1. General Education Requirements
   1. Effective Fall Semester 2004, each institution in the State University and Community College System of Tennessee (hereafter identified as the Tennessee Board of Regents System) will subscribe to common general education requirements at the lower-division.
   2. These requirements consist of forty-one (41) semester hours in the following subject categories and are required for completion of the Associate of Arts (A.A.), Associate of Science (A.S.), Associate of Science in Teaching (A.S.T.), and all baccalaureate degrees.
      1. Communication: 9 semester hours
         1. Six (6) semester hours of English composition and three (3) semester hours in English oral presentational communication are required.
      2. Humanities and/or Fine Arts: 9 semester hours
         1. One course must be in literature.
      3. Social/Behavioral Sciences: 6 semester hours
      4. History: 6 semester hours
         1. Students who lack the required one unit (one year) of American history from high school as an admissions requirement must complete six (6) semester hours of American History or three (3) semester hours of American History and three (3) semester hours of Tennessee History to fulfill the history requirement in general education. Otherwise, students may choose from among the history courses approved at a particular institution to fulfill the six-semester hour requirement in history.
      5. Natural Sciences: 8 semester hours
      6. Mathematics: 3 semester hours
   3. Total 41 semester hours.
   4. Courses specified as meeting general education requirements are published in the catalog of each institution and may be viewed at the following TBR link. https://www.tbr.edu/academics/transfer-and-articulation 
   5. Students pursuing a Bachelor of Arts degree shall be required to demonstrate proficiency in a foreign language equivalent to completion of two years of college-level work.
   6. Students pursuing an Associate of Arts degree shall be required to demonstrate proficiency in a foreign language equivalent to completion of one year of college-level work.
   7. Students pursuing as Associates of Fine Arts degree in Music as a Tennessee Transfer Pathway will complete all of the required General Education hours in Section B. above except for six hours of the humanities requirement, including one course in literature, which must be completed at a university upon transfer. Total 35 hours.
2. Undergraduate Degree Requirements and Provisions
   1. All baccalaureate degrees offered by institutions in the Tennessee Board of Regents System shall require a maximum of 120 semester hours except in certain degree programs in which approval to exceed the maximum has been granted. The programs approved as exceptions to the maximum are identified in institutional catalogs.
   2. All associate of arts and associate of science degrees offered by institutions in the Tennessee Board of Regents System shall be designated on the THEC Academic Program inventory as University Parallel degrees and require a maximum of 60 semester hours except in certain degree programs in which approval to exceed the maximum has been granted. The programs approved as exceptions to the maximum are identified in institutional catalogs. For students who complete a Tennessee Transfer Pathway, the corresponding associate of arts or associate of science or associate of fine arts degree shall include the title of the pathway in the catalog and on the diploma. 
   3. Credit hours earned in remedial, developmental or learning support courses are institutional credit; they are not applicable to credit hours required for any certificate, associate, or baccalaureate degree.
   4. College courses taken to address course deficiencies in high school preparation and to meet minimum university admission requirements effective fall 1989 may be used concurrently to satisfy general education requirements specified above with the exception of foreign language.
   5. Relative to removing course deficiencies in foreign language, the following provisions apply:
      1. Students who pursue programs leading to the Associate of Science or Bachelor of Science degrees may apply foreign language courses taken to remove the deficiencies as electives, if appropriate, or otherwise as add-on hours.
      2.  Students who pursue programs leading to the Associate of Arts and Bachelor of Arts degrees may apply foreign language courses taken to remove deficiencies toward fulfillment of degree requirements.
3. Transfer Provisions of General Education and Tennessee Transfer Pathway Courses
   1. Students who complete the Associate of Arts or Associate of Science or Associate of Science in Teaching degree and transfer to a university within the Tennessee Board of Regents System will have satisfied all lower-division general education requirements.
   2. University to university transfer students and community college students who do not complete the Associate of Arts or Associate of Science or Associate of Science in Teaching or Associate of Fine Arts degree and transfer to an institution within the Tennessee Board of Regents System but who complete blocks of subject categories will have satisfied the general education requirements for the categories of note.
