| 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 | |
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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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||