it a valuable steppingstone towards achieving their educational and career aspirations. | As school systems struggle to fill vacancies, while simultaneously providing a quality education to students, many continue to be deterred from the pursuit of a career in education and the creative field of literature and writing. Startling data suggest that enrollment in teacher-preparation programs has fallen by 80 percent over the last two decades (Will 18). In the face of growing concerns over the teacher shortage in Oklahoma, the associate in arts degree in English pre-education and literature program is proposed as a means by which to make the path to a secondary English education career more accessible and transparent to students. Such a program will allow Oklahoma City Community College to continue to partner with universities to create degree pathways and scholarship funding opportunities for students. In addition to continued concerns about students entering the teacher pipeline, employers in other sectors find that writing skills of recent graduates fall below expectations. In a recent survey, employers suggest that approximately one-third of all recently hired employees lack the necessary written communication skills to perform successfully in the modern workplace (Read). This program equips students with critical reading, writing, and analytical skills necessary for academic achievement and workplace success. | | 13.1305 | Higher Learning Commission | Fall 2025 | Oklahoma City Community College Main campus | 10/28/24 | SOME of the courses in the program can be completed entirely online | 61 | By fostering a strong foundation in English, students can better comprehend complex texts, articulate their ideas clearly, and engage in thoughtful discussions, valuable certainly in the field of secondary education, but applicable across many industries. Additionally, the program addresses diverse learning needs, ensuring that all students, including non-native speakers, have equal opportunities to excel. It also promotes cultural awareness and empathy, as students explore various literary works and perspectives. Ultimately, an English pre-education and literature program enhances students’ overall academic performance, boosts their confidence, and prepares them for the demands of college-level coursework and the modern workplace. Investing in such a program demonstrates the institution’s commitment to student success and academic excellence. | An associate degree in English Pre-Education and Literature at Oklahoma City Community College (OCCC) is designed to equip students with the foundational knowledge and skills necessary for a seamless transfer to a university, where they can complete their bachelor’s degree in various fields. This program emphasizes English literature, preparing students for a wide range of careers. According to Indeed, graduates with a degree in English literature can pursue careers in journalism, editorial assistance, writing, interpreting, education, social media management, archiving, paralegal work, librarianship, technical writing, copywriting, advertising, public relations, copy editing, content management, publishing, records management, marketing, and consulting. By offering a focused curriculum, OCCC ensures that students are well-prepared for both academic advancement and professional success. This degree not only enhances students’ literary and analytical skills but also provides them with versatile career options, making it a valuable steppingstone towards achieving their educational and career aspirations. | In the ever-evolving landscape of higher education, the need for innovative degree programs that align with the current and future demands of the job market is paramount. The rationale for introducing a new degree program in English Pre-Education and Literature stems from a profound recognition of the growing need to expand the workforce of skilled educators and literary scholars in Oklahoma. This program aims to equip students with a deep understanding of English literature and skills to inspire the next generation of learners. Currently, students aiming for a career in English secondary education or English literature follow a pathway embedded within a broader humanities degree. This structure can sometimes obscure the specific requirements and opportunities available to these students. By establishing a distinct degree program for English Pre-Education and Literature, we can provide a clearer, more focused academic route. This separation will not only enhance transparency for students but also streamline the process of meeting their educational and career goals. Additionally, it will facilitate the ongoing development of university partnerships, making collaborations more straightforward and effective. This dedicated degree program will ensure that students receive targeted instruction and resources tailored to their specific interests in English education and literature, ultimately better preparing them for their future careers. By clearly delineating the curricular requirements, we can support students more effectively and foster stronger connections with educational institutions and industry partners. This approach will contribute to the growth and success of our graduates in the field of English education and literature. | Currently, the data reflect that only five institutions in Oklahoma offer an associate degree in English; however, there are no known English Pre-Education/Literature programs. | Fall 2027 | 25 | 2027 | 5 | 2027-2028 | Both Traditional and Online | No | No | No Protest | 09/13/24 | No Protest | 09/16/24 | No Protest | 09/13/24 | No Protest | 09/12/24 | No Protest | 09/12/24 | No Protest | 09/12/24 | No Protest | 09/12/24 | No Protest | 09/20/24 | No Protest | 09/12/24 | No Protest | 11/06/24 | No Protest | 11/06/24 | No Protest | 11/06/24 | No Protest | 11/07/24 | No Protest | 11/07/24 | No Protest | 11/06/24 | No Protest | 11/06/24 | No Protest | 11/18/24 | No Protest | 11/06/24 | February 6, 2025 | All the courses in the program can be completed online | No | No | 0 | none | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 16 | 05/30/24 12:29 PM | 03/17/25 2:21 PM | Oklahoma State University | Doctor of Education in Learning, Design and Technology | 380 | HP Reviewed JW Reviewed | Protest Period Expired | 05/30/24 | 06/13/24 | | Yes | Approved by State Regents | February 6 2025 | 12/13/24 | 12/29/24 | | Sent | 05/30/24 | | 12/10/24 | Sent | 12/14/24 | Chris Francisco | chris.francisco@okstate.edu | No | Yes | Candace Thrasher | candace.thrasher@okstate.edu | Stillwater | Online Only | The EdD in Learning, Design & Technology prepares professionals to design, enhance, and evaluate human experiences associated with teaching, learning, performance, and emerging technologies in various 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 is to create a new Doctor of Education degree online program to students wanting a doctorate in Learning, Design, and Technology who do not want to be in a traditional program that prepares researchers but are interested in a fully online program that prepares professionals to be leaders in their field. We have identified potential students eager to enroll in a doctoral-level degree program, but the delivery format and research expectations of a traditional PhD program do not meet their needs. A major strength of our program is its role in developing the educational 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 is already supporting this mission through our existing degree programs and our Emerging Technology and Creativity Research Lab. The EdD in LDT would offer an online delivery option and a more pragmatic research preparation than our PhD in LDT. 