academic-compliance-checklist-rev-october 2019-508

University of Virginia
Academic Compliance Checklist Form
The University is required to submit a substantive change to the Southern Association of Colleges
and Schools Commission on Colleges (SACSCOC) prior to implementation of such substantive
change. A substantive change is defined by SACSCOC as “a significant modification or expansion
of the nature and scope of an accredited institution.” 1 The University also has to comply with
State Council of Higher Education for Virginia (SCHEV) policy and procedural requirements, and
ensure that proposed academic-related actions align with institutional policy and planning.
To determine the institutional impact of a proposed academic action, schools must complete the
questions and checklist on the following pages in the early stages of any proposal and submit it
to for review. All schools should complete background section. In
addition:
For NEW degree or certificate programs, complete sections I and IV
For a CHANGE to an existing credential (e.g., new minor, closure), complete sections II and IV
For any OTHER action (e.g., organizational change), complete sections III and IV

Background:
Name of Proposed Program/Action: Enter your response here
Sponsoring School: Enter your response here
School Contact:

Enter your response here

Date of Submission: Enter your response here
Requested Effective Date of Proposed Program/Action (term/year): Enter your response here
I. Proposed new credential
A. Description:
Discuss the focus/intent of the credential. What purpose will graduates serve and what are
graduates needed to do? Is the program a collaboration of campus units (e.g., departments,
schools, or colleges)? Is the credential in an emerging or cutting-edge area? A brief history of
the evolution of the discipline and/or a description of the program area should be provided.

Identify other units that are active in this space/discipline across grounds and detail the
consultation undertaken with those units to develop the proposed credential.
Enter your
response here
B.Does the proposed enrollment for the program (i.e., target audience):




Meet a need within current enrollment in a school:
Assume internal transfers:
Assumes enrollment increase beyond those presently approved 2:

C. Credential Designation Level and Proposed Number of Credits (e.g., BA in xx; 120 credits):
     
1

See Substantive Change for Accredited Institutions of the Commission on Colleges: Policy Statement, p. 1.
See Appendix A for the approved 2019-2025 enrollment projections. Please contact the Director of Institutional
Research and Analytics as needed for additional details.
Updated 10.10.19 pg.
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D. Proposed CIP code for the program3: Enter your response here
II. Change to Existing Credential
Briefly describe the nature and rationale behind the proposed change. Provide a brief history
of the evolution of this credential, specifying the last time that a change to the credential was
requested. Identify other units that are active in this space/discipline across grounds and

detail the consultation undertaken with those units to assess and manage any anticipated
impacts.
Note: For a credential closure, in addition to describing the reason for the request, please
specify proposed effective end date and number of students currently enrolled in program.
Enter your response here
III.Other Action
Briefly describe the nature of requested action (e.g., request to establish new department;
department merger, collaboration with another institution of higher education), specifying the
reason behind the change; who has been involved within and/or outside the unit in proposing
the change.
Enter your response here

3

All degree programs must be codified by a CIP code for federal and state reporting purposes. Only one CIP code may
be used institutionally per degree type/level. Please contact the Director of Institutional Research and Analytics if
needed for additional details.
Updated 10.10.19 pg.
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IV. Complete Checklist for any type of proposed program or action
YES

NO

Will the proposal initiate coursework or programs at a more advanced degree
level than currently offered at your school?
Will the proposal expand offerings at the current degree level that represent a
significant departure from existing programs at your school (i.e. the proposed

program has no closely-related counterpart among previously approved
programs in the curriculum).
Are more than 25 percent of the courses required for the proposed program
new?
Are more than 50 percent of the courses required for the proposed program
new?
Will the proposed program require new faculty?
Will the proposal require new library or other learning resources?
Will the proposal require new equipment or space?
Will the proposal initiate a branch campus?
Will the proposal initiate a dual degree program with another institution?
Will the proposal initiate a joint degree program with another institution?
Will the proposal be offered at an existing off-Grounds site?
Will the proposal initiate a program offered at a new off-Grounds site? (if yes,
answer the following)
Will a student be able to earn 50 percent or more of program credits at the
site?
Will a student be able to earn 25 to 49 percent of program credits at the site?
Will a student be able to earn 24 percent or less of program credits at the
site?
Will the proposal initiate a program offered via distance education?
answer the following)
Will more than 50 percent of the program be offered via distance
Will 25-49 percent of the program be offered via distance
Will less than 25 percent of the program be offered via distance

(if yes,
education?
education?
education?

Will the proposal initiate a program or courses through contractual agreement
or consortium?
Will the proposal alter significantly the length of an existing program?
Will the proposal close an existing program?
Updated 10.10.19 pg.
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Updated 10.10.19 pg.
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University of Virginia

Fall Census Headcount Enrollment Projections

On-Grounds
Total
Undergraduate
First-Year
New Transfers
(full-time)
Graduate
Law and Medicine
On Grounds Total
Off-Grounds

2014
Annual

2015
Annual

2016
Annual

2017
Annual

2018
Annual

15,405

15,669

15,891

16,034

16,262

16,285

3,709
612

3,674
609

3,683
618

3,788
640

3,822
654

4,708
1,687
21,800
1,932

4,686
1,630
21,985
1,898

4,921
1,579
22,391
1,507

5,170
1,601
22,805
1,555

5,149
1,597
23,008
1,631

2019
Projected Actual

2020
Annual

2021
Annual

2022
Annual

2023
Annual

2024
Annual

2025
Annual

16,560

16,325

16,290

16,210

16,210

16,210

16,210

3,748
623

3,920
637

3,748
623

3,748
623

3,748
623

3,748
623

3,748
623

3,748
623

5,175
1,605
23,065
1,765

5,315
1,581
23,460
1,558

5,217
1,585
23,127
1,989

5,276
1,538
23,104
2,205

5,422
1,501
23,133
2,277

5,494

1,500
23,204
2,352

5,569
1,500
23,279
2,417

5,635
1,500
23,345
2,488

Notes:
numbers include all students enrolled for credit based on fall census.
The First-Year and New Transfer counts are included in the Undergraduate total.
Beginning in 2017, London First & similar program students are included in: 1) FYtotal and 2) on-grounds total.
Prior to 2011, BIS and BPS students in Tidewater, Richmond, and Northern Virginia were included in on-grounds total.
Examples of changes affecting off-grounds totals include terminating Semester at Sea in 2016 and excluding FBI Academy counts.
Prior to 2019 projection, SCPS enrollments were reported separately; these are now subsumed under the on- and off-grounds total.
Prior to 2019 projection, SCPS on-grounds enrollments were reported separately; these are now subsumed under the Undergraduate and the Graduate projections.

Above

Institutional Research and Analytics
Approved by BOV 2.28.19
Revised 9.23.19

Updated 10.10.19 pg.

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