Sam Houston State University (SHSU) offers educational programs that (a) embody coherent courses of study, (b) are compatible with the stated mission and goals of the institution, and (c) are based upon fields of study appropriate to higher education.
SHSU is primarily a regional university, with a large array of baccalaureate and master’s degrees and a limited number of doctoral and professional degrees in select areas. SHSU’s curriculum serves the needs of the region, state, and nation. The curriculum at SHSU is directly related to the mission and goals of the University [1] and appropriately reflects the degrees awarded. Institutional curriculum processes and periodic review of the programs and mission ensure SHSU programs embody coherent courses of study and continued alignment among the curriculum offered, the credentials awarded, and the institution’s mission.
SHSU offers 95 baccalaureate degrees, 62 master’s degrees, 9 doctoral degrees, one professional degree, 18 undergraduate certificates, and 32 graduate certificates spanning such disciplines as business, criminal justice, fine arts, humanities, social sciences, sciences, education, health sciences, and osteopathic medicine. The Undergraduate and Graduate and Professional Catalogs [2] contain a full listing of educational programs offered, and the Texas Higher Education Coordinating Board (THECB) Inventory of Degree Programs [3] contains a full listing of all degree programs offered.
Coherence of the Course of Study
Section 96.61 of the Texas Education Code identifies SHSU as “a coeducational institution of higher education” [4]. The THECB authorizes SHSU to award embedded associate’s, baccalaureate, master’s, doctoral, and professional programs in a variety of academic areas. Educational programs at SHSU, regardless of modality, are developed in accordance with the Texas Administrative Code (TAC), which mandates that the institution be able to demonstrate the quality of the program, including quality of curriculum design [5] [6] [7] [8]. Similarly, for doctoral programs, the TAC requires that “there should be a carefully planned and systematic program of study and a degree plan which is clear, comprehensive, and generally uniform but which permits sufficient flexibility to meet the legitimate professional interests and special needs of doctoral-level degree candidates” [8].
Internal Review Process
Each program must undergo an annual review of its degree plan to ensure relevance, timeliness, and coherence. The University’s catalog review cycle, described in the Academic Planning and Program Development website [9], includes an annual review of courses and programs by departments and colleges. As a result of these reviews, departments make necessary modifications to their respective catalog degree plans. Each department curriculum committee is also afforded the opportunity to make recommendations to their college curriculum committees for new courses and programs, as well as changes or deletions to existing courses or programs, through the curriculum review process. For new programs and substantive changes to degree programs, the University follows the THECB rules as set out in the TAC Title 19, Part 1, Chapter 2, Subchapters A, D, F, and G [5] [6] [7] [8].
New courses [10] and programs [11] are submitted to SHSU’s University Curriculum Committee [12] for review and approval. As part of the review process, the proposal must demonstrate that the proposed program is properly sequenced and that the various subcomponents (e.g., core requirements, course prerequisites, etc.) are coherently linked together. Undergraduate degrees are comprised of the General Education Core Curriculum, degree-specific requirements, a major core, major electives (if applicable), and minor coursework (if applicable). Within the Undergraduate Catalog Glossary of Terms [13], the following definitions are provided:
Graduate and professional degrees, while not as uniformly structured, are generally comprised of required courses, electives, and thesis or dissertation requirements. Within the Graduate and Professional Catalog Glossary of Terms [14], the following definitions are provided:
Coursework within the degree plan is further differentiated by course level, as indicated by SHSU’s course numbering structure. At SHSU, course numbers consist of four digits. The first digit in the sequence indicates the course level and suggests the academic year in which the course is typically taken. Lower-level undergraduate courses have a “1” or “2” as the first digit; upper-level undergraduate courses have a “3” or “4”; master’s courses have a “5” or “6”; and doctoral and professional courses have a “7” or “8.” The second digit in the sequence indicates the number of semester credit hours. When a new course is proposed, particular attention is given to the appropriateness of the course level and credit value in comparison to the proposed content [15].
Appropriate course sequencing is monitored and communicated to students through the course numbers, course pre-requisites, and the degree sequence recommendations for undergraduate degrees provided within the Plan of Study for each program in the Undergraduate Catalog. As evidenced in the example undergraduate catalog pages [16] [17] [18], the Plan of Study or course list for each undergraduate program reflects designated course levels, as well as required course pre-requisites, and the example graduate and professional catalog program pages [19] [20] reflect the use of pre-requisite sequencing guidance. Course pre-requisites are programmatically enforced through the registration system to ensure that students proceed in an efficient and progressively complex sequence.
Requests to change course numbers (i.e., course level, credit hour, or course sequence) are submitted through the curriculum review cycle in the same manner as are new course proposals and must be accompanied by appropriate justification [21]. All such requests are reviewed by the curriculum committees at the department, college, and university levels. Requests to change course pre-requisites are submitted to the Office of the Registrar during the catalog review cycle, include a description of the intended change, and require the department chair’s review and approval [22].
