“A 'new program' is brand-new … [it] has substantially different program objectives, program requirements and program-level learning outcomes from those of any existing approved programs offered by the institution” – University of Waterloo IQAP.
For the purposes of IQAP, new programs include both new academic programs (i.e., a defined set of requirements - honours or general, regular or co-operative - common to a particular degree) and new academic plans (i.e., a defined set of requirements that leads to a particular credential). For example, a new degree program (e.g., Bachelor of Commerce) or a new major in an existing degree program (e.g., Bachelor of Science in Zoology) would both be considered new programs.
A proposal for a new credential that is not a program or a major - e.g., undergraduate minor, option, etc. - is not considered a new program according to the IQAP, but rather is considered a major modification.
Examples of new programs
- A university has a major program in Spanish that focuses on language and wishes to create a program in Spanish Studies that focuses on cultural studies. The Spanish Studies program would be viewed as a new program.
- A university has a minor program in X and wishes to create a major. The new major would be viewed as a new program.
- A university offers a BA in Linguistics. It now wishes to offer a BSc in order to draw on its growing research strength in Neurolinguistics. The BSc would be viewed as a new program.
Proposals for new programs go through four standards approval phases: preparation, proposal development, approval, and implementation and follow-up.
Anyone considering proposing a new program, as defined above, should contact the Academic Quality Enhancement Office (AQuE) as early as possible in the conceptual stages. The AQuE team hosts a new program workshop, on an as-needed basis, about the process.
Note: The new program proposal is added to the Kuali Curriculum Management system during the approval phase and is submitted to the Senate-level governance bodies by the AQuE team.
As approved at the November 19, 2018, Senate meeting.
|
Guideline |
Specialization |
Minor |
Option |
Diploma |
Certificate |
|---|---|---|---|---|---|
| Definition (as appears in the Undergraduate Calendar): | An academic plan that offers an area of concentration and provides depth to a student's primary area of study. Specializations are only available to students within their primary area of study. | An academic plan that is a secondary area of study and that provides breadth to a student's baccalaureate degree. Minors offered by faculties are normally available to all students. | An academic plan that provides depth to a student's baccalaureate degree and typically requires fewer courses than a minor. Options are only available to students within their home faculty. | A defined set of academic courses that allows a student to acquire skills or knowledge in a specific area. |
A defined set of requirements (which may include any combination of non-academic experiential components and academic courses), that allows a student to acquire skills or experience in a specific area. Note: Does not include participation-style certificates printed by departments/units and which do not appear in the Undergraduate Calendar. |
|
Student audience (does not override mutually exclusive plans): |
All students within a major |
All students (in a degree-granting program) across campus |
All students (in a degree-granting program) within the Faculty |
All students, including non-/post-degree, across campus |
All students (in a degree-granting program) across campus |
|
Requirements: |
n/a |
n/a |
n/a |
May only include academic components |
Should include an experiential component and the option of one or more academic courses |
|
Range of courses: |
Not definable (see faculty for current rules) |
8-10 courses (normally 4.0-5.0 units) |
6-8 courses (normally 3.0-4.0 units) |
4-7 courses (normally 2.0-3.5 units) |
3 courses (normally 1.5 units) or less |
|
Average: |
May have distinct average requirement |
Has a distinct average requirement |
Has a distinct average requirement |
Has a distinct average requirement |
May have a distinct average requirement |
|
Listed: |
Transcript and parchment |
Transcript and parchment |
Transcript and parchment |
On transcript and own distinct parchment |
On transcript and own distinct parchment |
|
Title (UG Calendar & parchment): |
major – X Specialization |
X Minor |
X Option |
Diploma in X |
Certificate in X |
Degree and plan title length
The length of the title for a new degree and academic plan must be considered:
- The title must display on a single line on the parchment (degree, diploma, certificate).
Notes:
- No abbreviations are allowed on the printed parchment.
- The degree name on the printed parchment should fit within the framing border.
- Plan names that are longer than the allowed character limit will be abbreviated for the purposes of Quest and down-stream systems.
Degree recognition
Is the new program creating a new unique degree type (e.g., Bachelor of Global Business and Digital Arts) or using a common degree type (e.g., Bachelor of Science) more universally recognized?
Considerations of using a branded or unconventional degree type:
- Lower instant recognition in industry or graduate schools, or by automated screening systems.
- Graduates may need to explain their complete degree more.
- The degree abbreviation - e.g., BGBDA - may need to be written out more frequently.
Hidden requirements
The intent of the size (units) restrictions outlined above (academic plan definitions) is that requirements should reflect the background of the students the academic plan is targeting and be structured so the academic plan can be completed within the stated number of units. Wherever possible, academic plans should be designed for students to begin from entry, rather than as credentials primarily intended for students existing another academic plan and retroactively claiming completion.
When higher-level courses with prerequisites are listed as requirements, those prerequisite courses should ideally be incorporated into the academic plan. For example:
- For a minor open to students across campus, students should not be assumed to have prior prerequisite knowledge.
- For an option open to students across a faculty or degree program, students should be assumed to be equally prepared if prior coursework is required (i.e., no preference for certain majors).
When students must complete more courses than those formally stated to earn the credential, consider:
- Are the hidden prerequisites truly necessary to build the intended foundation?
- Are these requirements mandatory for all students, or can some be exempt based on their major or similar prior coursework?
- Should these requirements instead be framed as admission (declaration) requirements in the academic calendar?
- For students who have not yet completed these requirements, at what point does it become too late to declare and complete the credential without extending their program (i.e., what is the typical term-by-term sequence)?
- Can any of these requirements be taken concurrently with stated courses?
- If so, should prerequisites be simultaneously revised to corequisites?