Skip to:

Office of General Counsel Policies & Guidelines

Policy Number: 
Policy/Guideline Area: 
Academic Guidelines
Applicable Divisions: 
Community Colleges, Universities

The purpose of this guideline is to establish the Calendar Conversion for universities and colleges governed by the Tennessee Board of Regents.

  1. Calendar Conversion
    1. The following guidelines for calendar articulation are for the nineteen (19) TBR campuses that will be on the semester system effective Fall, 1988 and for TTU, which will make the conversion effective Fall, 1989. The provisions are:
      1. Specify a minimum of 750 minutes of classroom instruction per semester hour of credit (excluding final examinations and registration).
      2. Specify that fall and spring semesters must each span a minimum of sixteen (16) calendar weeks, including a regular registration period (of no more than three days) and a final exam period.
      3. Specify the general intention that fall and spring semesters - providing the institution has usual 50-minute class periods - will normally be characterized by a minimum of fifteen (15) calendar weeks of classroom instruction.
      4. Specify that the fall semester will end before the Christmas holidays.
      5. Specify that the last day of final examinations for the summer session will be no later than August 15, and the first day of regular registration for the fall term will be no earlier than August 20.
      6. Specify that all classes (including summer school, intersession, and special compressed terms) must meet the provisions of 750 minutes of classroom instruction per semester hour of credit.
      7. Recommend that each institution - within the parameters of these guidelines - consider compatibility with UT and private institutions as well as with special needs of local service areas (e.g., public school calendars).
    2. In addition to these guidelines for calendar articulation, the following provisions are recommended:
      1. That a summary conversion line ending with Summer, 1988 (1989 for TTU) be used on student transcripts rather than a course-by-course conversion of quarter hours to semester for credit accumulated prior to that date.
      2. That the mode for conversion of credit hours from quarter to semester and the mode for determining GPA be dividing the quarter credit hours by 1.5 and carrying decimals two points (i.e., 2.60).
      3. That TBR address necessary publicity relative to student tuition that will, with the conversion, require making payments in two rather than three intervals.

Presidents Meeting February 10, 1987.

Policy Number: 
Policy/Guideline Area: 
Academic Guidelines
Applicable Divisions: 
Community Colleges, Universities

The purpose of this guideline is to establish the operational guidelines for the Development and Operation of Off-Campus International Educational Programs by institutions governed by the Tennessee Board of Regents.