Requests for changes to the degree plans and/or associated plans of study (recommended course sequences) are submitted and reviewed through the catalog review process. Catalog revisions are discussed and reviewed at the department and/or college curriculum committee level, and subsequently documented within the catalog workflow system, CourseLeaf, with the following review and approval sequence: program coordinator(s) (as applicable), department chair, advising representative, associate dean, dean, academic planning and program development, and DegreeWorks (e.g., degree audit system) representative [23].
External Review
Undergraduate and graduate programs at SHSU accredited by specialized accrediting agencies undergo regular reviews by their external agencies, which further ensure the coherence of their courses of study and the quality of their academic programs [24].
Compatibility With University Mission and Goals
Mission Review
Sam Houston State University has a clearly defined, comprehensive, and published mission statement that is appropriate for higher education [1]. The mission statement states that “Sam Houston State University is a student-centered, community engaged institution whose mission is to offer an accessible, quality higher education. The university offers a variety of innovative and flexible degree programs at the undergraduate, graduate, and professional levels focused on career readiness, personal and professional development, and service. SHSU provides integrated academic and student success services designed to support traditional and non-traditional students from diverse backgrounds.”
Further, the institution’s vision states that “Sam Houston State University will provide a transformative environment that enables students from diverse backgrounds to become leaders who serve their families, communities, and professions. We aspire to make SHSU both the best value in higher education and the top regional public university in the state of Texas. We will accomplish this through providing high quality, innovative, and flexible academic programs; a commitment to student success, scholarship and creative works; and engagement that solves the most critical challenges facing the world.”
This mission statement was approved by the Texas State University System (TSUS) Board of Regents in May 2022 [25] and subsequently submitted to the Texas Higher Education Coordinating Board in April 2023 for recording [26] [27]. The mission statement is published in the institution’s academic catalogs [28] [29], Student Code of Conduct [30], University Strategic Plan [31], and Faculty Handbook [32]. As mandated by Texas Education Code, Section 61.051, Subsection (a-5) [33], the mission statement addresses the institution’s responsibility to contribute to the state’s higher education goals of (1) increasing the percentage of Texans aged 25-64 with a postsecondary credential, (2) increasing the number of students receiving credentials of value, and (3) increasing research, development, and innovation [34]. The mission is specific to SHSU and is consistent with a Doctoral University: High Research Activity Carnegie Classification [35].
New Program Review
SHSU recognizes the need to coordinate curricular planning with the university’s strategic and financial planning processes. The curriculum development process includes two distinct phases: (1) Needs & Financial Analysis and (2) Content & Quality [36]. As part of the Needs and Financial Analysis stage of the process, program developers and researchers document workforce demand and competitive landscape data, thus informing projected enrollments and a financial analysis. Administrative review of this data allows the university to plan for pre-implementation impacts and the resources needed during program implementation, thus ensuring adequate budgetary support. By connecting curricular planning to the department, college, and institution budget planning processes, the University seeks to ensure that its curricula are aligned with the mission and strategic priorities of the department, college, and institution.
An overview of the University’s curriculum cycle, with responsibilities, deadlines, and procedures as described above, is available on the University Academic Planning and Program Development website [37]. The University utilizes program request forms for internal review and consideration of all proposed programs at the undergraduate, master’s, and doctoral levels. The proposals, regardless of curricular modality, require thorough descriptions of the program and its curriculum, as well as documentation of student demand, market need, and institutional resources. New embedded associate degree programs proposals are submitted using the “New Polytech Program Request” form [38], new bachelor’s and master’s degree program proposals require the “New Degree Program Request for Bachelor and Master’s” [39], new doctoral program proposals require the “New Doctoral or Professional Degree Program Request” [40], and new certificate requests require the "New Certificate Program Form"[41].
The new program proposals are reviewed by the Department Chair, Department Curriculum Committee, College Curriculum Committee, University Curriculum Committee, Academic Affairs Council, and Provost [42]. Following the internal review and approval actions, all degree and certificate proposals are forwarded to the Texas State University System (TSUS) Board of Regents and, upon approval, the degree proposals are forwarded to THECB for review and approval. The Texas Administrative Code, which governs THECB review, specifies the requirements for associate’s, baccalaureate and master’s, and doctoral and professional degrees [6] [7] [8]. TAC requires that programs address the “quality of the program and alignment with the long-range plan” and identifies “program alignment with the metrics and objectives of the Board’s Long-Range Master plan for Higher Education” as a consideration for approval [5].