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 do not reveal a similar program to the proposed EdD in Learning, Design, & Technology. | | 13.0501 | Fall 2025 | Stillwater | 04/26/24 | ALL of the courses in the program can be completed entirely online | 60 | The EdD in Learning, Design & Technology would be a new program designed to offer a path to the highest level of knowledge in the field of LDT but remain distinct in research preparation and expectations from the academic career path of the Ph.D. in LDT. The Ed.D. in LDT will prepare professionals as leaders who apply research to design, enhance, and evaluate human experiences associated with teaching, learning, performance, and emerging technologies in a variety of settings. Graduates of this program will be equipped to assume leadership roles in a variety of settings, such as the development and management of workplace instructional design and training, adult education, and technology integration in P-12 schools and higher education. | According to the Occupational Outlook Handbook, job titles like “Training and Development Manager,” “Instructional Coordinators,” and “Postsecondary Teacher” jobs are growing at a rate of about 11%. Jobs in the area of Software Development and Applications are currently 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 who are employed as technology-based learning specialists for NASA, software companies, universities, P-12 schools, non-profit organizations, and businesses. | 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. These organizations need leaders with a solid understanding of the theoretical foundations of technology integration in learning environments combined with practical perspectives on how to implement and evaluate technology solutions in educational settings. This proposal is to create a new Doctor of Education degree online program for students who want to earn an online doctorate in Learning, Design, and Technology to serve as leaders in a variety of industries but do not want to be in a traditional Ph.D. program that prepares academic researchers.. We have identified potential students who are eager to enroll in a doctoral-level degree program but the delivery format and research expectations of a traditional PhD program do not meet their needs or career goals. A major strength of our program is its role in developing the educational expertise needed for the digital age, contributing leadership 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 with a multi-disciplinary focus on such areas as AI/machine learning, 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. While the Ed.D. distinguishes completers from the Ph.D. in career path, the content specialization knowledge and skills from the field of LDT are critical to both. 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 is already supporting this mission through our existing degree programs and our Emerging Technology and Creativity Research Lab. The EdD in LDT would offer an online delivery option and a more pragmatic research preparation than our PhD in LDT. Additionally, this program would be eligible to apply for accreditation through the Association of Educational Communications and Technology (AECT). | A review of the 2023-2024 degree program inventories and program option inventories do not reveal a similar program to the proposed EdD in Learning, Design, & Technology. While there are PhD programs in related areas (OSU’s for example), the EdD is distinct in research preparation and expectations and career path. | Fall 2029 | 4 | 2029 | 2 | 2029-2030 | Online only | No | No | Protest | 06/13/24 | Unnecessary Duplication | Protest of Ed.D. in Learning, Design and Technology at Oklahoma State University We are writing to protest Oklahoma State University’s proposed online Doctorate of Education in Learning, Design and Technology (LDT) program on the basis of Unnecessary Duplication. The proposed program unnecessarily duplicates The University of Oklahoma’s M.S. and Ph.D. programs in Learning Experience, Design, and Technology (LXDT), which were approved by the State Regents on February 14, 2023 and October 19, 2023. The OU LXDT M.S. program began accepting students for Spring 2024 start and the OU LXDT Ph.D. program has accepted students for Fall 2024 start. Allowing OSU to create an LDT-focused Ed.D. program will directly harm enrollments in both OU’s LXDT Ph.D. Program and OU’s LXDT M.S. program just as they are beginning. Both of OU’s recently approved LXDT programs already serve the OSU proposal’s stated aims. Enrollment competition will also inhibit the ability for a new OSU program to succeed. The OSU proposal asserts a new program is justified based on, 1. degree / research expectations (Ed.D. / practical emphasis), and 2. delivery mode (online only). However, as described below, their justification represents distinction without a difference. Degree / Research Expectations The Ed.D. degree label is a distinction without a difference because the OU Ph.D. program is not narrowly academic in focus, as the OSU proposal conveys. The OSU proposal rationale of serving students “who do not want to be in a traditional program that prepares researchers but are interested in a fully online program that prepares professionals to be leaders in their field” is a strawman argument that mischaracterizes the OU program. 1. The OU doctoral program is expressly designed for and directly applicable to people who desire to be leaders and practitioners in the full array of contexts of the LDT field. As explicitly stated in the State Regents approved OU doctoral program proposal documents, one of the approved OU doctoral program’s primary goals is to prepare graduates for “leadership positions as executive directors or other administrative roles that require the LXDT specializations and expertise in organizations, companies, educational and training centers, and research.” 2. As a primary goal of the OU doctoral program, Leadership in the LDT Field is supported through a dozen leadership-specific courses explicitly listed in the suggested elective courses by category in a document included in the OU program request form approved by the State Regents: Leadership EIPT 6173. Management of Instructional Technology Programs EDAH 5513. Management & Admin Of The Training Function EACS 6103. Visionary Leadership in Education. EACS 6123. Administrative and Organizational Theory EACS 6223. Policy Planning and Development in Education EACS 6213. Policy Evaluation EACS 6263. Educational and Community Relations EACS 6303. Strategic and Financial Planning in Education EACS 6503. Ethics in Educational Administration EACS 6203. Instructional Leadership in Educational Administration EDAH 5023. Administration of Adult and Higher Education EDAH 5143. Leadership Development in Adult and Higher Education 3. The OU doctoral program also departs from an exclusively academic focus, and from traditional doctoral programs, by requiring coursework involving project development at the doctoral level, rather than only at the masters level. The OU program offers all the courses and focus options listed in the OSU proposal: “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.” Development Core (6 hours from the following list, selected with advisor approval.) At least one of the two required development courses must be Type | No Protest | 05/30/24 | No Protest | 06/06/24 | No Protest | 05/30/24 | No Protest | 05/31/24 | No Protest | 05/30/24 | No Protest | 05/30/24 | No Protest | 