  1. Introduction
    1. Each institution that participates in any international educational program shall adopt policies and procedures consistent with the good practice standards as established through the Forum on Education Abroad, recognized by the U.S. Department of Justice as the Standards Development Organization for Education Abroad.
    2. Best practices
      1. The TBR is committed to having our institutions identify and adopt relevant good practices which can assist our institutions in enhancing and improving their education abroad activities and processes including:
        1. undertake reasonable steps to be informed of and comply with applicable laws both at home and in the host country;
        2. avoid arrangements which might violate those laws or accepted business practices of the U.S. or host country;
        3. establish and maintain reasonably safe and non-discriminatory, work, study and living conditions for employees and students;
        4. communicate clearly with students the anticipated environmental conditions of the location abroad;
        5. make available current policies, procedures and job descriptions;
        6. exercise due diligence in cost control and adopting clear and reasonable billing procedures for participants;
        7. establish transparent protocols for data collected;
        8. maintain sufficient financial resources to meet obligations and exigencies for unanticipated obligations;
        9. enforce research including human subject research protocols and those of the host country in accordance with standards outlined by the Department of Health and Human Services and National Institutes of Health;
        10. engage in continuous improvement;
        11. emphasize academic integrity within the international education experience;
        12. manage all provider arrangements for oversight and evaluation; and
        13. follow the established US Import/Export Guidelines.
  2. Types of Programs & Program Documentation
    1. Courses for academic credit, hosted abroad, should provide academic learning opportunities appropriate to the mission of the program and that align to courses in a student’s area of study or which meet general education requirements.
    2. Institutions may opt to have their students engage in any of the following types of education abroad:
      1. Institutional or campus administered programs led by institutional faculty including course-embedded study abroad, service–learning, or internships.
        1. Service-learning abroad or community-engaged learning combines structured participation in a community–based project to achieve specified learning outcomes as part of the study abroad program.
        2. Service learning is not the equivalent of civic engagement.
        3. Determination of service learning activities should be mindful of the culture and politics of the location in which the program in offered.
      2. Programs where the institution maintains a central office or facility in another country which is staffed by a resident director and is under close supervision and the TBR institution which awards credit.
      3. International branch campuses.
      4. Reciprocal exchange programs which are bilateral or multilateral exchanges.
        1. Memorandum of Understanding (MOU) is a document signifying the mutual interest in the development of collaborative educational activities related to instruction, research, and extension between units at cooperating institutions. No financial or legal obligations are incurred with an MOU. It is often the preliminary step to a Memorandum of Agreement (MOA).
        2. A Memorandum of Agreement (MOA) is a contract between units at cooperating institutions to develop collaborative activities related to instruction, research, and/or extension and thus, establishes the parameters for student exchanges between two institutions.
        3. All collaborations involving either a memorandum of agreement through which a TBR institution agrees to work with a non-TBR institution, whether domestic or international, must be vetted through the General Counsel’s Office either on the individual campus or through the TBR System Office.
      5. Direct enrollment in institutions outside the United States.
      6. Consortia sponsored programs including programs sponsored through the Tennessee Consortium for International Studies (TnCIS).
      7. Programs sponsored by American universities and colleges overseas.
      8. Hybrid or mixed programs which combine two or more of the program types to a significant degree, or
    3. Programs contracted with a third party vendor or independent program provider.
      1. Institutions should use the services of third party or independent program providers, which offer education abroad program services to students from multiple institutions within and outside of the TBR, with caution.
      2. Institutions maintain liability for the welfare of students enrolled in their institutions while they are engaged in study abroad provided through a third party program provider.
    4. All institutions including the TnCIS must establish guidelines for operation of international programs.
      1. Institutions engaged in any international activities which are not coordinated through the TnCIS must establish international policies or guidelines for the individual institution and submit them annually to the TBR Office of Academic Affairs.
      2. Institutions may adopt the policies and procedures embraced through TnCIS as a whole, if the institution engages solely in TnCIS study abroad programs.
      3. All policies and procedures established by institutions must be vetted through the appropriate institutional channels including the University Counsel on the campus or TBR Office of General Counsel, as applicable.
      4. The TnCIS protocols and guidelines must be vetted through the TBR Vice Chancellor of Academic Affairs or designee as well as the TBR General Counsel.
  3. Defining Roles within Study Abroad Programs
    1. Individuals approved for participation in, and travel with international programs sponsored by TBR institutions including the TnCIS programs consist of the following categories:
      1. Participants
        1. Individual institutions should establish guidelines to determine the required preparation necessary for a student to participate in the desired international experience (e.g., GPA, tenure in academic program, academic preparedness, and contributions to the program of study). The TnCIS will employ institutional guidelines and notify individual institutions if they are not in compliance with the guidelines.
        2. In keeping with best practices, only individuals enrolled in a TBR institution may participate in study abroad programs.
        3. Students enrolled in TBR institutions must be registered at their home institutions in order to participate in international study courses if the course is sponsored by their home institution or by another institution within the TBR system.
        4. Individuals who are students at non-TBR institutions or are not students at any institution of higher education must enroll in a TBR institution under “Non-Degree” or “Continuing Education” or “Transient” or “Transfer” student status for the duration of the international education experience. Enrolling in one of these classifications requires that these individuals meet all qualifications, prerequisites, and requirements for selection as a participant in an international education program, participate in all orientation meetings, and pay all tuition and fees to the sponsoring TBR institution.
        5. Students from non-TBR schools who elect to participate in TBR institution-sponsored international education programs as fulltime transfer students are responsible for transferring credit back to their home institutions.
      2. Program Directors and Group Leaders
        1. These are TBR employees who administratively lead and/or teach international education experiences, including individuals outside the institution and those employed at another higher education institution outside the TBR system, who serve in the role of Program Director or Group Leader. Program directors and group leaders, including faculty directing and teaching in the TnCIS programs, must have their role defined and documented by the unit sponsoring the program. This documentation must be on file with the TBR Vice Chancellor of Academic Affairs.
        2. Program directors serve as institutional representatives and as such must maintain current certification as a Study Abroad Leader though the TBR Office of Academic Affairs, the individual institutional training, or the TnCIS study abroad training programs. Individual faculty are responsible for providing documentation of qualifications at the time of application to offer a study abroad program at individual institutions or through the TnCIS.
        3. All program directors of institutionally sponsored trips must create a campus appropriate training structure and implement institutional assessment guidelines for the completion of such training prior to faculty leading a trip.
        4. Faculty compensation for international educational programs is not subject to Policy No. 5:02:04:10 Faculty Compensation During Summer Session and Inter-session. Faculty teaching for the TnCIS  must submit their academic credentials to Pellissippi State Community College (PSCC) and be appointed as an adjunct faculty member at PSCC.
      3. Faculty Instructors
        1. Faculty who are teaching the international course, but may not be the designated program director, must have their role defined and documented by the unit sponsoring the program.
      4. Accompanying Spouses and Minors
        1. In cases where a program director or faculty instructor will be traveling abroad for an extended period of time (more than 30 days), it is left to the discretion of the home institution as to whether to allow spouses and minors to travel with the employee.
        2. Spouses and minor children, if allowed to participate, cannot impair the operation or administration of the program, or otherwise infringe on the participants, or incorporate any of their expenses into the program budget.
        3. Spouses and minor children, if allowed to participate, must complete an Assumption of Risk form for the program, consortia (if relevant) and TBR institutions prior to departure.
  4. Safety and Welfare
    1. Faculty and staff directing and teaching in study abroad programs should be trained in the liabilities of the responsibilities accompanying their role when not on U.S. soil.
    2. Institutions should have operational policies and procedures in place for faculty leading international education experiences to refer to as needed which include:
      1. Health and safety, insurance, payments of health care expenses when abroad, contact information for medical assistance in the area(s) in which the program is in operation;
      2. Crisis management and response;
      3. Disciplinary actions ranging from reporting to expulsion; and
      4. Student appeals.
    3. In case of medical emergency, program directors should take reasonable action on behalf of the student participant.
    4. Crisis Response Plans
      1. All institutions that direct study abroad programs should have a detailed critical response protocol in place to address emergencies.
        1. Institutions offering campus based international educational experiences, as well as the TnCIS based programs, must ensure that all program directors, faculty and students receive clear training on how any crisis is to be handled.
      2. Institutions must establish a clear, written reporting chain with identified contact person(s) on the campus to which all incidents and potential actions to take within a crisis situation is reported.
        1. All incidents should be reported at the earliest possible time.
        2. Program directors for international study courses should have clear guidelines with relevant contact information for airlines, insurance and medical personnel in the event of a crisis including the need to evacuate.
      3. A copy of the institution’s crisis response plan should be on file with the Office of Academic Affairs by April 1 of each year.
      4. Institutions are expected to comply with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act).
        1. Each institution must develop a policy for compliance with the Clery Act regarding all international programs.
        2. At a minimum, each institutional policy must require that each program designate an individual responsible for complying with the Clery Act.
        3. For programs managed by a third party or a foreign institution, where the TBR institution has control of the property, the TBR institution should designate an official to collect any crime reports.
    5. Student Rights
