6. Student Demand a. Compelling evidence of student interest in enrolling in the proposed program. Types of evidence vary and may include national, statewide, and professional employment forecasts and surveys; petitions; lists of related associate degree programs at feeder community colleges; reports from community college transfer centers; and enrollments from feeder baccalaureate programs, for example. The evidence of student interest must be specific and compelling. Please include as many pieces of solid evidence as possible indicating students will indeed enroll in the program. Student petitions gathered over several semesters, prospective candidate surveys indicated intent to enroll if offered, and increased enrollments over time in the related field at feeder institutions are just a few examples of strong and compelling evidence. b. Identify how issues of diversity and access to the university were considered when planning this program. Describe what steps the program will take to insure ALL prospective candidates have equitable access to the program. This description may include recruitment strategies and any other techniques to insure a diverse and qualified candidate pool. When responding to this prompt, possible diversity categories could include race, ethnicity, social class, gender, sexual orientation, disability or exceptionality, second language and linguistic considerations, culture, economics, philosophy, religion, and politics. Evidence of insuring equitable access and consideration might include a brief description of recruitment procedures, candidate selection and evaluation procedures or an application rating rubric identifying multiple measures of evaluation. c. For degree proposals, cite the number of declared undergraduate master’s majors and the degree production over the preceding three years for the corresponding baccalaureate program, if there is one. A simple table listing the number of declared undergraduate majors and number of degrees produced is sufficient for this section. d. Professional uses of the proposed degree program. Include a description of how a graduate of the program will be able to use the degree in the professional world. What specific jobs or employment opportunities will be available for possible employment?
6. Student Demand a. Compelling evidence of student interest in enrolling in the proposed program. Types of evidence vary and may include national, statewide, and professional employment forecasts and surveys; petitions; lists of related associate degree programs at feeder community colleges; reports from community college transfer centers; and enrollments from feeder baccalaureate programs, for example. The evidence of student interest must be specific and compelling. Please include as many pieces of solid evidence as possible indicating students will indeed enroll in the program. Student petitions gathered over several semesters, prospective candidate surveys indicated intent to enroll if offered, and increased enrollments over time in the related field at feeder institutions are just a few examples of strong and compelling evidence. b. Identify how issues of diversity and access to the university were considered when planning this program. Describe what steps the program will take to insure ALL prospective candidates have equitable access to the program. This description may include recruitment strategies and any other techniques to insure a diverse and qualified candidate pool. When responding to this prompt, possible diversity categories could include race, ethnicity, social class, gender, sexual orientation, disability or exceptionality, second language and linguistic considerations, culture, economics, philosophy, religion, and politics. Evidence of insuring equitable access and consideration might include a brief description of recruitment procedures, candidate selection and evaluation procedures or an application rating rubric identifying multiple measures of evaluation. c. For master’s degree proposals, cite the number of declared undergraduate majors and the degree production over the preceding three years for the corresponding baccalaureate program, if there is one. A simple table listing the number of declared undergraduate majors and number of degrees produced is sufficient for this section. d. Professional uses of the proposed degree program. Include a description of how a graduate of the program will be able to use the degree in the professional world. What specific jobs or employment opportunities will be available for possible employment?