05/30/24 | No Protest | 05/30/24 | No Protest | 05/30/24 | No Protest | 05/31/24 | No Protest | 06/03/24 | No Protest | 06/10/24 | No Protest | 05/30/24 | No Protest | 05/30/24 | No Protest | No Protest | 12/13/24 | No Protest | 12/15/24 | No Protest | 12/15/24 | No Protest | 12/13/24 | No Protest | 12/13/24 | No Protest | 12/13/24 | No Protest | 12/13/24 | No Protest | 12/15/24 | No Protest | 12/13/24 | No Protest | 12/20/24 | No Protest | 12/13/24 | February 6, 2025 | 0 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 17 | 09/25/24 10:03 AM | 03/17/25 2:30 PM | University of Oklahoma | Master of Science in Cybersecurity | 534 | HP Reviewed JW Reviewed | Protest Period Expired | 09/25/24 | 10/17/24 | | Approved by State Regents | February 6, 2025 | 11/12/24 | 11/27/24 | | Sent | 10/02/24 | | 10/17/24 | Sent | 11/12/24 | Andre-Denis Wright | andre.wright@ou.edu | No | Yes | Grey Allman | greyallman@ou.edu | Norman, Tulsa | Both Traditional and Online | The Cybersecurity program is designed to cater to the evolving needs of the technology sector, focusing on equipping students with a broad range of skills essential for Cybersecurity. The curriculum emphasizes a blend of theoretical knowledge and practical application, covering key areas such as network security, incidence response management, and risk management. This comprehensive approach ensures that graduates are well-prepared to tackle the diverse challenges in the field of cybersecurity, from designing secure software to managing security in complex systems. Additionally, the program recognizes the importance of staying current with emerging technologies and methodologies in cybersecurity. It aims to produce graduates who are not only proficient in current best practices but also adaptable to future technological advancements. This foresight is crucial in an industry characterized by rapid change and innovation. By fostering a deep understanding of both foundational principles and cutting-edge techniques, the program seeks to fulfill the industry's demand for highly skilled and versatile software developers, ready to contribute effectively in various roles within the tech industry. | Currently there are 3.5 million unfilled cybersecurity jobs globally, with over 450,000 in the US right now. Almost 4,000 of those vacant jobs are in Oklahoma. OU is designing this program with this in mind, working with local and state industry partners to meet the skyrocketing demand for these jobs. Occupations that are available to graduates of this program include: Cybersecurity Analyst; Security Architect; Incident Responder; Security Consultant; Security Engineer; Forensic Analyst; Security Operations Center (SOC) Analyst; Threat Intelligence Analyst; Cybersecurity Manager/Director; Compliance Analyst; Security Auditor. | ICS2 (International Information System Security Certification Consortium which is the most widely known certification body for cybersecurity professionals) found that 41% of responding organizations could not find enough qualified individuals to fill open positions. Furthermore, 24% of respondents felt their organization's leadership did not properly manage and align cyber resources and a staggering 92% of respondents said their organization suffered from skills gaps in their employees abilities. The number one response for addressing these concerns, as reported by 72% of organizations, was to invest in training. | | 111003 | Fall 2025 | Norman, Tulsa | 11/12/24 | ALL of the courses in the program can be completed entirely online | 30 | The purpose of the Cybersecurity program is to provide comprehensive education in cybersecurity, combining theoretical knowledge and practical skills. Its aim is to prepare graduates for successful, dynamic careers in the rapidly evolving technology industry, meeting the increasing demand for skilled cybersecurity. | Currently there are 3.5 million unfilled cybersecurity jobs globally, with over 450,000 in the US right now. Almost 4,000 of those vacant jobs are in Oklahoma. ICS2 (International Information System Security Certification Consortium which is the most widely known certification body for cybersecurity professionals) found that 41% of responding organizations could not find enough qualified individuals to fill open positions. Furthermore, 24% of respondents felt their organization's leadership did not properly manage and align cyber resources and a staggering 92% of respondents said their organization suffered from skills gaps in their employees abilities. The number one response for addressing these concerns, as reported by 72% of organizations, was to invest in training. | The Cybersecurity program is designed to cater to the evolving needs of the technology sector, focusing on equipping students with a broad range of skills essential for Cybersecurity. The curriculum emphasizes a blend of theoretical knowledge and practical application, covering key areas such as network security, incidence response management, and risk management. This comprehensive approach ensures that graduates are well-prepared to tackle the diverse challenges in the field of cybersecurity, from designing secure software to managing security in complex systems. Additionally, the program recognizes the importance of staying current with emerging technologies and methodologies in cybersecurity. It aims to produce graduates who are not only proficient in current best practices but also adaptable to future technological advancements. This foresight is crucial in an industry characterized by rapid change and innovation. By fostering a deep understanding of both foundational principles and cutting-edge techniques, the program seeks to fulfill the industry's demand for highly skilled and versatile software developers, ready to contribute effectively in various roles within the tech industry. | There are limited options for Masters degrees in Cybersecurity at Oklahoma public universities, and this field is in high demand as mentioned above. At the time of completing the development of the proposal, Oklahoma State offered a MS in Management Information Systems, with a track in cybersecurity. OU's degree is a stand-alone Master of Science degree with all 30 hours focused on this important topic. | Fall 2028 | 20 | 2028 | 15 | 2028-2029 | Both Traditional and Online | Yes | Yes | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/07/24 | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/03/24 | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/14/24 | No Protest | 11/12/24 | No Protest | 11/12/24 | No Protest | 11/12/24 | No Protest | 11/12/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/25/24 | No Protest | 11/12/24 | February 6, 2025 | This program will be delivered in a traditional and online format. This program will utilize several technologies to deliver content that is very similar to what is received by traditional students. These include Canvas, ZOOM, and related recording technologies. Online students will also have access to several additional resources. They will have full access to the library through electronic search engines, online assistance, and interlibrary loan services. The students may utilize the online writing center services by submitting assignment drafts for review, just like any other student. Online students will have access to disability services and necessary accommodations like any other student, and may utilize the processes of grade appeals, grievances, and other academic procedures. Classroom resources such as videos, discussion formats, classroom activities will be adapted if necessary, but available for online