Body
Q 1–5. Institution, name, degree level/designation, and CIP code
Use the institution’s official name; give the exact proposed program title, degree level, credential wording, and proposed Classification of Instructional Programs (CIP) code. Check that the name and CIP align with the curriculum and all other approval documents. Note that after the NOI is approved the title, level, and CIP code cannot be changed during the approval process.
Q 6–7. Minimum and maximum credit hours
Report the lowest and highest total hours a student may need to earn the degree. While program hours and degree hours may be the same for graduate programs, make sure to use degree hours for baccalaureate programs. Explain any range in your supporting narrative or review materials: pathways, prior preparation, instrument/ensemble requirements, clinical experiences, or other requirements. Confirm the totals match the curriculum plan. Do not assume the difference is self-explanatory. For all undergraduate programs, the minimum number of hours is 120 degree hours; do not list simply the major hours. Avoid putting a range, unless the range is required for accreditation purposes. If a student can graduate with 120 hours, do not speculate on how a student could have more than 120 hours at the time of graduation. For example, if a student could take a variable credit course and graduate with 120-130 hours, simply state the minimum and maximum number of hours as 120. This will help avoid questions requiring that the department justify the extra 10 hours.
Q 8. Mode of delivery
Select every applicable delivery category, using the terminology in the current form. If any part of a program is available online it should be considered a hybrid program. All undergraduate baccalaureate programs are considered hybrid because general education courses can be completed online. Face-to-Face and online should only be selected if 100% of the program is offered in those respective modalities.
Q 9. Program description
Explain what is being proposed, who it is intended to serve, and how students will experience it. Compare it with relevant Kentucky and out-of-state peers, then describe what makes WKU’s version meaningfully different. Include the following:
- Program purpose, audience, degree outcome, and distinctive features.
- Specific comparisons with peer institutions: availability, format, specialization, geography, or access.
- Experiential learning, fieldwork, internships, clinical placements, or certification steps, if applicable. For experiential learning opportunities, CPE wants to know what students would do without nearby supervisors, how they find internships, what happens if they cannot secure one, when certification eligibility begins, and when students learn about possible relocation. Talk about contingency plans for if students are unable to arrange those opportunities.
Q 10. Institutional capacity
Show why WKU can operate the program well instead of on why it wants to offer the program. Name existing academic strengths and specific resources available or needed: courses already offered, qualified faculty, specialized facilities/equipment, clinical or community partners, administrative oversight, and student support. If resources are planned rather than secured, identify that clearly.
CPE wants to know who you have consulted and described the regions and practice settings they represent. Quantify consultations and support where possible.
Q 11. Concentrations, Tracks, & Specializations
Mark Yes or No. If Yes, list the formal names of all proposed tracks. Use consistent terminology with the curriculum and catalog materials; do not confuse informal areas of interest with official concentrations or tracks.
Q 12. Curriculum structure and focus
While the entire program may not be fully developed, proponents must provide a concise picture of how the program will be built in the WKU curricular process. Group coursework into meaningful areas, note major requirements and progression, and show where applied learning occurs. For new undergraduate proposals, there must be an explanation on how the program leads to mastery in any of the 10 Essential Skills in the Kentucky Graduate Profile.
Provide clarification if your total credit-hour requirement exceeded the hours described for the major.
Q 13. Gray DI scorecards
Provide both regional and state Gray DI market-demand scorecards. Check that they correspond to the proposed credential/field and use an appropriate comparison area. Keep the scorecards with the completed form for submission.
Q 14. Regional 80th-percentile threshold
Answer Yes or No according to the regional Gray DI scorecard.
Q 15. Workforce alignment
Indicate whether the credential aligns with the KWIB top five in-demand sectors, the Kentucky Talent Pipeline initiative, or another eligible regional/state workforce development effort. Select applicable options and explain the basis for any “other” effort. Note the Kentucky Top Five In-Demand Sectors- CPE tells us that links between industry and occupation are generous. