Standard Number 3.4.13: For each major in a degree program, the institution assigns responsibility for program coordination, as well as for curriculum development and review, to persons academically qualified in the field. In those degree programs for which the institution does not identify a major, this requirement applies to a curricular area or concentration.

Full Compliance

For each major in a degree program, responsibility for program coordination and curriculum development and review at Georgia Southern University rests with the corps of instruction . The same is true for those degree programs that do not identify a major. As defined by the Board of Regents in the Board of Regents Policy Manual (§ 302.02), the corps of instruction consist of full-time professors, associate professors, assistant professors, instructors, lecturers, senior lecturers, and teaching personnel with such other titles as may be approved by the Board. Full-time research and extension personnel as well as duly certified librarians are also included in the corps of instruction . The University further defines the role of the faculty in its Statutes . Article VI, § I, reads that it is the responsibility of the faculty in each college to establish entrance requirements, define courses of study, establish requirements for degrees offered in the college, provide guidance and advisement to the students in the college, and adopt regulations to govern its own procedures for the orderly and efficient administration of the college. Article IV, § 2, of the Statutes further states that the faculty are responsible for regulations affecting academic activities, the general educational policy of the University, the welfare of the faculty, and related matters that maintain and promote the best interests of the faculty and of the University, and recognizes the Faculty Senate as the representative and legislative body of the faculty.

Furthermore, the Board of Regents of the University System of Georgia outlines the minimum qualifications for faculty employment in the Board of Regents Policy Manual , § 803.0102 . These qualifications are as follows:

All initial appointees to the associate or full professorial rank at research and regional universities require the terminal degree in the appropriate discipline or equivalent in training, ability, or experience. Likewise, the Board of Regents stipulates that promotions to the rank of associate or full professor at research and regional universities require the earned doctorate or its equivalent in training, ability, and/or experience (see Board of Regents Policy Manual , § 803.08 ). In the University System, all full-time faculty appointments, non-tenure track faculty appointments, appointments for retired faculty, and promotion actions require Board of Regents approval (see Academic Affairs Handbook , § 1.07 ).

The Board of Regents' requirements ensure that Georgia Southern University adheres to the SACS standards, employing a highly qualified faculty with 72.1% of Fall 2003 full-time faculty holding doctoral degrees. (n=463/642). [Source: Georgia Southern University 2003-2004 Fact Book , p. 69] Of the remaining full-time faculty, 25.7% hold master's degrees (n=165/642), 1.4% hold education specialist degrees (n=9/642), and .6% hold relevant professional degrees (n=4/642).

Operationally, the above requirements work to assign responsibility for program coordination and curriculum development and review to Georgia Southern's faculty and ensure that faculty are academically qualified to perform these assignments. The process of curriculum development and review is initiated at the department/school level in the departmental curriculum committee. Each department publishes its own set of guidelines outlining policies and procedures for that unit. Following those guidelines, faculty bring proposed changes, additions, and/or deletions to the departmental curriculum committee for consideration. Besides these proposals, the departmental curriculum committee actively engages in informal ongoing assessment of all of the unit's courses. Recommendations for changes, additions, and/or deletions to the curriculum advance from the departmental curriculum committee to the college curriculum committee where the proposed changes undergo another review, following guidelines promulgated by the college (each college develops its own set of policies unique to the disciplines represented within that college). Assuming the college curriculum committee supports the recommendation, the next level of review occurs at either the University Undergraduate Committee or the University Graduate Committee —both of which are standing committees of the Faculty Senate. These committees are composed of representatives from all of the colleges and the library.

As charged by the Faculty Senate in the Faculty Senate ByLaws , the Undergraduate Committee has responsibility for recommending to the Faculty Senate policy and procedures concerning undergraduate programs and curricula; review and approve all changes in undergraduate courses, major and minor programs, emphases, concentrations, and degrees; and maintain continuous review of all undergraduate academic programs. Similarly, the Graduate Committee's charge is to recommend policy and procedures concerning graduate programs and curricula and maintain continuous review of such programs; review and approve all changes to graduate courses, graduate programs, and degrees; and review and approve policies for the appointment and retention of faculty members to the Graduate Faculty. Pending full Faculty Senate approval, these Committee recommendations are then forwarded to the Provost for her review and approval and then to the President for his review and approval.

In addition the Board of Regents in its Academic Affairs Handbook (see § 2.03.05) charges each institution within the University System of Georgia for conducting academic program review on a periodic basis. Institutions are asked to evaluate the effectiveness of its academic progress by addressing programmatic quality, viability, and productivity of efforts in teaching and learning, scholarship, and service as appropriate to each institution's purpose. These policies further designate the institutional process for program review noting that the reviews are self-studies which examine a variety of data including curriculum among many others. Curriculum is evaluated for coherence, currency, relevance to program learning outcomes and student needs, course sequencing or frequency of course offerings, and enrollment patterns. The program reviews must demonstrate that periodic review of the curriculum is conducted based on assessment of learning outcomes and other types of feedback such as practice in the field.

In response to the Board of Regents policy on program review, Georgia Southern University developed a program review process . Under “The Program Review Process,” Step 2 describes the initial review as a self assessment conducted by the degree granting units—essentially the corps of instruction for that particular unit. The other levels of review include: the dean's review, university-level review, Strategic Planning Council Review, Provost review, and Presidential review. Review results are then conveyed to the Board of Regents.