      1. Study Abroad programs are expected to comply with the American Disabilities Act and Section 504 of the Rehabilitation Act when possible and the policy for addressing requests for accommodations should be included in the institution’s international education policy.
        1. Issues related to accessibility should be resolved after a student is accepted into an international educational experience, but before the student departs on the trip.
        2. Appropriate institutional offices including those responsible for international programs and disability services should be contacted to assist in the determination of reasonable accommodation.
      2. Family Educational Rights and Privacy Act (FERPA)
        1. Generally, institutions and their respective faculty members must have written  permission from a student in order to release information from a student’s educational record or personally identifiable information.
          1. FERPA consent includes the type of record to be disclosed, to whom the record will be released and the student’s signature.
          2. When a student turns 18 years old or enrolls in an institution of higher education at any age the rights under the FERPA transfer from the parents to the student with some exceptions which include: when a student is claimed by either parents as parent as a dependent for tax purposes; for school officials with legitimate educational interest, and; appropriate officials in the case of health and safety emergencies.
    6. Conduct and Discipline Issues
      1. Every TBR Institution engaged in a study abroad or international education program must develop a policy for addressing complaints of discrimination and harassment arising during the course of a program. Policies must be consistent with TBR Policies 3:01:00:00, 3:02:00:00, and 3:03:00:00.
        1. Faculty and staff involved in study abroad activities who receive complaints of harassment whether student-to-student, staff-to-student, student-to-staff or any other individuals for which harassment is alleged during an international education experience, must report the incident to the institution immediately.
        2. The procedure set out must provide for due process for any student accused of misconduct.
      2. Students from other institutions who participate in international study programs at any TBR institution regardless of their classification must adhere to the sponsoring institution’s student conduct rules and regulations and all rules of the international program in which they are enrolled.
      3. The Tennessee Board of Regents institutions do not tolerate harassment on the basis of race, color, religion, creed, ethnic or national origin, sex, sexual orientation, gender identity/expression, disability, age (as applicable), status as a covered veteran, genetic information, and any other category protected by federal or state civil rights law.
      4. Institutions have the right to take disciplinary action including expulsion of students during an international educational experience using the same guidelines and processes of action and appeal as those in place on the home campus.
      5. Due Process
        1. Campuses must establish minimum due process procedures for students who are participating in international study courses.
        2. Campus due process must be enacted consistent with TBR Policy No. 3:02:00:01, General Regulations on Student Conduct & Disciplinary Sanctions.
        3. Due process procedures must be clearly outlined in international study course materials and provided to students in pre-trip trainings.
    7. Institutional Authority
      1. International study courses have the authority to establish more stringent guidelines than those set either by the TBR or individual institutional policies regarding student conduct which might be disruptive to the program or individual participants. These may include guidelines regarding the use and abuse of drugs, alcohol, engaging in behaviors which may be culturally inappropriate in the host country, or actions that may put the student or others at risk. Students should be advised that standards of personal conduct differ from those in the United States and what is expected in a host country.
  5. Recruitment, Admission, Orientation, Participation, Program Evaluation and Re-entry
    1. TBR Office of Academic Affairs will publish on the central office website, links to international education programs offered by individual TBR institutions.
      1. All institutions and the TnCIS are responsible for notifying the Vice Chancellor of Academic Affairs of all international education courses regardless of the direction of the course or program to be offered at the time when schedules are confirmed.
    2. Institutions are responsible for establishing program recruitment/advising materials and/or advising which accurately represent the program and include selection criteria based on appropriate academic standards, cultural and educational objectives, estimated cost, financial aid, health insurance requirements, services provided, vaccinations, visa responsibilities and legal proceedings. Students should be informed of these issues at the time of admission.
    3. Financial Aid
      1. Due to the complexity of offering classes or programs internationally, institutions are responsible for developing appropriate implementation timelines which allow for the student to apply for financial aid.
      2. Students who are receiving financial aid are not allowed to change from credit to audit once funds have been disbursed.
    4. Orientation and Participation
      1. Individual institutions may, at their discretion, require students, faculty or staff to provide signed documentation of having received pre-travel advice and counseling, as well as relevant vaccinations, anti-malarial prophylaxis, and other medical interventions consistent with appropriate medical practice.
      2. Institutions may restrict participation in an international program for participants, program directors and group leaders, and faculty instructors determined to be at excessive medical risk.
      3. All students and faculty, whether program directors or instructional faculty, are required to have documentable medical insurance with covered medical treatment outside of U.S. borders  at a minimum of $100,000 per accident or sickness  as well as evacuation and repatriation insurance combined minimum of $50,000  in order to participate in study abroad. Institutions are encouraged to purchase group insurance to cover evacuation and repatriation on behalf of students and faculty.  (Currently, the TnCIS purchases group insurance on behalf of students and faculty engaging in TnCIS programs.)
    5. Evaluations
      1. All participants and international program leaders are expected to complete program evaluation forms to gather data on the effectiveness of recruitment, admissions, pre-departure orientation, the educational and personal value of program components while abroad, re-entry, and recommendations for continuation or termination of the trip in the future.
      2. For programs operated by the TnCIS, the TnCIS will summarize the results of the evaluations and forward a summary to all campuses with enrolled students in order for facilitate data-based decision-making on each campus.
      3. For all non-TnCIS international engagements, institutions must conduct their own evaluations for inclusion in campus planning of internationalization activities.
  6. Financial Management
    1. Financial procedures for international educational programs
      1. Each institution is responsible for the charging of tuition and fees, receipt of student payments, administering financial aid, registration and reporting of grades in the same manner as domestic programs.
      2. Institutions should not charge Maintenance Fee for students enrolled in TnCIS study abroad programs.
    2. Institutions must make appropriate arrangements to use existing accounting and reporting procedures (if available) for all international travel by program directors or group leaders to cover expenses abroad. Through the use of an institutional credit card, advanced money or other means, expenses abroad related to housing, food, excursions and incidental expenses as outlined in the international education program contract should be arranged for in advance.
    3. Viability of International Educational Programs
      1. International education activities at all TBR institutions as well as the TnCIS are expected to be financially self-sustaining over time and to be accountable to good financial management practices.
      2. Individual Institutions shall establish an evaluation for individual courses and for all international education programs to determine the continued academic value and financial viability of each program annually.
    4. International Fee Usage
      1. Recognizing the need for flexibility while maintaining accountability, the TBR has established the optional assessment of an international fee to be paid by each student enrolled in the institutions.
      2. Individual institutions have authority to allocate funds to activities in support of globalization efforts for the campus, including international professional development of the faculty.
        1. Salaries for faculty not engaged in directly providing international programs or courses are not acceptable.
        2. Institutions should use a portion of the revenue generated through the internationalization fee for study abroad scholarships.
      3. Individual institutions are responsible for establishing an infrastructure to determine the allocation of the international fees collected from students to promote internationalization at the home institution. The infrastructure should include student representation or input received from the entire study body.
    5. Faculty Compensation
      1. Salaries for faculty engaged in directing or teaching study abroad courses receives remuneration from their home institutions.
        1. Faculty compensation of summer session and inter-session international educational programs whether campus-based or operated through the TnCIS are not subject to Policy 5:02:04:10 Faculty Compensation During Summer Session and Inter-sessions.
        2. Faculty teaching or directing study abroad courses on behalf of the TnCIS must submit an Adjunct Faculty Contract and a travel authorization form at their home institution, which will be forwarded to the TnCIS Office by the home institution.
        3. For non-PSCC faculty, the TnCIS will process the contact through the PSCC Accounting Office, which will issue a Dual Services Agreement to the faculty member’s home institutions along with a purchase order.
        4. Institutions will invoice PSCC for the services to receive reimbursement for paying the faculty members directly for their service.
      2. Faculty are expected to follow through on the agreed upon international study course and adhere to all institutional policies once abroad. In the event that a faculty member cancels their participation in the trip or is directed to return from a trip due to failure to follow institutional policies, the faculty member will be charged for any travel costs assumed by the institution in advance of the trip or the faculty member will be held responsible for costs associated with their return home.
  7. Use of Technology Abroad
    1. The TBR requires that its institutions fully comply with federal regulations that control the conditions under which certain information, technologies and commodities can be exported to a foreign country, person, or entity, including U.S. citizens in a foreign country.
      1. Institutions are responsible for implementing export control procedures to determine whether an activity is covered under export control regulations, whether the  U.S. Department of State’s International Traffic in Arms Regulations (ITAR) 22 CFR §120-130,  U. S. Department of Commerce’s Export Administration regulations (EAR) 15 CFR § 734-774 or the Office of Foreign Assets Control (OFAC) 31 CFR §500-599.
      2. All faculty, staff, or students involved in international travel including study abroad, restricted research, international collaborations, or foreign exchanges that risk export or violation of the regulations must comply with the provisions of any license (or other governmental approval), policy, procedure, or campus based Technology Control Plan (TCP) as required by ITAR.  Before traveling internationally, faculty/staff/students should determine whether any item, device, component, or document is covered by ITAR and/or requires a license or other government approval/agreement for export or import as defined in those regulations. Where unsure, faculty/staff/students should consult with their general counsel’s office or institutional research office.
      3. Institutions are responsible for determining if self-disclosure of any violations, real or perceived, of the expert control regulations or TCP occurs during the courses of the sponsored activity to the federal agency is required.

Presidents Meeting February 17, 2009; Revised at Presidents Meeting August 18, 2015.

Policy Number: 
Policy/Guideline Area: 
Academic Guidelines
Applicable Divisions: 
Community Colleges, Universities

The purpose of this guideline is to describe the legal rights and responsibilities of creators, and distributors of distance education/telecourse materials in the Tennessee Board of Regents system, including ownership of copyright on distance education materials created by TBR faculty and employees. Guidance for faculty and institutions in copyrighting original works and legal use of the works of others is found in the Copyright Primer available from the Office of the General Counsel.

  • Distance Education
    • As defined in TBR Policy 2:05:00:00, distance education occurs:
      • Where there is a physical separation of the teacher and the learner and when communication and instruction take place through, or are supported by, any technological means such as telephone, radio, television, computers, satellite delivery, interactive video, or any combination of present and future telecommunication technology.
      • The TBR Distance Education Committee has defined "distance education" to include: correspondence courses, videotapes, audio tapes, two way video and audio, computer-based media, and the emerging technology of the Internet.
  • Copyright
    • Under Federal law, copyright applies to any "original work of authorship fixed in any tangible medium of expression." (17 U.S.C. § 102(a)).
    • Generally, the owner of a copyright has the exclusive rights to reproduce the work, to prepare derivative works, to distribute copies by sale or other transfer of ownership, and to publicly display or perform the work. (17 U.S.C. § 106).
  • Work Made For Hire
    • An employer owns the copyright to a work of authorship when the work was created by an employee within the scope of his/her employment.
    • Some kinds of work can also be owned by the institution as a work made for hire if it is specially ordered or commissioned under a written contract signed by the two (or more) parties. (17 U.S.C. § 101, § 201 (b)).
  • Fair Use
    • The Copyright Act provides for some exceptions to the exclusive rights of the copyright owners.
      • One of these exceptions permits fair use of a copyrighted work for purposes such as teaching, scholarship, or research. (17 U.S.C. § 107).
      • The four factors to be considered in determining fair use are:
        • The purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes;
        • The nature of the copyrighted work;
        • The amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
        • The effect of the use upon the potential market for or value of the copyrighted work.
  • Joint Work
    • A work prepared by two or more authors with the intention that their contributions be merged into inseparable or interdependent parts of a unitary whole. (17 U.S.C. §101).
  • Collective Work
    • Work such as a periodical issue, anthology, or encyclopedia, in which a number of contributions, constituting separate and independent works in themselves, are assembled into a collective whole. (17 U.S.C. § 101).
  • Compilation
    • A work formed by the collection and assembling of preexisting materials or of data that are selected, coordinated, or arranged in such a way that the resulting work as a whole constitutes an original work of authorship.
    • The term "compilation" includes collective works. (17 U.S.C. § 101).
  1. Ownership of Copyrightable Materials
    1. General Policy
      1. TBR Policy 5:01:06:00 on Patents and Copyright provides the overall guidance for ownership of copyrightable materials. The institution has an interest in the copyrightable materials if:
        1. The institution sponsors the project; or
        2. There is significant use of the institution's facilities, services, or equipment in the creation of the work; or
        3. the project is sponsored through the institution by agencies or persons outside the institution. (The contract terms of externally sponsored projects will control ownership of work done pursuant to the contract or grant.)
      2. Policy 5:01:06:00 gives ownership to faculty of their "scholarly and creative works."
        1. Under this Policy, a faculty member or other institutional employee also retains title to the copyrightable work if the work was developed solely through individual work on personal time.
      3. Policy 5:01:06:00 defines "significant use" of institutional resources as cost to the institution in the amount of $1,000 or more (In constant 1982 dollars). This equates to about $1,650 in 1999.
        1. Use of office personal computer alone is not considered a significant use of university resources.
        2. This guideline provides more specific policies about copyright ownership in the context of distance education.
    2. Scholarly Works
      1. The TBR wishes to encourage scholarly works. Therefore, the TBR will not assert an interest in scholarly works and creations related to the faculty member's professional field. These include:
        1. faculty authored textbooks
        2. scholarly writing
        3. art works
        4. musical compositions
        5. dramatic and non-dramatic literary works
      2. Distance education, telecourse, and/or multimedia materials that are in the nature of scholarly works created by faculty under the same circumstances that would lead faculty to create more traditional scholarly works will be treated as scholarly.
      3. Scholarly work in this context would include course materials created by the faculty when the factors listed in II C and D, below, are not applicable.
      4. If the institution wants to use such a work and/or share in its commercialization, the institution should secure the desired rights in a contract with the faculty member.
    3. Student Work
      1. This policy does not apply to undergraduate or graduate students in the absence of an employment or other contract.
      2. Generally, ownership of student works is controlled by copyright law.
    4. Works for Hire
      1. It is very important to have a written agreement assigning responsibility and rights at the beginning of a project.
    5. Scope of Employment
      1. The institution/school will have sole ownership of intellectual property created by its non-faculty employees within the scope of employment.
        1. For example, if an institution employs a non-faculty person to design a computer program or to develop a promotional video, the copyright to the program or video belongs to the institution.
      2. The institution should ensure that the job description for each relevant non-faculty position includes the creation of or the assistance with the creation of distance education materials.
        1. The institution should also be certain to add to the TBR form employment contract, either on initial hire or with contract renewal, language which specifies that such works are made in the scope of employment. (Exhibit 1)
        2. In cases where there is a new assignment to the employee, an agreement in writing signed by both the employee and an institutional representative is strongly urged. (Exhibit 1 may be utilized.)
      3. Distance education materials created by faculty members will be solely owned by the institution where:
        1. The faculty is required to create the materials for a specific class or department by written institution or department policy e.g. (Common core course requirement);
        2. The faculty member is given release time to create the materials; or
        3. The faculty member is employed to create specific intellectual property/distance education materials.
      4. In all cases, the institution and the faculty member should sign a "Work for Hire Acknowledgment Form" (Exhibit 1)
    6. Commissioned Work
      1. Under the Copyright laws, (17 U.S.C. § 101, § 201) a work specially ordered or commissioned is owned by the institution if the parties expressly agree in a written instrument signed by both parties that the work will be considered a work for hire.
      2. A form "Commissioned Work for Hire' is attached as "Exhibit 2."
      3. Commissioned work is limited by the Copyright law to contribution to a collective work, part of a motion picture or other audiovisual work, a translation, a supplementary work, a compilation, an instructional text, a test, answer material to a test, or an atlas. (17 USC § 101, "Work For Hire" definition).
    7. Joint Ownership
      1. Works may be created through the joint efforts of two or more faculty members or of faculty and non-faculty employees working in the scope of their employment or working under contract to provide services.
      2. Anyone who contributes the kind of expression protected by the copyright law is a joint author if the contribution is intended to be part of an integrated whole.
      3. The institution will be the sole owner if all the work is done as work for hire.
      4. The institution and the faculty member may be joint owners of the final product if a faculty member works independently but incorporates work done as work for hire by institution employees and/or contractors.
      5. It is VERY IMPORTANT at the beginning of the project to state the contributors' intentions in a written contract signed by all contributors.
      6. The General Counsel's office should be consulted to assist in contract drafting.
    8. Revision Rights
      1. A faculty member should normally retain the right to update, edit or otherwise revise electronically developed course materials that become out of date, or, in certain circumstances, should place a time limit upon the use of electronically developed course materials that are particularly time sensitive, regardless of who owns copyright in the electronically developed course materials.
      2. These rights and limitations may be negotiated in advance of the creation of the electronically developed course materials and may be reduced to writing.
      3. Absent a written agreement, each faculty member will have the right and obligation to revise work on an annual basis in order to maintain academic standards.
      4. If a faculty member does choose to revise the work and such revision is done in a satisfactory manner, the faculty member retains the rights to full royalties as discussed below for another year.
      5. If the institution believes a revision is necessary and no revision is made or if the revision made, in the institution's opinion, does not maintain academic standards, the institution may refuse to market the product, or the institution may employ another person to update the work and charge the entire cost of the revision against any royalties paid to the original author.
    9. Royalties
      1. Royalty division should generally reflect the relative contributions of the parties.
      2. In accordance with TBR policy, faculty members shall receive all royalties that may accrue from the commercialization of electronically published course materials they create on their own initiative.
      3. On the other hand, the institution retains all royalties that may accrue from the commercialization of electronically published course materials created by faculty members pursuant to contract or as a work for hire, including electronically published course created as a condition of employment.
      4. Copyright law permits joint owners to pursue commercialization either jointly or separately, with accounting. Other circumstances may require review on a case-by-case basis (such as the creation of electronically developed course materials initiated by a faculty member but using substantial institution facilities.)
      5. In instances of joint ownership between faculty members where the institution also retains rights to royalties, the faculty members shall determine by written document the division of royalties.
      6. Absent a written document of division of royalties, the faculty members shall divide their share pro rata based on participation.



November 3, 1999 TBR Presidents' Meeting.

Policy Number: 
Policy/Guideline Area: 
Academic Guidelines
Applicable Divisions: 
Community Colleges, Universities

The following guideline supplements the provisions of the Tennessee Board of Regents Policy 2:05:00:00 (Distance Education).That policy requires that institutions planning and offering distance education courses address that policy and the following guidelines, which cover academic standards and planning and implementation issues.

  1. Academic Standards
    1. In establishing policies and procedures, the following stipulations shall apply:
      1. Each distance education course offered by an institution must be consistent with the level, nature, and mission of that institution.
      2. When a course is offered through distance education, it will carry the same code, title, and credit as other sections of that course.
      3. Each distance education course must provide for interaction and timely feedback between students and faculty member(s) teaching the course.
      4. As appropriate, these interactions may be individual, group, or mixed.
      5. They may take place electronically, e.g., by telephone, by computer, or by interactive video.
      6. Each distance education course must include an assessment of that delivery mode in its procedures for monitoring and assessing student performance.
      7. Each student enrolled in a distance education course shall have access to all the academic support services, instructional equipment, and campus events and other non- academic activities, which the institution provides for other students.
      8. Support services may include but are not limited to academic advising, counseling, library and other learning resources, tutoring services, and financial aid.
  2. Program Planning and Implementation 
    1. Institutional policies and procedures must contain a written statement of the purpose and goals of the distance education program and describe the assessment methods used to evaluate the success of the program in carrying out those goals and objectives. The following issues must be addressed as institutions plan and implement the distance education program:
      1. Faculty, administrators, and other support personnel involved in the development and implementation of distance education must have clearly defined roles, responsibilities, and duties.
      2. Faculty involved in distance education must receive specialized training in the use of the medium.
      3. Institutions will determine teaching load equivalents and faculty compensation for distance education.
      4. The institution must make academic and administrative information available to distance education students.
      5. This information may include but is not limited to: exams, grading, student-faculty interaction, proctoring, the provision of support services, and registration and fee-payment procedures.
      6. Censorial arrangements among two or more institutions for the development, production, or transmittal of distance education courseware and materials should always be considered.
      7. Whenever possible and to effect the greatest savings, the acquisition of courseware should be made through the Tennessee Board of Regents' Media Consortium.

TBR Meeting, September 30, 1983; TBR Meeting, September 21, 1990; TBR Meeting, September 17, 1993.

Policy Number: 
Policy/Guideline Area: 
Academic Guidelines
Applicable Divisions: 
Community Colleges

The purpose of this guideline is to establish the operational guidelines for the assignments of titles at the two-year institutions governed by the Tennessee Board of Regents.

  1. Introduction
    1. The following are provided as a guideline in the assignments of titles at the two-year institutions governed by the State Board of Regents. Justified exceptions may be submitted by the president for prior approval by the Chancellor.
  2. Authority and Scope of Title Responsibilities
    1. Department Head (Chairman)
      1. Supervises five or more faculty members with significant discretion in the utilization of the department's human and financial resources.
      2. Administers a unit with its own budget.
      3. Has significant authority in personnel decisions - e.g., hiring, termination, promotions, and tenure.
      4. Person holding the position is assigned a reduced teaching load or receives a salary supplement.
    2. Assistant Dean
      1. Supervises two or more separate units with administrators having the authority and scope of responsibilities specified under Department Head; or
      2. Serves in a significant staff capacity to the Dean of Academic Affairs (Instruction/College).
      3. Person holding the position is assigned a reduced teaching load or receives a salary supplement.
    3. Associate Dean
      1. Supervises two or more separate units with administrators having the authority and scope of responsibilities specified under Department Head.
      2. The breadth of responsibilities are to be greater than for an Assistant Dean, and the Associate Dean will have the authority to act for the Dean of Academic Affairs (Instruction/College) in a broad range of areas, or-is second in authority to the Dean of Academic Affairs (Instruction/College) and acts as an executive officer for the Dean.
      3. Person holding the position is assigned a reduced teaching load and receives a salary supplement.

December 6, 1978 TBR staff memorandum. Revised July 1, 1984

Policy Number: 
Policy/Guideline Area: 
Academic Guidelines
Applicable Divisions: 
TCATs, Community Colleges, Universities

The following guideline supplements the provisions of the Tennessee Board of Regents General Personnel Policy (5:01:00:00). That policy stipulates that - within the overall work load provision - "a full teaching load...shall be fifteen (15) credit hours or the equivalent per term for undergraduate courses, twelve (12) credit hours or the equivalent per term for graduate courses, or one hundred and fifty (150) non-credit contact hours (two hundred and twenty-five [225] in semester institutions) or the equivalent per term." It further stipulates that "all equivalent teaching load activities shall be subject to prior review and approval by the president or his or her designee. This guideline clarifies procedures by which a president may approve assignment of a faculty member to a non-instructional assignment on a 50% basis for a full academic year or on a 100% basis for a term and may develop a special institutional program for that purpose.

  1. General Statement
    1. Allocation of faculty time to various functions (e.g., instruction, advisement, administration, research, etc.) falls within the responsibility of the president at each institution to develop a master staffing plan.
    2. Allocations of non-instructional assigned time should reflect the mission, goals, and need of the institution.
  2. Non-instructional Assigned Time
    1. The designating of alternative professional assignments - i.e., assignments deemed equivalent to all or part of the faculty member's teaching load and approved as a work assignment standing in lieu of it - requires prior review and concurrence by the president or his or her designee.
    2. If the president approves an alternative professional assignment (which may include a non-instructional assignment on a 50% basis for a full academic year or on a 100% basis for a term), the faculty member is authorized to pursue that professional assignment in lieu of an instructional assignment without jeopardy to his or her personnel status.
    3. Regardless of the nature of the approved assignment, the faculty member must remain on the payroll of the home institution and retain a condition of employment which continues all benefits for which he or she has qualified as a full-time faculty member.
  3. Criteria for Non-instructional Assigned Time
    1. Authority for assignment of non-instructional assigned time resides with the president, and - within the parameters of Board policy and approved institutional missions - it provides appropriate discretion. Cumulative distribution by function (e.g., instruction, advisement, research, administration) of faculty time at each institution is monitored annually by Board staff.
      1. Institutions may - within fiscal and other personnel constraints - approve a fixed number of non-instructional faculty assignments to special programs (e.g., research assignments, instructional innovation assignment, etc.) which are described in faculty handbooks or personnel manuals. If such programs are contemplated, they must be brought to the attention of Board staff prior to publication in handbooks.

May 24, 1983 TBR presidents meeting. Revised July 1, 1984

Policy Number: 
Policy/Guideline Area: 
Academic Guidelines
Applicable Divisions: 
TCATs, Community Colleges, Universities

The following guideline supplements the provisions of the TBR "Policy on Faculty Development" (5:02:01:05). That policy authorizes institutions to plan and implement faculty development programs which may include financial support "through grant awards and other means for research or the improvement of instruction." This guideline clarifies procedures by which a program of faculty exchange may be included as part of a faculty development plan.

  1. General Statement
    1. Faculty exchange assignments with higher educational institutions, other appropriate educational institutions, business and industry, and private or governmental agencies provide opportunities for faculty to acquire new information and skills, to bring to their home institutions a general awareness of different environments which are relevant to their teaching areas, and to expand experiences with the objective of improving their professional expertise.
  2. Faculty Exchange and Personnel Status
    1. A full-time faculty member who applies for an "Exchange" which is subsequently approved by the president must remain on the payroll of the home institution and retain a condition of employment which continues all benefits for which he or she has qualified as a full-time faculty member. Time spent on the "Exchange" constitutes an equivalent teaching load activity which, under the "General Personnel Policy" (5:01:00:00) "shall be subject to prior review and approval by the president or his or her designee."
  3. Criteria for Exchange Status
    1. A full-time faculty member may only be approved for "Exchange" status if the home institution enters into a contract whereby the host institution provides, in exchange, and employee who will be assigned (for a comparable percentage of full-time load) to the home institution.
    2. The home institution is responsible for the salary and benefits of the full-time faculty member assigned to an "Exchange." The host institution is responsible for salary and benefits of the employee being provided in exchange.
    3. The work load assignment for the full-time faculty member assigned to an "Exchange" shall be determined by the host institution. Likewise, the home institution shall determine the work load assignment of the employee being provided in exchange.
    4. No exchange assignment shall be formally initiated with a host institution unless requested by the faculty member and approved by the president.
    5. No exchange assignment shall be approved by the presidents unless it meets the following provisions:
      1. Serves as an integral component of the faculty development plan; and
      2. Supports the "General Statement" included as paragraph 1 above.
  4. Exceptions
    1. Exceptions to these guidelines may be proposed by the president for approval by the Chancellor.

May 24, 1983 TBR presidents meeting; Revised July 1, 1984.

Policy Number: 
Policy/Guideline Area: 
Academic Guidelines
Applicable Divisions: 
Community Colleges, Universities

The purpose of this guideline is to establish the operational guidelines for the Teaching Quality Initiative Program (TQI) for teacher preparation programs at institutions governed by the Tennessee Board of Regents.

