Guidelines For Proposing New Curricular Programs

Guidelines for Graduate Programs Proposing a Hybrid Modality

Guidelines For Proposing New Curricular Programs at the University of Puget Sound

Revised and approved by the Curriculum Committee on May 1, 2026 

These guidelines serve as a framework for the creation and submission of formal proposals for new disciplinary or interdisciplinary minors, majors, or graduate programs at the University of Puget Sound. They supersede guidelines published prior to 2026.1 The procedure for the proposal of new modalities, for graduate programs, is separate from this process.2 New curricular proposals must pass through a formal approval process (see the Chart of Authorizations and Reviews for Academic Approval Processes) before they can be advertised, students recruited, or the program implemented.

Curricular proposals, either within an existing school, academic department, or in an interdisciplinary area, must support the mission of the university, have potential for excellence, have strong intellectual leadership, and adequate resources. Curriculum proposals involving support from other departments/programs must fully explain the details of how academic and administrative responsibilities will be shared among the departments or programs involved, including academic governance and financial models.

REQUIRED STEPS: 

1. Program Conceptualization [form here]

The key faculty interested in developing the proposal should form a Planning Committee to discuss their program concept with the appropriate department chair(s) or program directors who will offer the proposed core program components. The Planning Committee is encouraged to reach out to the Associate Provost for Operations (for undergraduate programs) or the Associate Provost for Graduate Affairs (for graduate programs) to discuss their concept, its feasibility, and its mission alignment. Once every relevant chair affirms support of the concept, the Planning Committee should submit a Concept Proposal Form to the Provost’s Office for approval. 
 

The Concept Proposal Form asks the Planning Committee to do the following: 
 

  1. Provide a preliminary vision of program goals, learning objectives, and administrative structure (~500 words)
  2. Explain what unmet need(s) the program would address, and why it would be an important addition to the existing university curriculum  (~500 words)
  3. Articulate a timeline for program implementation, an estimate of approximate program costs and/or resource needs, and whether administrative support from the Office of the Provost will be needed to develop the program (e.g. for new graduate programs);
  4. Explain which programs (if any) will be eliminated/altered to make space for it;
  5. Identify willing members for a Planning Committee

This Concept Proposal should be shared with the relevant chair(s)/director(s) and the Associate Provost for Operations or Graduate Affairs, for feedback and support. It is expected that the Planning Committee will consult with the relevant chair(s)/director(s)/dean(s) throughout the process.

2. Feasibility Study

If the concept proposal is approved by the Provost, the Associate Provost for Operations (for undergraduate programs) or the Associate Provost for Graduate Affairs (for graduate programs) will support the Planning Committee in developing the feasibility study for submission to the Provost. 

Graduate programs may need to address questions about tuition and admissions; graduate programs should consult with the Associate Provost for Graduate Affairs about these matters. All feasibility studies should include Curricular Impact Statements and a Library Resources Evaluation form and should address the following questions:

  1. Are additional faculty needed to offer the program? If the hiring of additional faculty is required for the program, provide a justification for dedicating a tenure line(s) to this field, and address challenges that may arise in hiring a professor in this area of expertise. Explain what the market is like for faculty with this area of expertise. 
  2. Are there already sufficient academic resources (e.g., laboratories, library materials, information technology) to support the program? If additional resources are needed, what would be the cost of these new resources, both up front and on an ongoing basis? 
  3. How will the program be administered: Will there be a director and how will they be compensated? Will there be a Steering Committee? 
  4. What are the anticipated operating budgetary needs of the program? Will additional staff be required? Will there be space needs?

The feasibility study narrative and supporting documents should be sent by email to the relevant Associate Provost and to the Provost.
 

Attach required Curricular Impact Statements (link to form)

Attach Library Resources Evaluation Form (link to form)

3. Proposal to the Curriculum Committee

Preparing the Proposal

Submit the formal proposal draft to curriculum@pugetsound.edu using the section headings below. Please address each numbered prompt as appropriate to the program being proposed, and keep responses concise and focused.

Introduction and Mission (approx. 1 to 1.5 pages)

  1. Program Overview: Provide the title and a description of the proposed major, minor, or graduate program. Document the outcome of your consultation with the Registrar’s Office to confirm the proposed title avoids duplication or confusion with existing programs.
  2. Mission and Goals: State the educational and societal goals. Explain the specific needs the program meets and its appropriateness for Puget Sound at this time.
  3. Scholarly Context: Describe the academic field. Include citations demonstrating a coherent body of knowledge with sufficient depth and breadth to justify advanced study.
  4. Accreditation and Institutional Planning: Detail the role and requirements of any professional societies or outside accrediting bodies. Document the outcomes of consultations with the Associate Provost for Operations and the Accreditation Liaison Officer regarding Institutional Research needs, NWCCU accreditation, and whether a substantive change request is required.
     

Justification of Need (approx. 1 to 2 pages)

  1. Internal Landscape: Address potential overlap with existing Puget Sound programs. Detail the anticipated enrollment impact on those existing courses and programs, incorporating findings from consultations with Admissions. Explain the specific need for this new offering.
  2. External Landscape: Identify similar programs at other institutions. Explain how the Puget Sound program will be distinctive.
  3. Demand and Sustainability: Provide evidence supporting student interest and market viability, incorporating Gray Associates data where relevant (which can be obtained in collaboration with the supporting Associate Provost). Detail the program's financial sustainability under current budget models. Specify the career qualifications conferred on graduates.
     

Curriculum and Assessment

  1. Structure and Units: Define the total number of units. Minors require 5 to 6 units. Most majors require 8 to 10 units. Graduate programs require a minimum of 8 units. Explain any deviations required for accreditation. Provide a justification if major requirements exceed nine units in the major field or sixteen units total.
  2. Course Sequencing: List required courses, electives, prerequisites, and non-course requirements like internships. Provide a plan illustrating how students will complete the requirements over the length of the program. Provide a rationale for the coursework sequencing, referencing peer comparisons where possible.
  3. Integration: Describe overlap with graduation requirements, including Core, KNOW, and Experiential Learning. State any limits on double-counting. Address minimum grade and GPA requirements, maximum transfer units, and whether this replaces an existing program. Note that the university requires 4 units in a major and 3 units in a minor to be completed in residence.
  4. New Courses and Electives: Detail the criteria for selecting electives and confirm instructor permissions for existing courses. Include syllabi for any new courses as addenda. If new courses will be developed by faculty yet to be hired, provide detailed provisional descriptions and include syllabi from similar courses at other institutions where possible. Note the frequency of course offerings and requested enrollment capacities.
  5. Learning Objectives (LOs): Define 3 to 5 learning objectives. Map these to the university’s educational goals. Detail how a capstone course (required for majors) integrates these objectives.
  6. Assessment Plan: Describe one or more direct assessment methods, such as portfolio evaluation or use of AAC&U rubrics, and one indirect assessment method, such as student surveys, that will be used to measure student achievement of each LO (individual assessment methods may cover more than one LO). Implementation of the assessment and evaluation plan must be scheduled before the end of the fifth year of program operation. 
  7. Advising: Outline the academic advising plan for enrolled students.
     

Administration, Governance, and Feasibility

  1. Leadership and Operations: Define the governance structure, including the role of a Program Director, Chair, or Steering Committee, and any related compensation. Specify the faculty and staff responsible for administrative oversight of the program and their responsibilities.
  2. Faculty: Confirm the availability and consent of qualified faculty to teach courses and supervise research. Ensure the quality and amount of Puget Sound faculty research on relevant topics is sufficient to support the projected enrollment. Attach abbreviated CVs for primary faculty contributors.
  3. Admissions, Recruitment, and Compliance: Where appropriate, list admission requirements, targeted student audiences, and expected cohort sizes. Detail the recruitment strategy, retention requirements, and options for non-traditional study schedules. Document the results of consultations with the Office of International Programs (OIP) regarding international student enrollment and visa requirements. Detail the outcomes of consultations with Student Financial Services regarding student eligibility for federal financial aid and any institutional steps required to maintain program compliance with federal aid regulations.
  4. Financial and Physical Resources: Outline budgetary requirements, including start-up costs, tuition models, and cross-departmental financial management, incorporating the results of consultations with the Office of Finance. Identify necessary academic resources such as administrative space, laboratories, and IT support.
  5. Required Forms: Attach the Curricular Impact Statement (CIS), Library Resources Evaluation Form, and the Feasibility Study previously approved by the Provost.

