Step One:
Please meet with the Vice President for Academic Affairs or his/her designee before beginning this process in order to determine
which sections of this proposal form you need to complete and which departments or individuals are required for approval,
review, or notification. An appropriate Classification of Instructional Programs (CIP) code will be determined at this time.
Date of preliminary proposal meeting with VPAA:
Sections of the form that are required:
Step Two: Complete sections of the form indicated by VPAA.
Step Three: Distribute for approvals, reviews, and notifications as indicated.
A. Characteristics of the Proposed Program
Full name of the proposed program, the specific degree (if
applicable) or the instructional level (e.g., bachelor’s-level
Six-digit CIP code of the program. (See above.)
The total credit hours required for completion of the program
(apart from general education and electives):
Normal or typical length of time for students to complete the
The proposed initial date for implementation of the program:
The primary target audience for the program (e.g., full-time,
part-time, traditional college age, working adults, transfer
students, military personnel, etc.):
1. Describe the key dynamics — institutional mission and internal or external forces — that stimulated and shaped this proposal.
2. Discuss how this program would help realize Concordia’s Mission and Promise Statement.
B. Identify External Accreditation, Advisory Groups, and/or Key Partnerships Supporting the Program
If you are planning any involvement by external organizations (other than accredited higher education institutions) in key operations
as identified below, provide the information requested for each planned involvement.
Type of involvement Name(s) of external organization(s) Estimated % of Involvement
A. Recruitment and admission of
students (e.g., The Learning House)
B. Course placement and advising of
C. Design and oversight of curriculum
D. Direct instruction and oversight
E. Other support for delivery of
C. Institutional Planning for Proposed Program
3. Briefly describe the planning process for determining the need for this new program, including the role of faculty in the process.
4. What are the physical facilities and equipment needed to support the program? Indicate the impact that the proposed change
will have on the physical resources and laboratories that currently accommodate existing programs and services, or identify new
laboratory and resource needs.
5. What is the evidence that a market for the new program exists? How has estimated program demand been factored into
realistic enrollment projections? How has this evidence been used in planning and budgeting processes to develop a quality
program that can be sustained?
6. If the program request is approved, what future growth do you anticipate (e.g., in the next six months, three years) and how do
you plan to manage this growth (e.g., workload adjustments, additional instructors, etc.)?
7. Obtain a program cost model from the Chief Operating Officer and include below. How does this program fit into the current
and expected financial picture of the institution? In particular, will the program be financially self-sufficient within three years?
If not, when do you expect the program to be financially self-sufficient and how do you expect the program to operate until
then? (Please work with your dean on this item.)
Program Cost Model
Academic Year
13/14 14/15 15/16 16/17 17/18
Number of Students 15 30 40 40 40
Credits Generated – 8 per semester:
Fall 120 240 320 320 320
Spring 120 240 320 320 320
Summer 120 240 320 320 320
Cost per credit $460 $470 $480 $490 $500
Total Revenue $165,600 $338,400 $460,800 $470,400 $480,000
Salaries $50,000 $80,000 $150,000 $200,000 $250,000
Other expenses $50,000 $70,000 $90,000 $110,000 $130,000
Total Expenses $100,000 $140,000 $275,000 $350,000 $400,000
Profit/(Loss) $65,600 $198,400 $185,800 $120400 $80,000
8. What controls are in place to ensure that the information presented to students in advertising, brochures, and other
communications will be accurate?
D. Curriculum and Instructional Design
9. List the program learning outcomes.
10. List all the courses that comprise the program. Include course descriptions and number of credit hours for each.
11. What are the requirements students must fulfill to complete the program successfully (including specific courses, course
options, and any other requirements)? Total number of credits for the program?
12. For programs using prior learning credit, compressed time frames, online delivery, accelerated formats, or other innovative
approaches to learning, explain how the institution will ensure that student work and the levels of knowledge and competencies
comparable to those required in traditional formats have been achieved?
E. Institutional Staffing, Faculty, and Student Support
13. How many and what types (full-time, part-time, adjunct) of faculty will be employed in the program? Why is the number of fulltime
faculty members adequate to support the program?
14. What will the impact of the new initiative have on current faculty workload?
15. What library and information resources—general as well as specific to the program(s)—and staffing and services are in place to
support the initiative?
16. In a separate document, provide a brief listing that inventories each faculty member employed to teach in the program,
including names of existing personnel, a description of each faculty member’s academic qualifications, their prior instructional
responsibility and other experiences relevant to the courses they will teach in the program in question, each faculty member’s
course load in the new program, and the course work each teaches in other programs currently offered. Document scholarship
and research capability of each faculty member.
F. Evaluation
17. Describe the process for monitoring, evaluating, and improving the overall effectiveness and quality of the program, including
student persistence and completion. (Consult Associate Vice President for Assessment and Accreditation)
18. Attach the Assessment Plan (6.22 Form 2) approved by the Assessment Council.
G. Approvals, Reviews, and/or Notifications
Specific approvals, reviews, and notifications needed should be determined by the VPAA at the outset of the proposal process.
Approvals, Reviews, and/or
Approvals, Reviews,
and/or Notifications
Needed (√)
Documents Received
Department — approval
College approval
Enrollment: Assoc. VP for Enrollment
Management — review
Accreditation: Assoc. VP for
Assessment & Accreditation — review
Assessment Council — approval of
assessment plan (6.221)
Vice President for Academic Affairs —
Senior Vice President — approval
Undergraduate Policies Committee —
Faculty Senate — report
Registrar — notification
Submitted Concordia University System
Submitted to Minnesota Office of
Higher Education
Submitted to Higher Learning
Assessment Plan for the Proposed Major or Minor in:
Date of Submission to Assessment Council: Department:
College: Indicate graduate or undergraduate:
Step One: Identify Your Student Learning Outcomes (SLOs) and the Assessment Activities Used to Measure Them.
Student Learning Outcomes (SLOs) Assessment Activities/Artifacts
List each SLO separately. Include at least 3 but not more than 8. These learning
outcomes should distinguish students in this major/minor from students in
other majors/minors.
At the completion of the program, students will be able to:
What will you use to determine how well students have actually met each of
these outcomes? (E.g., final presentation/paper/project, tests, capstone
project, or other activity that demonstrates the degree to which students
have achieved the learning outcome.) Each SLO requires at least one activity
to measure it.
Step Two: Determine What Tool/Methods Your Department Will Use to Compile and Analyze Individual Student Results
Aggregation and Analysis of Assessment Results
How will the results of these assessments of individual students be
aggregated and analyzed so that they provide useful information to your
department, e.g., strengths and weaknesses of curriculum, instruction,
student preparation, etc.? (For example, use the eLumen database, use a
compilation of faculty tally lists, create a qualitative summary of all the data,
Step Three: Determine What Process Your Department Will Use to Share Data and Take Actions for Improvement
Use of Assessment Results for Improvement
Describe the process your department will use to
share assessment results and their implications for
the major and for student learning with all
department faculty (e.g., annual assessment
retreat/meeting; executive summary, etc.)?
Who will coordinate this process?
What will be the decision-making process for actions
to be taken in response to needed improvements?
Who will compile the annual university assessment
report for this major?
Name of Proposal Submitter:
Date of Department Approval:
Assessment Council Feedback:
Date of Assessment Council Approval:

Last modified: March 15, 2018