  1. Assessment and Placement Procedures
    1. Competencies
      1. Tennessee Board of Regents teacher preparation programs will maintain as their core outcomes the teacher standards identified by the Teaching Quality Initiative.
      2. These characteristics will serve as the foundation for curriculum planning, assessment, and evaluation.
    2. Assessment
      1. Tennessee Board of Regents teacher preparation programs will culminate in formal, performance-based assessment of all teacher residents based on Teaching Quality Initiative teacher standards.
      2. Final performance-based assessments will be standardized across Tennessee Board of Regents programs and will be reliable, valid, fair and representative.
    3. Placement
      1. Placement of teacher residents will be managed collaboratively between relevant Institutions of Higher Education and Local Education Agencies.
      2. Teacher residents will be placed only in settings that conform to Teaching Quality Initiative placement standards, with evidence-based practices being the foundation for training and interaction with the mentor teachers.
    4. Recruitment and selection
      1. Formal, aggressive recruitment plans and activities will be implemented by each Institution of Higher Education and by the Tennessee Board of Regents to bring in teaching candidates of the highest quality.
  2. Program Elements and Design
    1. The Teaching Quality Initiative is an integral part of the institution’s mission and academic programs. TBR teacher education programs are founded on an authentic, competency-based model that emphasizes development of content expertise and active learning in school settings. TBR teacher education programs will include the following components.
      1. Competency-based Modular Structure
        1. Professional Education components will be offered primarily in an organized, sequential modular structure.
        2. Successful completion of modules will require demonstration of relevant competencies, evaluated through sound, rigorous performance-based assessments.
        3. Successful program completion will require demonstration of all required competencies, evaluated through sound, rigorous performance-based assessments.
      2. Close Partnerships with Public Schools.
        1. Colleges of Education will develop ongoing partnerships with Local Education Agencies.  School-university partnerships will require consistent, systematic collaboration and communication between Colleges of Education and Local Education Agencies.
        2. Formal mutually-beneficial agreements between the parties are necessary components of the partnership. Agreements outline procedures and delineate responsibilities of and benefits to both sides.
      3. Problem-based Learning
        1. Modules are organized and implemented in an active, participatory environment using a Problem-based Learning format.
        2. Problem-based Learning modules will be taught by faculty who model and use evidence-based best practices. Certified expert school teachers will collaborate with university faculty in teaching modules.
        3. Problem-based Learning activities will emphasize collaborative learning among candidates and will relate directly to real-world teaching and program outcomes.
        4. Problem-based Learning cases will focus on development of competencies and characteristics that comprise TQI teacher standards.
        5. Didactic presentations and classroom seat time will clearly augment and support Problem-based Learning activities.
      4. School-based Residency
        1. Professional education classes and student teaching are combined into a comprehensive teaching residency occurring primarily during the senior year, and will replace both of these more traditional teacher education components.
        2. Preparation for pedagogy will occur primarily in actual school settings, under collaborative supervision of university faculty and mentor teachers, and is structured around authentic problem-based experiences to attain learning outcomes.
        3. Residents work closely with mentor teachers as they merge theory and practice in a real world setting.
      5. Integration of Content Coursework and Professional Educational Component
        1. Professional education faculty, content faculty, and mentor teachers will collaborate to implement and model evidence-based best practices in content courses, pedagogy preparation, and applied experiences.
        2. Professional education faculty, content faculty, and mentor teachers will collaborate systematically concerning programmatic decision-making and evaluation of student status and progress.
  3. Faculty and Staff Selection and Development
    1. Faculty and Staff Selection
      1. University faculty and mentor teachers from Local Education Agencies collaboratively plan, implement, supervise, and evaluate experiences for residents.
      2. Residents will be placed only with university faculty and mentor teachers who have met all requirements of Teaching Quality Initiative mentor standards.
    2. Professional Development
      1. Systematic professional development and training of faculty and mentor teachers is essential to program success.
      2. Professional development will be based on Teaching Quality Initiative standards and will be scheduled and available to TQI faculty and staff.
  4. Program Evaluation and Research
    1. Program Evaluation
      1. The institution is responsible for maintaining an ongoing self-evaluation and for supplying all information required by the Teaching Quality Initiative Research and Evaluation Unit for program evaluation. Feedback from self-evaluations and system reviews will be used systematically for program improvement.
      2. Evaluation will be based on
        1. implementation of the Teaching Quality Initiative program guidelines;
        2. candidate outcomes related to program competencies, employment and persistence in the field, and Local Education Agencies’ satisfaction with performance; and
        3. impact on student outcomes.
      3. Program evaluation components and outcomes will be coordinated with National Council Accreditation of Teacher Education (NCATE) and state requirements.
    2. Research
      1. A Teaching Quality Initiative Research and Evaluation Unit will collect, analyze, and report data on teaching and professional preparation in education.  These reports will provide evidence-based guidance on effective teachers and teaching practices.
      2. The Research and Evaluation Unit will implement, coordinate, and study the system-wide performance assessment system for teacher education.
      3. The Research and Evaluation Unit will collaborate with other state and local education agencies to explore characteristics of effective teachers and teaching.
  5. Phase-In
    1. The Tennessee Board of Regents Office of Academic Affairs will initiate and coordinate an implementation plan for the system-level Teaching Quality Initiative.
    2. Each TBR teacher education unit will develop a campus-wide 4-year phase-in plan that will conform to the system-wide plan. Each plan will specify annual goals and benchmarks to establish a systematic planned progression implementing the key components of the Teaching Quality Initiative. Plans must be approved by the Tennessee Board of Regents Office of Academic Affairs.
    3. Phase-in plans will culminate in full program implementation of the Tennessee Board of Regents Teaching Quality Initiative each campus by fall 2013.
    4. Annual Progress Reports will be submitted to the Tennessee Board of Regents Office of Academic Affairs.

New Guideline Approved at Presidents Meeting May 12, 2009.

Policy Number: 
Policy/Guideline Area: 
Academic Guidelines
Applicable Divisions: 
Community Colleges, Universities

In accordance with action taken by the State Board of Regents at their December 8, 1978 regular meeting, the Board staff shall consider the criteria listed below in the evaluation of bureaus, centers, and institutes. These criteria were adopted on October 30, 1978 by the Tennessee Higher Education Commission for this purpose.