      1. For example, if the eight (8) semester hours of natural sciences are completed, then this block of the general education requirement is fulfilled upon transfer to an institution within the Tennessee Board of Regents System.
      2. When a subject category is incomplete, a course by-course evaluation will be conducted, and the student will be subject to specific requirements of the receiving institution.
      3. If a student is following a Tennessee Transfer Pathway, all courses contained within the curriculum of that pathway completed by the student prior to transfer shall be accepted by the institution and be applied either to the general education requirement or area of emphasis requirement as listed in that Tennessee Transfer Pathway.
   3. Institutional/departmental requirements of the grade of "C" will be honored.
      1. If credit is granted for a course with the grade of "D," any specific requirements for the grade of "C" by the receiving institution will be enforced, except as provided in Section B of Calculation of Grade Point Averages (GPAs) for Courses Transferred and Related Applications.
   4. In certain majors, specific courses must also be taken in general education.
      1. It is important that students and advisors be aware of any major requirements that must be fulfilled under lower-division general education.
      2. In cases where specific courses are required as a part of general education for certain majors, the student is responsible for enrolling in the correct courses.
      3. Failure to fulfill specific major requirements in lower-division general education may result in the need to complete additional courses.
4. Calculation of Grade Point Averages (GPAs) for all Courses Transferred and Related Applications
   1. Upon receiving courses for transfer, the receiving institution will exclude grades in the calculation of Grade Point Averages (GPAs).
      1. Credit will be given for all courses in which passing grades are achieved, including the grade of D.
      2. All grades, including F's, W's, etc., must be included on the transfer record.
      3. The entire record of transfer students will be considered for eligibility of admission into programs that require attainment of specific grade point averages or where external entities stipulate consideration of the entire student record.
   2. Specific application regarding the grade of D pertains as follows:
      1. Community college students who complete approved Tennessee Transfer Pathways (TTPs) or parts thereof, the grade of D will be honored and affected courses will not be subject to repetition, except in certain cases where requirements stipulate specific courses must be achieved with a grade of C (2.0) or higher.
      2. In routes of transfer outside the TTPs, institutional practices regarding the applicability of the grade of D will be honored.
   3. Institutions will follow prescribed state practices in evaluating continuing eligibility for the Tennessee Lottery Scholarship Program, which requires inclusion of calculating the cumulative GPA on all courses taken after graduation from high school.
   4. Institutions have the prerogative to develop criteria for honors designations.
   5. In cases where a student repeats a course at another institution, the receiving institution should utilize its own repeat policy to exclude the grade/credit originally earned.
   6. The provisions noted above will be effective for course work presented for transfer to enroll in summer 2015 and thereafter.
5. General Education Requirements for the Associate of Applied Science Degree
   1. The Associate of Applied Science (A.A.S.) degree is not designed to transfer to baccalaureate programs; however, a general education component is required.
   2. The following distribution of general education courses is required for the A.A.S. degree in all community colleges within the Tennessee Board of Regents System.
      1. English Composition: 3 semester hours
      2. *Humanities and/or Fine Arts: 3 semester hours
      3. *Social/Behavioral Sciences: 3 semester hours
      4. *Natural Science/Mathematics: 3 semester hours
         1. One additional course from the categories of Communication, Humanities and/or Fine Arts, Social/Behavioral Sciences, or Natural Science/Mathematics 3-4 semester hours
   3. Total 15-17 semester hours
   4. *Specific courses satisfying these requirements must be the same courses that satisfy the general education requirement for the Associate of Arts, Associate of Science, or baccalaureate degrees.
6. Graduate
   1. Graduate Degree Requirements and Provisions
      1. Graduate degree requirements vary by discipline and level. Generally, master and doctoral programs require a 3.0 GPA or higher for graduation as stated by the institution.
   2. Transfer Provision for Graduate Courses
      1. Transfer credit provisions are set by the institutions in keeping with best practice guidelines. As such, transfer of graduate credit is limited in a number of areas.
         1. For example,
            1. the number of hours that may be transferred,
            2. in equivalency of requirements,
            3. the procedures for acceptance of graduate transfer credits,
            4. the period in which courses may be taken and time limits on graduate work varies by institution,
            5. department and academic program.
      2. In general, courses are eligible for transfer if the grade earned is a "B" or better.