students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 18 | 09/25/24 12:02 PM | 03/17/25 2:46 PM | University of Oklahoma | Master of Science in Software Development and Integration | 535 | HP Reviewed JW Reviewed | Protest Period Expired | 09/25/24 | 10/17/24 | | Approved by State Regents | February 6, 2025 | 11/12/24 | 11/27/24 | | Sent | 10/02/24 | | 10/17/24 | Sent | 11/12/24 | Andre-Denis Wright | andre.wright@ou.edu | No | Yes | Grey Allman | greyallman@ou.edu | Norman, Tulsa | Both Traditional and Online | This program will provide a comprehensive education in software development, combining theoretical knowledge end practical skills. Its aim is to prepare graduates for successful, dynamic careers in the rapidly evolving technology industry, meeting the increasing demand for skilled software developers. Additionally, the program recognizes the importance of staying current with emerging technologies and methodologies in software development. It aims to produce graduates who are not only proficient in current best practices in current best practices but also adaptable to future technological advancements. | A search done on CareerOneStop (https://www.careeronestop.org/) indicates more than 960 annual projected job openings in Oklahoma in this field. These are high paying jobs with a starting salary around $75K. Some of these companies in the Tulsa area include Vital Energy, ONEGas, Nordam, ONEOK, Helmerich & Payne, and QuikTrip. In Oklahoma City, this list would further include Devon Energy and Paycom among others. Leading partners in this endeavor are the George Kaiser Family Foundation, Tulsa Innovation Labs, Bank of Oklahoma, and Google. This program could directly affect several occupations listed as critical in Oklahoma, including software developers, computer systems analysts, computer and information systems managers, project management specialists, network and computer systems administrators, and information security analysts. | By fostering a deep understanding of both foundational principles and cutting edge techniques. the program seeks to fulfill the industry's demand for highly skilled and versatile software developers, reedy to contribute effectively in various roles within the tech industry. We have received feedback from key industry partners, such as those listed above, of the need for Software Development and especially Software Integration. Software integration is an issue that can be found in any industry, company, organization in both the private and public sector.The Software Development and Integration (SDI) degree program is distinct from previously established Computer Science and Information Systems programs in the state. This SDI program is registered under CIP code 11.0201. Degree programs under CIP code 11.0201 provide a broad overview of software development for versatile IT careers, whereas those under 11.0701 focus on the theoretical and technical aspects of computer science for specialized roles in software development, research, and academia. | | 110201 | Fall 2025 | Norman, Tulsa | 11/12/24 | ALL of the courses in the program can be completed entirely online | 30 | The purpose of the Software Development program is to provide comprehensive education in software development, combining theoretical knowledge and practical skills. Its aim is to prepare graduates for successful, dynamic careers in the rapidly evolving technology industry, meeting the increasing demand for skilled software developers. | A search done on CareerOneStop (https://www.careeronestop.org/) indicates more than 960 annual projected job openings in Oklahoma in this field. These are high paying jobs with a starting salary around $75K. Some of these companies in the Tulsa area include Vital Energy, ONEGas, Nordam, ONEOK, Helmerich & Payne, and QuikTrip. In Oklahoma City, this list would further include Devon Energy and Paycom among others. Leading partners in this endeavor are the George Kaiser Family Foundation, Tulsa Innovation Labs, Bank of Oklahoma, and Google. This program could directly affect several occupations listed as critical in Oklahoma, including software developers, computer systems analysts, computer and information systems managers, project management specialists, network and computer systems administrators, and information security analysts. | The Software Development and Integration program is designed to cater to the evolving needs of the technology sector, focusing on equipping students with a broad range of skills essential for software development. The curriculum emphasizes a blend of theoretical knowledge and practical application, covering key areas such as programming, system design, and software integration. This comprehensive approach ensures that graduates are well-prepared to tackle the diverse challenges in the field of software development, from designing user-friendly applications to developing complex systems. Additionally, the program recognizes the importance of staying current with emerging technologies and methodologies in software development. It aims to produce graduates who are not only proficient in current best practices but also adaptable to future technological advancements. This foresight is crucial in an industry characterized by rapid change and innovation. By fostering a deep understanding of both foundational principles and cutting-edge techniques, the program seeks to fulfill the industry's demand for highly skilled and versatile software developers, ready to contribute effectively in various roles within the tech industry. | The Software Development and Integration degree program is distinct from previously established Computer Science and Information Systems programs in the state. This SDI program is registered under CIP code 11.0201. Degree programs under CIP code 11.0201 provide a broad overview of software development for versatile IT careers, whereas those under 11.0701 focus on the theoretical and technical aspects of computer science for specialized roles in software development, research, and academia. In the state, there is no other bachelors program with this CIP code. All other programs that could be construed as similar are under the computer-science theoretically-focused 11.0701 CIP code. | Fall 2028 | 20 | 2028 | 15 | 2028-2029 | Both Traditional and Online | Yes | Yes | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/07/24 | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/03/24 | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/02/24 | No Protest | 10/14/24 | No Protest | 10/02/24 | No Protest | 11/12/24 | No Protest | 11/12/24 | No Protest | 11/15/24 | No Protest | 11/12/24 | No Protest | 11/12/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/25/24 | No Protest | 11/12/24 | February 6, 2025 | This program will be delivered in a traditional and online format. This program will utilize several technologies to deliver content that is very similar to what is received by traditional students. These include Canvas, ZOOM, and related recording technologies. Online students will also have access to several additional resources. They will have full access to the library through electronic search engines, online assistance, and interlibrary loan services. The students may utilize the online writing center services by submitting assignment drafts for review, just like any other student. Online students will have access to disability services and necessary accommodations like any other student, and may utilize the processes of grade appeals, grievances, and other academic procedures. Classroom resources such as videos, discussion formats, classroom activities will be