Guidelines for New Graduate Programs
Indiana University Graduate Council Guidelines
for Submitting Proposals for New Graduate Programs
Approved April, 1996
- All proposals for new Masters, Doctoral, Doctoral Minor, and Graduate
Certificate programs should discuss the major topics listed below. Those
proposals requiring approval of the Indiana Commission on Higher Education
should be organized according to the ICHE Guidelines for Developing
Academic Program Proposals. Those not requiring ICHE approval need not
necessarily follow this format but must nevertheless address the following
issues somewhere in the proposal:
It is strongly suggested that the proposal be sent to departments
with similar programs at other campuses of Indiana University.
Although the approval of these other departments is not required,
such efforts can yield considerable benefit in terms of communication,
coordination and program development.
The plan for administering the program should consider who
will oversee the program, who will advise students, and how this
will affect their workloads. In parallel fashion, the discussion
of the program s impact on undergraduate and other graduate programs
should give a clear statement of how new courses and administrative
work will affect existing curricula and faculty teaching loads,
and also identify any benefits that may accrue to these other
programs as a result of the new program.
In discussing relevant faculty expertise, the proposers should
focus on the relationship between faculty research profiles and
the core curriculum of the program.
In discussing resources, the proposers should identity what
is already available and what new resources will be needed in
terms of faculty, space, library holding, etc. If substantial
new resources are required, the proposers should include a clear
commitment from campus administrators that these new resources
will be forthcoming as the program is put into place.
In comparing the program to others elsewhere, the proposers
should identify where such programs exist at other universities,
both in the Midwest and nationally. Data on enrollments, graduates,
number of faculty and other such dimensions of these programs
should also be given. The program s relationship to professional
accreditation standards and to accepted and emerging practices
in the field should also be discussed.
In discussing employment opportunities for graduates in the
program, the proposers should give data either from published
reports or their own surveys of regional and national employers
as to the demand for people with such degrees.
Those who develop graduate programs should take great care
to distinguish them from undergraduate offerings. It is strongly
urged that the core curriculum consist of graduate only, rather
than dual-listed or concurrent courses. Proposers should bear
in mind the differences between an undergraduate major or course
and a graduate program or course. At the undergraduate level the
purpose is to convey the rudiments of accepted knowledge and critical
habits of thought and expression. A graduate program or course
should introduce students to reading, understanding, and critiquing
the advanced scholarly literature in the field and to doing routine
research by widely understood methods, or, in the arts, to making
original contributions of a creative nature. An M.A. student,
however, would not necessarily be asked to contribute to the professional
literature, as would be required of a Ph.D. student by the completion
of the doctoral program. Requirements with respect to credit hours,
examinations, and written work must be substantially identical
to those at existing programs elsewhere at Indiana University.
When using graduate courses already approved for Indiana University,
it is advisable to seek sample syllabi for those courses from
campuses which have already taught them.
Special attention should be given to the compatibility of
the proposed curriculum with accreditation criteria established
by quasi-governmental bodies or by relevant professional organizations,
where those are relevant. In some cases this may include demonstrating
the availability of the resources needed to provide the variety
and amount of required clinical, or other, practicum experience.
Entry-level academic degrees required for certification or licensing
vary considerably from one profession to another. It is the responsibility
of new programs to consider these issues carefully, if their prospective
graduates are to be assured of employment opportunities. In the
case of clinical professions such as speech pathology or audiology,
questions of national and state populations to be served and of
the current and future outlook for either shortages or over-production
in those professions should be explicitly considered.
The following terminology has been approved by the Graduate
Council to refer to programs in which the student earns two separate
degrees: dual refers to two degrees at the master s level, whether
two M.A. degrees, an M.A. and an M.S., or an M.A. or M.S. and
a professional degree (such as the M.B.A., the M.P.A., or the
M.L.S.), while combined refers to two degrees when one is at a
higher level than the master s, e.g. M.A. or M.S. and M.D. or
D.D.S. Dual degrees must require at least 50 hours of credit,
and at least 21 hours from each department (of which no more than
3 hours can be derived from a thesis). The core requirements of
each degree must be retained. For programs in which students earn
only one degree, the term double major is preferred (e.g. Ph.D.
with a double major in American Studies and History).
- Objectives of the Program
- Unique Features and Strengths of the Program
- Degree to be Awarded
- Admissions Requirements
- Clientele to be Served
- Student Financial Support Available
- Evidence of Student Demand
- Employment Possibilities for Graduates
- Relevant Faculty Expertise
- Resources Required
- Impact on Undergraduate and Other Graduate Programs
- Compatibility with University and Campus Missions
- Implementation Plan
- Plan for Administering the Program
- Comparison with Similar Programs at Other Universities and at Other
Campuses of Indiana University
- Compatibility of proposed curriculum with accreditation established
by governmental bodies or by relevant professional organizations
The Graduate School has additional guidelines which may be relevant
for certain types of programs. Early in the preparation of your
proposal you should contact the Graduate School to see if any
of these are relevant to your program.