1. Institutional Review Boards
   1. An Institutional Review Board (IRB) is a specially constituted review body established or designated by an institution to protect the welfare of all human subjects in all research.
      1. In order to conduct human subject research, an IRB review pursuant to 45 CFR, Part 46 must be undertaken. 
         1. Any research project determined by the IRB to be subject to Federal or other regulation shall be conducted pursuant to those regulations.
         2. The IRB must conduct continuing review of non-exempt research at intervals appropriate to the degree of risk.    
         3. Exempt research studies are exempt from continuing review.
      2. All requested changes in the conduct of a study and/or changes to study documents must be approved by the appropriate IRB(s) prior to implementation of that modification. 
         1. The only exception is a change necessary to eliminate apparent immediate hazards to the research subject (21 CFR 56.108 (a) (4).
      3. Researchers must notify the IRB(s) of any unanticipated problems involving risks to subjects or others, and other events as required by institutional policy.
      4. Continuing reviews and re-approval of research must occur on or before the date when IRB approval expires.
      5. If continuing review and re-approval fails to occur by the continuing date specified by the IRB, all research activities must stop, unless the IRB finds that it is in the best interest of individual participants to continue participating in the research interventions or interaction.
         1. The individual IRB will determine if a new application or continuing review materials must be submitted before a new approval may be issued.
   2. When research involves domains under the regulation of the Food and Drug Administration (FDA), institutions will also establish an IRB and procedures for IRB approval consistent with FDA regulations.
      1. Community colleges may partner with universities or other community colleges for assistance in either developing their own IRBs or engage in a collaborative arrangement with a university to hold joint review.
      2. Within the minimum time practicable, i.e., seven (7) business days as an acceptable standard and up to a maximum time of thirty (30) days, it will be determined if the application is complete.
         1. If it is incomplete, the researcher will be notified what needs to be done to complete the application for review.
      3. Once the application is complete, it will be determined if the study is exempt pursuant to 45 CFR 46.101 (b) and (c), expedited pursuant to 45 CFR 46.101, or requires full review in accordance with the Department of Health and Human Services (DHHS) regulations.
      4. Per 45 CFR 46.114, cooperative research projects are those projects covered by this policy which involve more than one institution.
         1. In the conduct of cooperative research projects, each institution is responsible for safeguarding the rights and welfare of human subjects and for complying with policy.