adapted if necessary, but available for online students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 19 | 09/25/24 9:41 AM | 03/17/25 2:46 PM | University of Oklahoma | Master of Science in Applied Artificial Intelligence | 532 | HP Reviewed JW Reviewed | Protest Period Expired | 09/25/24 | 10/12/24 | | Approved by State Regents | February 6, 2025 | 11/12/24 | 11/27/24 | | Sent | 09/27/24 | | 10/12/24 | Sent | 11/12/24 | Andre-Denis Wright | andre.wright@ou.edu | No | Yes | Grey Allman | greyallman@ou.edu | Norman, Tulsa | Both Traditional and Online | This program is designed for students wanting to focus their studies on the practice Artificial Intelligence (AI). There are unique topics associated with AI that require specialized knowledge across multiple disciplines. This program will offer courses that present those topics. In particular, this program will focus on the use of deep learning, large language models, and other AI techniques to solve business and societal challenges. While the program will present the mathematical underpinnings of AI techniques, it will focus on their application and will make use of commercial cloud environments for a computer platform. | There are over 600+ open jobs in the Computer and Information Technology areas in Northeastern Oklahoma alone with 375 job openings in Tulsa specifically. A search done on CareerOneStop (https://www.careeronestop.org/) indicated over 800 annual projected job openings in Oklahoma though the title of AI has not yet grown to the anticipated full expectation. These are high paying jobs with a starting salary around $88K. Some of these companies in the Tulsa area include Williams, ONEGas, Nordam, OneOK, Helmerich & Payne, and QuikTrip. Expanding to Oklahoma City for our Norman students would include Devon Energy, Paycom, and other industry partners. Leading partners in this endeavor are George Kaiser Family Foundation, Tulsa Innovation Labs, Bank of Oklahoma, and Google. | The AI market is expected to grow from $86.9B in 2022 to $407B in 2027 (Forbes), while AI adoption in industry is expected to grow 37.3% annually through 2030 (CNBC). The number of jobs specifically posted for AI has grown 1.5x since 2018, and companies are still learning to adopt large language models (LLMs) into their business processes. The program aims to attract students from non-technical disciplines seeking to use AI techniques in their core area of interest, such as Business, Public Policy, Healthcare, and Manufacturing. | | 110102 | Fall 2025 | Norman, Tulsa | 11/12/24 | ALL of the courses in the program can be completed entirely online | 30s | This program is designed for students wanting to focus their studies on the practice Artificial Intelligence (AI). There are unique topics associated with AI that require specialized knowledge across multiple disciplines. This program will offer courses that present those topics. In particular, this program will focus on the use of deep learning, large language models, and other AI techniques to solve business and societal challenges. While the program will present the mathematical underpinnings of AI techniques, it will focus on their application and will make use of commercial cloud environments for a computer platform. | There are over 600+ open jobs in the Computer and Information Technology areas in Northeastern Oklahoma alone with 375 job openings in Tulsa specifically. A search done on CareerOneStop (https://www.careeronestop.org/) indicated over 800 annual projected job openings in Oklahoma though the title of AI has not yet grown to the anticipated full expectation. These are high paying jobs with a starting salary around $88K. Some of these companies in the Tulsa area include Williams, ONEGas, Nordam, OneOK, Helmerich & Payne, and QuikTrip. Expanding to Oklahoma City for our Norman students would include Devon Energy, Paycom, and other industry partners. Leading partners in this endeavor are George Kaiser Family Foundation, Tulsa Innovation Labs, Bank of Oklahoma, and Google. | The purpose of the Master of Science degree in Applied Artificial Intelligence (AI) is to provide students with a deep and comprehensive understanding of AI's principles, tools, and applications. This program is structured to build a strong foundation in mathematics, computer science, and data analysis, essential for designing and implementing effective AI systems. Students will engage in learning advanced topics such as machine learning, deep learning, natural language processing, and computer vision, equipping them with the skills necessary to develop intelligent software solutions for complex, real-world problems. The program's approach combines theoretical knowledge with practical application, ensuring that graduates are well-versed in the latest AI technologies and methodologies. In addition to technical skills, the AI program emphasizes the importance of understanding the ethical and societal impacts of AI. This aspect prepares students to approach AI development and deployment responsibly, considering the broader implications of their work. By the end of the program, graduates will not only have the technical expertise required for AI development but also the critical thinking skills to assess and address the ethical challenges in the field. This education positions them for diverse and impactful careers in various industries, contributing to the innovative and responsible use of AI in solving some of the world's most pressing challenges. | At the time of the program's development, there were no known AI programs at the master's level in the state of Oklahoma. | Fall 2028 | 20 | 2028 | 15 | 2028-2029 | Both Traditional and Online | Yes | Yes | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/30/24 | No Protest | 09/27/24 | No Protest | 09/28/24 | No Protest | 10/09/24 | No Protest | 09/27/24 | No Protest | 11/12/24 | No Protest | 11/12/24 | No Protest | 11/15/24 | No Protest | 11/12/24 | No Protest | 11/12/24 | No Protest | 11/12/24 | No Protest | 11/12/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/12/24 | February 6, 2025 | This program will be delivered in a traditional and online format. This program will utilize several technologies to deliver content that is very similar to what is received by traditional students. These include Canvas, ZOOM, and related recording technologies. Online students will also have access to several additional resources. They will have full access to the library through electronic search engines, online assistance, and interlibrary loan services. The students may utilize the online writing center services by submitting assignment drafts for review, just like any other student. Online students will have access to disability services and necessary accommodations like any other student, and may utilize the processes of grade appeals, grievances, and other academic procedures. Classroom resources such as videos, discussion formats, classroom activities will be adapted if necessary, but available for online students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 20 | 09/25/24 10:34 AM | 03/17/25 2:46 PM | University of Oklahoma | Master of Science in Cybersecurity Leadership | 533 | HP Reviewed JW Reviewed | Protest Period Expired | 09/25/24 | 10/12/24 | | Approved by State Regents | February 6, 2025 | 11/12/24 | 11/27/24 | | Sent | 09/27/24 | | 10/12/24 | Sent | 11/12/24 | Andre-Denis Wright | andre.wright@ou.edu | No | Yes | Grey Allman | greyallman@ou.edu | Norman, Tulsa | Both Traditional and Online | The Cybersecurity Leadership graduate program is designed to address a significant gap in the current educational offerings: the combination of technical understanding with essential leadership and management skills. Traditional cybersecurity programs often focus on the technical aspects of threat detection and mitigation, but they may not adequately prepare students to lead teams, develop strategic policies, and communicate effectively with stakeholders. This program aims to mold leaders in the latest cybersecurity technologies but also skilled in governance, risk management, compliance, and strategic planning. Such a degree is crucial for developing leaders who can think ahead of the curve, anticipate new threats, and craft proactive strategies to enhance security. Graduates will be prepared for roles that require them to oversee complex cybersecurity operations, manage cross-functional teams, and make decisions that balance technical challenges with business objectives and regulatory requirements. Moreover, they will learn to foster a culture of security awareness within their organizations, a key element in mitigating human factors that often lead to security breaches. | In a key 2023 report by ICS2, a world-wide leading cybersecurity professional organization, researchers found that the cybersecurity workforce grew by 8.7% over the previous year. Additionally, they found that potential employees were more likely to enter the cybersecurity space without an information technology (IT) background. Occupations in demand for graduates with this degree include: 1. Chief Information Security Officer (CISO) 2. Cybersecurity Policy Analyst 3. Director of Information Security Governance 4. Cybersecurity Risk Manager 5. Compliance Officer 6. Security Awareness Trainer 7. Cybersecurity Project Manager 8. Data Protection Officer (DPO) 9. Incident Response Coordinator 10. Chief Compliance Officer | ICS2 found that 41% of responding organizations could not find enough qualified individuals to fill open positions. Additionally, 24% of respondents felt their organization's leadership did not properly manage and align cyber resources and 92% of respondents said their organization suffered from skills gaps in their employee's abilities. The number one response by 72% of the organizations for addressing these concerns was to invest in training. In an era where cyber threats are a constant and significant concern, a Master of Science in Cybersecurity Leadership is a necessity for those who aspire to lead with foresight and resilience in the face of cyber challenges. | | 111003 | Fall 2025 | Norman, Tulsa | 11/12/24 | ALL of the courses in the program can be completed entirely online | 30 | The Cybersecurity Leadership graduate program is designed to address a significant gap in the current educational offerings: the combination of technical understanding with essential leadership and management skills. Traditional cybersecurity programs often focus on the technical aspects of threat detection and mitigation, but they may not adequately prepare students to lead teams, develop strategic policies, and communicate effectively with stakeholders. This program aims to mold leaders in the latest cybersecurity technologies but also skilled in governance, risk management, compliance, and strategic planning. | In a key 2023 report by ICS2, a world-wide leading cybersecurity professional organization, researchers found that the cybersecurity workforce grew by 8.7% over the previous year. Additionally, they found that potential employees were more likely to enter the cybersecurity space without an information technology (IT) background. ICS2 found that 41% of responding organizations could not find enough qualified individuals to fill open positions. Additionally, 24% of respondents felt their organization's leadership did not properly manage and align cyber resources and 92% of respondents said their organization suffered from skills gaps in their employee's abilities. The number one response by 72% of the organizations for addressing these concerns was to invest in training. In an era where cyber threats are a constant and significant concern, a Master of Science in Cybersecurity Leadership is a necessity for those who aspire to lead with foresight and resilience in the face of cyber challenges. | In today’s rapidly evolving digital landscape, the need for effective cybersecurity leadership has never been more critical. As cyber threats become increasingly sophisticated and pervasive, organizations across all sectors are recognizing the imperative to bolster their defensive capabilities not just technologically, but strategically and organizationally. This urgency underscores the necessity for a specialized graduate program in Cybersecurity Leadership. | There are currently no programs in the State of Oklahoma that duplicate the proposed Cybersecurity Leadership program. There are programs that include leadership as a component, but the Cybersecurity Leadership master's program is unique. The focus of the proposed degree program is less on the technical skills usually found with cybersecurity programs and more on the behavioral cybersecurity insights and leadership skills necessary to be effective in business. | Fall 2028 | 20 | 2028 | 15 | 2028-2029 | Both Traditional and Online | Yes | Yes | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/27/24 | No Protest | 09/30/24 | No Protest | 09/27/24 | No Protest | 09/28/24 | No Protest | 10/09/24 | No Protest | 11/12/24 | No Protest | 11/12/24 | No Protest | 11/15/24 | No Protest | 11/12/24 | No Protest | 11/12/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/25/24 | No Protest | 11/12/24 | February 6, 2025 | This program will be delivered in a traditional and online format. This program will utilize several technologies to deliver content that is very similar to what is received by traditional students. These include Canvas, ZOOM, and related recording technologies. Online students will also have access to several additional resources. They will have full access to the library through electronic search engines, online assistance, and interlibrary loan services. The students may utilize the online writing center services by submitting assignment drafts for review, just like any other student. Online students will have access to disability services and necessary accommodations like any other student, and may utilize the processes of grade appeals, grievances, and other academic procedures. Classroom resources such as videos, discussion formats, classroom activities will be adapted if necessary, but available for online students. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 21 | 11/12/24 4:54 PM | 03/17/25 2:46 PM | Southwestern Oklahoma State University | Bachelor of Arts in Digital Design | 118 | HP Reviewed JW Reviewed | Protest Period Expired | 11/12/24 | 11/28/24 | | Approved by State Regents | February 6, 2025 | 12/06/24 | 12/25/24 | | Sent | 11/13/24 | | 11/28/24 | Sent | 12/10/24 | Joel Kendall | joel.kendall@swosu.edu | No | Yes | Tamera Kisinger | tamera.kisinger@swosu.edu | Weatherford | Traditional Only | BA in Digital Design with an emphasis area in multimedia design. Multimedia designers combine text, audio, graphics, and video to communicate messages. The position of Multimedia Designer is primarily responsible for developing and executing professional quality design concepts that support the companys product and service objectives. This position plays a lead role in graphic design, advertising, video production, event coordination, resource management, website design, development of sales collateral and offers opportunity for growth. | Average salary is $74,534.00 according to Salary.com. There are 21,800 current job openings. The number of jobs is expected to grow substantially over the next 10 years. Projected job growth is 23% for the period 2021·2031 in the US, according to the U.S. Bureau of Labor Statistics. Thus, the number of jobs is expected to grow substantially over the next 10 years. Projected job growth is 23% for the period 2021-2031 in the US, according to the U.S. Bureau of Labor Statistics. | Currently, Creative Media & Visual Arts houses a BA in Communication and a BFA in Art. The new proposed program is a collaboration between the BA in Communications and BFA in Art. A BA in Digital Design with an emphasis area in multimedia design requires a student to have a foundation in a BFA in Art, particularly Graphic Design, but also requires students to have skills from the BA in communication emphases areas of strategic communication and film and live entertainment. Students graduating with a BFA in Graphic Design would lack the necessary skills of audio, video, video editing, social media communication, entertainment management, scenography, writing, and theories of advertising that the communication students acquire. Neither the BFA in Art with the Graphic Design emphasis, nor the BA in Communication with emphasis areas in strategic communication or film and live entertainment, fills the need and provides students with the necessary skills for digital design with an emphasis in multimedia design. The proposed program also includes a course in applied web site design that is a requirement for a multimedia designer but it is not part of any curriculum at SWOSU. There is currently not an educational program for a student interested in digital design with an emphasis in multimedia design. This new BA in digital design with an emphasis in multimedia design would attract new students to SWOSU and Creative Media and Visual Arts by providing the qualifications for a new pathway to job positions that our current graduates do not qualify for. In addition, the BFA in Art loses students who do not excel in the studio art requirements. The BA in Digital Design might also be a pathway for retaining students struggling in studio art course requirements while attempting a BFA in Art with a graphic design emphasis. Research in the current job trends indicate that current graphic designers do not have the skills to transition to a multimedia designer position without additional education. A multimedia designer is in high demand in the job market and the average salaries are impressive. | | 50.0401 | NA | Fall 2025 | Weatherford, OK | 11/08/24 | Multimedia Designer | NONE of the courses in the program can be completed entirely online | 120 | The BA in Digital Design with an emphasis area in Multimedia Design will fill a need in the job market that is not currently satisfied with BFA in Art. | Average salary is $74,534.00 according to Salary.com. There are 21,800 current job openings. The number of jobs is expected to grow substantially over the next 10 years. Projected job growth is 23% for the period 2021-2031 in the US, according to the U.S. Bureau of Labor Statistics. Thus, the number of jobs is expected to grow substantially over the next 10 years. Projected job growth is 23% for the period 2021-2031 in the US, according to the U.S. Bureau of Labor Statistics. | The BA in Digital Design will provide students with the skills to both design and produce multimedia materials. The current BFA in Graphic Design does not meet the employers requirements of video, audio and editing skills. The BA in Communication does not meet the employers demands for design skills. The proposed program will fill the needs for companies for a multimedia designer. The job market needs are rapidly growing. There are 21,800 current job openings. The number of jobs is expected to grow substantially over the next 10 years. Projected job growth is 23% for the period 2021- 2031 in the US, according to the U.S. Bureau of Labor Statistics. Thus, the number of jobs is expected to grow substantially over the next 10 years. Projected job growth is 23% for the period 2021-2031 in the US, according to the U.S. Bureau of Labor Statistics. | The BA in Digital Design is significantly different in course requirements and core courses than the BFA in Art. | Fall 2030 | 15 | 2029 | 10 | 2029-2030 | Traditional Only | No | Yes | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/13/24 | No Protest | 11/25/24 | No Protest | 11/13/24 | No Protest | 12/13/24 | No Protest | 12/11/24 | No Protest | 12/10/24 | No Protest | 12/10/24 | No Protest | 12/10/24 | No Protest | 12/10/24 | No Protest | 12/12/24 | No Protest | 12/10/24 | No Protest | 12/10/24 | No Protest | 12/18/24 | No Protest | 12/10/24 | February 6, 2025 | All courses will be taught in person at the Weatherford Campus | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 22 | 11/06/24 11:56 AM | 03/17/25 2:50 PM | Murray State College | Associate in Arts in Communication | 086 | HP Reviewed JW Reviewed | Protest Period Expired | 11/06/24 | 11/21/24 | | Approved by State Regents | February 6, 2025 | 12/12/24 | 12/28/24 | | Sent | 11/06/24 | | 11/21/24 | Sent | 12/13/24 | Becky Henthorn | bhenthorn@mscok.edu | No | Yes | Melanie Whitehead | mwhitehead@mscok.edu | Ardmore, Tishomingo, Online | Both Traditional and Online | The Communication degree program studies human communication in aesthetic/creative, intercultural, interpersonal, digital, legal, organizational, and political contexts. This degree also explores cultural diversity, social justice, and popular media. The degree will easily transfer to another institution for further study or give students the communication skills they need to enter the workforce. | The U.S. Bureau of Labor Statistics projects a faster-than-average growth of 8% in the media and communication occupations over the next decade. This program would support the following employment fields from Oklahoma's 100 "Critical Occupations list (2021-2030): marketing managers, meeting, convention and event planners, public safety telecommunications, dispatchers, sales representatives, general managers, guidance counselors and advisors. A Lightcast Occupation Overview indicates growth in this field of 9.8% in Oklahoma over the next 5 years. | Murray State College currently offers an Associate of Arts in Communication and Performance Studies that includes courses in musical theatre and studio arts. The proposed program will remove the musical theatre and studio arts classes to a separate program. A stand-alone Communication program will focus on coursework and skills that meet the contemporary needs of communication careers and facilitate student transfer to communication-related programs at four-year institutions. We believe that the separation of Communication from Performance Studies will increase the number of majors and enable it to be offered as a fully online degree. | | N/A | 09.0100 | No separate accreditation required. | Fall 2025 | Ardmore, Online, Tishomingo | 04/18/23 | N/A | ALL of the courses in the program can be completed entirely online | 60 | The Communication degree program studies human communication in aesthetic/creative, intercultural, interpersonal, digital, legal, organizational, and political contexts. This degree also explores cultural diversity, social justice, and popular media. The degree will easily transfer to another institution for further study or give students the communication skills they need to enter the workforce. | The U.S. Bureau of Labor Statistics projects a faster-than-average growth of 8% in the media and communication occupations over the next decade. This program would support