New Jersey Administrative Code › Title 9A - HIGHER EDUCATION › Chapter 1 - LICENSURE RULES › Subchapter 2 - DEGREE STANDARDS AND PROGRAMMATIC MISSION › Section 9A:1-2.11 - Sufficient academic quality

Current through Register Vol. 56, No. 14, July 15, 2024
(a) The Presidents' Council shall evaluate proposals for new academic degree programs for sufficiency of academic quality based on the following criteria:
1. The status of the institution's State licensure and accreditation by a nongovernmental entity recognized by the U.S. Secretary of Education;
2. Appropriately qualified faculty, instructors, staff instructors, and/or administrators;
3. A plan for the dedication of sufficient resources, including human resources, to implement and maintain the program;
4. Clearly stated program objectives that are related to the institutional mission, strategic plan, and, where appropriate, to the careers, professions, or practices into which graduates of the program are expected to enter;
5. Appropriate student learning outcomes that incorporate:
i. Appropriate scaffolding to allow students to build on knowledge as they progress through curriculum; and
ii. A variety of assessments and corresponding rubrics for students to demonstrate content mastery and skill acquisition;
6. Evidence of program rigor in the curriculum. To demonstrate rigor in the curriculum, institutions shall provide the following in the proposal:
i. Program outcomes detailing what students will be able to demonstrate at completion of the curriculum;
ii. Planned curriculum with course descriptions, including a plan to provide students access to faculty, instructors, and/or staff; and
iii. Comparisons to the curricula of the same or similar programs at other institutions, if applicable, and if such curricula are available;
7. Evidence of employer input in the development of the new program, where appropriate, which may include:
i. Participation of employers on advisory committees;
ii. Letter of support from a chamber of commerce demonstrating the need and desire for the program;
iii. Summary of employer or professional association feedback on the new program proposal and institution's response to the feedback;
iv. Evidence of employer/institution partnership agreements to provide research, experiential learning, or other equivalent opportunities to students in the program;
v. Survey results from employers in the field highlighting the skills and expertise needed with a clear connection to the program proposal;
vi. Plan to ensure continued partnership with employers in the field for the new program proposed; and/or
vii. Other documentation of direct employer or industry participation in the design of the program;
8. Evidence that demonstrates a commitment to equity, accessibility, and affordability within the new program, which may include:
i. A program equity statement for the program/field that is supported by evidence of an institution's demonstrated commitment to and valuing of diversity, equity, and inclusion. Evidence may include, but is not limited to, equitable enrollment and employment outcomes for historically underrepresented groups;
ii. A plan to monitor student progress in the program in order to address unanticipated or unknown barriers to equitable program completion outcomes; and/or
iii. A plan to provide student services and accommodations to support equitable program completion outcomes; and
9. A plan for continuous review and improvement of the new academic program. Such plan shall include the following:
i. The primary activities within the program that are to be reviewed, including how the program will adapt for new technology and developments within the field;
ii. Regularly scheduled time periods/intervals for review;
iii. Metrics for program monitoring and guidance for how the institution will course correct, if needed; and/or
iv. Input by students, field experts, and external reviewers in program review processes.