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.

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 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 their 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 they have 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.

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.

1. Introduction
   1. Each System 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 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.

1. Policy Provisions
   1. The Tennessee Board of Regents recognizes and strongly supports Tennessee's long-standing public policy of providing access for Tennesseans to public higher education.
   2. Residents in economically distressed counties have limited access to and lower participation rates in higher education.
   3. The Tennessee Board of Regents directs its institutions to seek every means of facilitating student access and fostering their participation in the programs that the institutions provide.
   4. The Board takes special note of the many citizens who, because of economic, family, work conditions, and geographic location, may find participation in post-secondary education difficult, if not impossible.
   5. The Board encourages its institutions to provide citizens both off-campus and technologically-delivered instruction, while also providing support services such as sponsored scholarships, and financial aid.

Each community college will establish and publish in the institution’s Catalog, a minimum of one, full year Academic Calendar that includes fall, spring, and summer semester, and any other academic timeframe(s) provided as options for enrolling in and completion of courses during the 12-month academic year, in accordance with the parameters and framework defined in the procedure.

1. Developing Academic Program Modifications
   1. Academic programs currently approved for offering have a number of options to amend or reconstitute the approved program including the following using the 30 Review Process per the THEC Policy A.1.0 New Academic Program: Approval Process and the THEC Policy A1.1: New and Modified Academic Programs: Evaluation Criteria: 
      1. Name change for existing program.
      2. Change of degree designation for an existing academic program or concentration per written recommendation of a disciplinary accreditation body or to more accurately represent the title to the workplace. Documentation must accompany the change request.
      3. Change of degree designation for an existing academic program or concentration when the change involves a significant curriculum shift in redefining the program’s purpose.
      4. Consolidation of existing academic programs.
      5. Consolidation of existing academic programs within the same discipline regardless of degree designation for purposes of performance funding calculations only.
      6. Conversion of an existing on-ground program to a fully online delivery format, with or without termination of existing program.
      7. Substantive curriculum modification (see http://www.sacs.org )
      8. Establishment of an undergraduate certificate program less than 24 SCH. Proposals for certificates of 24 SCH or more submit a Letter of Notification and the Letter of Application if approved for development. The community college must notify the Tennessee College(s) of Applied Technology (TCAT) within the designated service area to ensure there is no unwarranted duplication of effort. The Tennessee College(s) of Applied Technology (TCAT) must notify the community college within the designated service area to ensure that there is no unwarranted duplication of effort. Documentation must be submitted with the Letter of Application to identify actions taken to address the issue of any unwarranted duplication of effort.
      9. Establishment of a new concentration or minor. Newly proposed concentrations should be in keeping with the goals and mission of the existing program and must share the same core courses as all other existing degree concentrations.
      10. Establish a free standing degree program from an existing concentration. Any existing concentration with a steady enrollment and graduation rate for a period of at least three years may request to be recognized as a freestanding degree if the establishment of the concentration as a degree does not compromise the remaining degree and does not require new faculty resources.
      11. Establishment of a new academic unit or reorganization resulting in a net gain of an academic unit (i.e., department, on-campus center, institute, bureau, division, school, or college). This action also requires approval by the THEC Executive Director.
      12. Establishment of an articulation agreement between institutions.
      13. Establishment of an Off-Campus Site/Off Campus Center. In keeping with the THEC Policies, the THEC Off-Campus Site /Center Approval Forms must be submitted for review. No announcements may be made regarding opening new site or center until the THEC approval is granted.
      14. Revision of any admission, retention, and/or graduation policy (general or program specific).
      15. Extension of an existing academic degree to be fully offered at an off- campus location.
      16. Termination, inactivation, or reactivation of a program.
      17. Curriculum modifications which increase or decrease total hours required for a degree.
   2. Requests for academic action (other than new degree programs) received by 15th of each month (except December) will typically be reviewed by the end of the month and summaries prepared for consideration by the Board through the 30-day review process. Approval by the Chancellor, through delegated authority, will be given at the end the 30- day review period unless objections are voiced by the Board. Letters will be sent to the appropriate institution to authorize implementation of the proposed action.
   3. Requests for program, concentration and minor name changes should be submitted on the appropriate form and will be approved through delegated authority by the Vice Chancellor for Academic Affairs.
2. Developing New Academic Programs
   1. In order to propose a new academic program which is not covered under section I.A. of this Guideline and the THEC Policy A1.1 New Academic Programs and A1.0 New Academic Programs: Approval Process, two steps must occur: the Letter of Notification; and the Letter of Application.
      1. The Letter of Notification
         1. The Vice Chancellor for Academic Affairs and the respective Associate Vice Chancellor should be electronically notified in advance that a Letter of Notification will be forthcoming. The Letter of Notification is the documentation for the System of the initiation of the planning stage for the proposed program and must include the following:
            1. Title of the proposed program (and any concentrations);
            2. CIP and SOC codes for the overall program (and any proposed concentrations);
            3. Fit with Institutional Strategic Plan and Mission;
            4. Proposed implementation date;
            5. Proposed location(s) where the program will be offered;
            6. Explanation of the resources available to support the program;
            7. Anticipated new cost;
            8. Duplicate programs offered at other institutions serving the same region or population;
            9. List of all comparable or closely related programs, regardless of assigned CIP and SOC code.
         2. The Letter of Notification must be submitted at least 30 days prior to the anticipated date for the submission of the Letter of Application.
         3. Academic Affairs will notify the institution if another institution is currently engaged in the development of a similar program in order to avoid duplication of effort and encourage collaboration.
         4. A Letter of Application for any new academic degree program or certificate (24 SCH or more) program proposed precedes the establishment of any new academic program (See THEC policy A1:0 and A1:1). Any required Letter of Application must be submitted electronically to the Vice Chancellor for Academic Affairs for any proposed community college programs. Current forms are available on the Academic Affairs website. 
         5. The Letter of Application will include the following:
            1. A letter from the President stating his or her support for the development of the Letter of Application.
            2. All information initially submitted in the Letter of Notification.
            3. PDF of the signed COVER page.
            4. THEC Financial Projections form. In keeping with the THEC Policy 1.1.20P, the benefit to the state should outweigh the cost of the program with detailed explanations of reallocation, grants, gifts, and partnerships accompanying the Letter of Application.
            5. Copy of signature sheets from approval committees (e.g., Institutional Curriculum Committees and Faculty Senate) verifying that the Letter of Application has cleared through all the appropriate campus approval committees prior to submission.
         6. The TBR and/or the THEC may take one of three actions in response to the Letter of Application. Based on THEC Policy A1.0, the Letter of Application may be awarded approval, disapproval, or conditional approval. Conditional approval is awarded only to temporary programs with specified terminations dates.
      2. Based upon the determination of the TBR and approval of the THEC (if required), the newly proposed program as supported by the external review will move forward in the approval process.
      3. Approved Letters of Application are valid for three academic years after which a new Letter of Application must be submitted if the program has not been approved for Implementation.
      4. All newly approved academic programs at community colleges are subject to post approval review by the TBR and the THEC. Per the THEC Policy 1.1.30, pre- baccalaureate programs are subject to post approval monitoring for five years on an annual basis.