  1. Introduction
    1. Each System University and community college shall address the criteria in developing proposals for Board consideration to establish new bureaus, centers, and institutes.
      1. Criteria
        1. An assessment of need.
        2. An analysis of the purpose of the entity identifying it as a research, public service, or instructional unit. Such units should be budgeted in such a way as to reflect their purpose. Units proposed as combinations of research, public service, or instruction should be described in detail sufficient to ascertain the primary purpose of the entity.
        3. A description of how the entity relates to an institution's role and scope.
        4. An identification of the campus discipline base from which the entity will operate and the faculty strengths upon which it will draw.
        5. A description of the activities of the unit indicating relationships to purpose.
        6. A statement regarding the anticipated duration of the unit.
        7. A projection of the costs and revenues associated with the operation of the bureau, center, or institute over the first five years and an indication of what state support, if any, may be required.
        8. An identification of any similar or related services already being offered by an institution or agency within the state.
        9. A description of procedures for regular evaluation of the unit.
    2. When proposed institutional bureaus, on-campus centers, and institutes are to be temporary in nature, their establishment will not require approval by the State Board of Regents or the Tennessee Higher Education Commission, provided that the temporary status is due to one or both of the following conditions:
      1. The anticipated duration of the unit is less than one calendar year; and/or
      2. The operation of the unit will be dependent upon external funding for all direct costs with no commitment for operation beyond the period during which such external funds are available.
    3. For the establishment of temporary units of the type described above, the State Board of Regents will only require the institutions to inform the Chancellor in writing of the intent to establish the unit and, if contracts are involved, to follow the usual procedure for obtaining approval of the contract.

December 8, 1978 SBR meeting. Revised December 12, 1980 SBR meeting; Revised Presidents Meeting July 1,1984.

Policy Number: 
Policy/Guideline Area: 
Academic Guidelines
Applicable Divisions: 
TCATs, Community Colleges, Universities

The purpose of this guideline is to establish the criteria and process for articulation agreements, i.e. the awarding of transfer semester credit hours, involving career-technical education by institutions governed by the Tennessee Board of Regents.

  1. Compliance with Accrediting Agencies
    1. The awarding of transfer semester credit hours by community colleges and universities will be in compliance with the Commission on Colleges of the Southern Association of Colleges and Schools’ Principles of Accreditation on Programs (reference 3.4), the Commission’s Position Statement on the “Transfer of Academic Credit,” and its policy on “The Transfer or Transcripting of Academic Credit.”
    2. Specific articulation agreements between secondary education and the Tennessee Colleges of Applied Technology must comply with the Council on Occupational Education’s Handbook of Accreditation and its Policies and Rules.
    3. Specific articulation agreements between the Tennessee Colleges of Applied Technology, the community colleges and/or the universities will comply with those policies and guidelines set forth by the Commission on Colleges of the Southern Association of Colleges and Schools’ Principles of Accreditation and other relevant documents.
    4. Articulation agreements and the subsequent awarding of transfer credit must be in compliance with all applicable program accrediting agencies.
  2. Articulation Agreements
    1. Articulation agreements must demonstrate compliance with the TBR Policy 2:01:00:04. Articulation agreements should ensure that students are not required by university, college or TCAT procedure or regulation to pursue educational/training experiences that duplicate competency skills the individual already possesses for the individual to acquire a credential.
    2. Statewide agreements for the awarding of semester credit hours will be based upon aligned common competencies among and between institutions of higher learning. The award of credit will be based upon:
      1. Equivalent competencies; and
      2. Where both programs have the purpose of the graduate being able to sit for the same industry credential, certification, or license, the community college will recognize the industry award as the validation assessment for the awarding of credit(s) within the program. Examples of industry certification include, but are not limited to: CISCO certifications [individual courses], state board licenses [individual and/or multiple courses depending upon the field], and Siemens certifications [multiple courses].
    3. Each articulation agreement should include:
      1. Competencies that indicate that the learning outcomes specified in courses offered by the lower-level institution satisfy learning outcomes in similar courses offered by the upper-level institution. Syllabi and competency lists of the courses from the institutions involved must be maintained in the appropriate offices of both institutions.
      2. Details of the articulation procedure for the awarding of credit;
      3. Descriptions of required proficiency levels and criteria for measurement;
      4. The evaluation plan and process; and
      5. A renewal date for the agreement (Note: Because technology changes so rapidly it is suggested that the period of review be no more than every three years).
  3. Awarding of Credit (Articulation) and Challenge Assessments
    1. Award by assessment may be for up to seventy-five percent (75%) of the semester credit hours required in accordance with SACSCOC/COE guidelines [SC 3.5.2], unless the program's professional accreditation agency designates in policy a lower transfer percentage.
    2. The community college system, upon the alignment of programs of study among the community colleges, may bring together representative in-field faculty from the institutions to develop a common method for the awarding of semester credit hours based upon recognition of equivalent learning outcomes through the establishment of statewide assessment processes.
      1. The representative faculty will establish common procedures for the recognition of equivalent learning outcomes, which may include performance and/or cognate assessments, portfolio assessment, or other means to validate the transfer credit.
      2. The representative faculty within the subject may recognize third-party assessment(s), which reflect equivalency of the competencies within the aligned program of study. Examples of third-party assessments include NOCTI assessments, industry skill certifications such as JAVA, CISCO, FANUC, Siemens, etc., and state/national allied health-related licenses. The assessments should be seen as a reflection of a level of proficiency of the individual, and as a quality assurance of the program, even in the absence of reference in active local industry job listings.
      3. The process for awarding credit must be for specific courses within the aligned curriculum.
    3. Individual community colleges may develop one-to-one articulation agreements with specific education/training entities for the purpose of awarding semester credit hours for courses that have not been part of a statewide award process.
      1. Credit awarded must be for specific courses.
      2. The credit must be awarded on the basis of successfully passing a challenge examination or competency-based assessment procedure for which the standards for proficiency are approved and accepted by the receiving department and institution.
      3. If the receiving institution’s faculty develops the challenge examination or competency-based assessment, and the content is equivalent to the regular on-site course’s competency-based assessment the institution has the option of awarding a letter grade, rather than a non-quality grade of  “pass/fail,” and therefore count toward calculation of the grade point average. The award of a letter grade must be in accordance with the policies, regulations and guidelines of the institution’s accrediting agency.
  4. General Requirements for Students
    1. Students are required to conform to all institutional requirements for admission, testing and placement.
    2. Upon enrollment in the TCAT, college or university, extra-institutional credit will be transcripted in a manner as to facilitate timely and adequate advising such that a student does not duplicate skill/competency attainment realized in the previous institution, i.e. is not required to repeat a course.

President’s Meeting, February 13, 2007; Presidents Meeting February 2, 2016. Revised at Presidents Meeting February 21, 2017.



Subscribe to RSS