For Reference: Administrative Consultation Contact List

To address the prompts above, the Planning Committee should finalize consultations with the following offices before submitting the formal proposal to ensure all institutional and regulatory requirements are addressed:

  • Registrar’s Office: Program titles and residency requirements.
  • Associate Provost for Operations: Institutional Research data and NWCCU accreditation requirements.
  • Accreditation Liaison Officer: Professional society requirements and accreditation concerns.
  • Admissions: Enrollment impact analysis and student recruitment strategies (particularly important for new graduate programs).
  • Office of International Programs (OIP): International student enrollment and visa compliance.
  • Student Financial Services: Federal financial aid eligibility and regulatory compliance.
  • Office of Finance: Budgetary models, start-up costs, and financial management (particularly important for new graduate programs).

 

4. Sequence of Approvals 

  • The Provost, in consultation with the Associate Provost for Operations or Associate Provost for Graduate Affairs, should endorse both the Concept Proposal and the Feasibility Proposal before the planning group initiates the formal approval process through the Curriculum Committee.
  • Program Director of each school or chair(s) of department(s) involved (or group of faculty proposing brand new academic program).
  • Curriculum Committee.
  • A cover letter from the Associate Provost for Operations or Associate Provost for Graduate Affairs, addressed to the Provost documenting faculty support of the degree or program.
  • Provost approves the proposal and attaches prior approvals, and, where needed, forwards to the Board of Trustees for their approval.

 

1 These guidelines explicitly supersede the 2016 “Guidelines for Faculty Proposing an Interdisciplinary Minor, Emphasis, or Major” document, and all earlier versions of this “Guidelines For Proposing New Curricular Programs  at the University Of Puget Sound” documents. Emphases are now replaced by minors. Existing emphases will be grandfathered but no new emphases will be proposed. The CC does not distinguish between disciplinary and interdisciplinary programs in its evaluation of program proposals.
 

2 Proposals for hybrid modalities from graduate programs should consult first with the Provost’s Office and then develop a proposal for review by the Curriculum Committee based on the “Guidelines for Graduate Programs Proposing a Hybrid Modality” document. 
 

 

Guidelines for Graduate Programs Proposing a Hybrid Modality


Approved by the Curriculum Committee on April 3, 2026

 

The review questions below pertain to graduate programs proposing a hybrid modality. Graduate programs seeking Curriculum Committee review for a hybrid program should complete a proposal that addresses these questions, attaching any supporting documentation (including evidence of approval from the Office of the Provost), and submit it to curriculum@pugetsound.edu.

 

Hybrid Modality Proposal Prompt

  1. What is the rationale for the proposed hybrid program?
  2. Describe how the mode of delivery facilitates teaching, mentoring, and building a learning community.
  3. Does the university have sufficient resources (admissions, technology/instructional design, department staffing) to support the hybrid program?
  4. How does the hybrid curriculum align with the in-person curriculum? Does the modality change entail a change in content? If there is a change in content, please describe how the current learning objectives are met in the changed curriculum.
  5. Are there sufficient [program] resources to implement the hybrid program? What are the predicted impacts of adding a hybrid option to the program?
  6. Provide evidence that the hybrid modality meets accreditation standards, if applicable.
  7. Does the department have a process to ensure that faculty are adequately trained and skilled for the delivery of a hybrid curriculum?