the following employment fields from Oklahoma's 100 "Critical Occupations list (2021-2030): marketing managers, meeting, convention and event planners, public safety telecommunications, dispatchers, sales representatives, general managers, guidance counselors, and advisors. A Lightcast Occupation Overview indicates growth in this field of 9.8% in Oklahoma over the next 5 years. | Murray State College currently offers an Associate of Arts in Communication and Performance Studies that includes courses in musical theatre and studio arts. The proposed program will remove the musical theatre and studio arts classes to a separate program. A stand-alone Communication program will focus on coursework and skills that meet the contemporary needs of communication careers and facilitate student transfer to communication-related programs at four-year institutions. We believe that the separation of Communication from Performance Studies will increase the number of majors and enable it to be offered as a fully online degree. | This program is commonly considered an undergraduate core area and is therefore considered nonduplicative. In cooperation with other state institutions and in the interest of student persistence and career success, program core courses will be evaluated, modified, and submitted for CEP inclusion and articulation agreements pursued with four-year colleges within our geographic service area. | Fall 2030 | 25 | 2029 | 5 | 2029-2030 | Both Traditional and Online | No | No | No Protest | 11/06/24 | No Protest | 11/06/24 | No Protest | 11/12/24 | No Protest | 11/07/24 | No Protest | 11/07/24 | No Protest | 11/06/24 | No Protest | 11/07/24 | No Protest | 11/18/24 | No Protest | 11/06/24 | No Protest | 12/13/24 | No Protest | 12/13/24 | No Protest | 12/13/24 | No Protest | 12/13/24 | No Protest | 12/13/24 | No Protest | 12/13/24 | No Protest | 12/13/24 | No Protest | 12/13/24 | No Protest | 12/13/24 | No Protest | 12/13/24 | No Protest | 12/20/24 | No Protest | 12/13/24 | February 6, 2025 | All of the general education and program courses are offered completely online and delivered through Blackboard Ultra LMS and taught by staff who have received Quality Matters Certification. All courses in the general education portion of the degree program and select program core and elective courses will be available through traditional delivery on both campuses. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 23 | 09/13/24 3:36 PM | 04/08/25 10:07 AM | Tulsa Community College | Associate in Science in Physical Sciences | 297 | HP Reviewed JW Reviewed | Protest Period Expired | 09/13/24 | 10/03/24 | | Approved by State Regents | March 27, 2025 | 01/03/25 | 01/17/25 | | Sent | 09/18/24 | | 10/03/24 | Sent | 01/03/25 | Angela Sivadon | angela.sivadon@tulsacc.edu | No | Yes | Matt Mounger | matthew.mounger@tulsacc.edu | Tulsa Community College | Both Traditional and Online | The Physical Sciences program offers a comprehensive and interdisciplinary approach to the study of chemistry and physics. Perfect for students who are curious about the foundational laws that shape our universe, this program combines engaging coursework, hands-on laboratory experiences, and strong mentorship to prepare graduates for a wide range of careers. A degree in physical sciences provides the knowledge and skills to pursue a variety of exciting and impactful fields, such as forensic science, medicine, astronomy, physics, chemistry, environmental conservation, and engineering. | The Physical Sciences AS degree would pave the way for careers in various fields such as medicine, astronomy, physics, chemistry, forensic science, environmental conservation, engineering, and other science-related fields. Some of these careers are listed on Oklahoma’s 100 Critical Occupations list, and the demand ranges from stable to high growth with several projecting job growth in the next 5 years: Stem Cluster (Engineers, Scientists, Hydrologists...) with 1,129 new jobs and Health Sciences with 9,360 new jobs. At the associate’s degree level, students would have opportunities with projected growth in various fields such as environmental science & protection, geological, and hydrologic technicians. Further education (such as a bachelor’s degree or higher) would be required for most of these career options, but the AS in Physical Sciences would provide a solid foundation in the sciences. | The removal of the current Physics AS and Chemistry AS degrees will create a void for students needing the core classes within these programs. Since there was a similarity between the requirements of these two degrees, a new Physical Sciences AS degree was created to serve the students within the Physics and Chemistry degrees. An AS degree in Physical Sciences provides a versatile foundation for many different fields, offering the essential scientific knowledge and skills needed to advance in various specialized careers with additional education and training. | | 400101 | Fall 2025 | All TCC Campuses | 12/12/24 | SOME of the courses in the program can be completed entirely online | 60 | The Physical Sciences program offers a comprehensive and interdisciplinary approach to the study of chemistry and physics. Perfect for students who are curious about the foundational laws that shape our universe, this program combines engaging coursework, hands-on laboratory experiences, and strong mentorship to prepare graduates for a wide range of careers. A degree in physical sciences provides the knowledge and skills to pursue a variety of exciting and impactful fields, such as forensic science, medicine, astronomy, physics, chemistry, environmental conservation, and engineering. | The Physical Sciences AS degree would pave the way for careers in various fields such as medicine, astronomy, physics, chemistry, forensic science, environmental conservation, engineering, and other science-related fields. Some of these careers are listed on Oklahoma’s 100 Critical Occupations list, and the demand ranges from stable to high growth with several projecting job growth in the next 5 years: Stem Cluster (Engineers, Scientists, Hydrologists...) with 1,129 new jobs and Health Sciences with 9,360 new jobs. At the associate’s degree level, students would have opportunities with projected growth in various fields such as environmental science & protection, geological, and hydrologic technicians. Further education (such as a bachelor’s degree or higher) would be required for most of these career options, but the AS in Physical Sciences would provide a solid foundation in the sciences. | The idea was to create a degree separate degree from the Biological Sciences degree to avoid a common core as prescribed by OSRHE policy. As a result, TCC suspended Physics and Chemistry and combined the requirements to create the new degree and partner more closely with transfer partners. | N/A | Fall 2027 | 30 | 2029 | 15 | 2029-2030 | Both Traditional and Online | Yes | No | No Protest | 09/23/24 | No Protest | 09/18/24 | No Protest | 09/18/24 | No Protest | 09/18/24 | No Protest | 09/18/24 | No Protest | 09/19/24 | No Protest | 09/18/24 | No Protest | 09/18/24 | No Protest | 09/27/24 | No Protest | 09/18/24 | No Protest | 01/03/25 | No Protest | 01/06/25 | No Protest | 01/06/25 | No Protest | 01/03/25 | No Protest | 01/03/25 | No Protest | 01/03/25 | No Protest | 01/03/25 | No Protest | 01/17/25 | No Protest | 01/03/25 | March 27, 2025 | Some course can be taken online and some courses are only offered in person. | No | No | Funding used for Chemistry and Physics currently will be used. | 0 | none | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||