In addition to the THECB’s role in approval of new academic programs, Texas Administrative Code, Title 19, Part I, Chapter 5, Subchapter B, Rules 5.21-5.25 requires the THECB to implement rules regarding the role and mission for each public institution of higher education in Texas to include “submission of the role and mission statements, submission of planning notification, and periodic review of all degree and certificate programs offered by a public institution of higher education" [43]. These processes, together, ensure that the THECB is able to continually consider new and existing degree program alignment with institutional role and mission.
Graduate Program Reviews and Institutional Mission
The Texas Administrative Code requires that all master’s and doctoral programs offered by public universities must undergo a formal review at least once every ten years [44]. Programs may submit reviews performed for licensure or accreditation or conduct a formal review involving subject matter experts “who are employed by institutions of higher education outside of Texas,” who are “part of a program that is nationally recognized for excellence in the discipline,” and who possess no conflicts of interest with respect to the program under review. Review criteria for these programs must include a narrative addressing “alignment of program with stated program and institutional goals and purposes,” among other items. The University is required to submit the outcomes of each review, including a plan for improvement of the program, to the THECB. An example graduate program review has been provided [45].
Fields of Study Appropriate for Higher Education
The fields of study at SHSU are appropriate for higher education, ensured, in part, by the internal and external curriculum and catalog review processes described above. SHSU’s educational programs are also subject to a Classification of Instructional Programs (CIP) code designation and undergo continuous improvement reviews.
Classification of Instruction Programs (CIP)
Each of SHSU’s programs is required to adhere to the THECB’s Texas Classification of Instructional Programs (CIP) taxonomy [46], as derived from the United States Department of Education’s Classification of Instructional Programs (CIP) taxonomy [47]. The CIP taxonomy for post-secondary disciplines, originally developed by the U.S. Department of Education's National Center for Education Statistics (NCES) in 1980, provides a taxonomic scheme to support the accurate tracking, assessment, and reporting of fields of study and program completion activity. The first six digits of the Texas CIP taxonomy codes are identical to those in the national CIP taxonomy published by the NCES. The seventh and eighth digits, when they are not zeroes, are Texas suffixes intended to better specify the diversity of course and program offerings in Texas. The CIP codes of each of the degree programs at SHSU are reflected on the institution’s Program Inventory as published by the THECB [3]. To assure adherence to standard academic expectations, all programs offered by SHSU are approved according to the rules and regulations of the Texas State University System (TSUS) [48] and the THECB [5] [6] [7] [8], inclusive of the review and approval of CIP code designations.
Continuous Improvement Reviews
Continuous improvement reviews are required by Texas Administrative Code, Title 19, Part 1, Chapter 2, Subchapter I, Rule 2.181, which state “Each public institution of higher education, in accordance with the requirements of the institution's approved accreditor, shall have a process to review the quality and effectiveness of existing degree programs and for continuous improvement.” [44]. Programs at SHSU are subject to ongoing review through program assessment, program health checks, and graduate program review.
Program Assessment
In addition to the curriculum review cycle, the University’s assessment process provides an internal review of each program’s learning outcomes. All departments are required to assess the effectiveness of their respective programs. The assessment process for academic programs at SHSU includes the creation of goals, objectives, indicators, criteria, findings, and actions, as well as documented plans for continuous improvement (e.g., a holistic reflection of assessment plan data and actions). The University uses Anthology Planning software to document assessment efforts and the resultant data-driven actions academic programs take to ensure continuous improvement of their offerings. Anthology provides a venue to summarize assessment results and accompanying changes as well as allows departments to share assessment best practices. Please refer to Standard 8.2.a for details regarding educational program assessments.
Program Health Checks
The Program Health Check process at SHSU is designed to provide departments, colleges, and university administration with internal and external data and context relative to the health of academic programs for the purpose of continuous program improvement – building upon what is going well and adjusting where necessary. The data supplement faculty’s program expertise and highlight opportunities to grow, adapt, and/or refine existing programs to better align with the rapidly changing workforce and competitive landscape [49]. Included in the review are program and course metrics (e.g., retention, program migration, course completion rates, etc.), as well as workforce (e.g., alumni occupations, target occupations, in-demand skills/qualifications, skills gaps in market, etc.) and competitive landscape (e.g., peer/competitor program data, market share, modality trends, etc.) data.
Graduate Program Review
As described previously, all master’s and doctoral programs are required to submit the results of a graduate program review [44], to include a “rigorous self-study” and at least two external reviewers with subject-matter expertise from nationally-recognized programs at institutions of higher education outside of Texas, to the THECB at least once every ten years. Elements of the self-study include a detailed narrative of the curriculum (e.g., program length, degree plan, content by course descriptions, comparisons to peer institution programs, etc.) [50] [45]. The University submits the results of each graduate program review to the THECB accompanied by the external reviewer reports and the actions the University has taken or will take to improve the quality of the program. The THECB reviews these submissions and may require additional actions to improve the program.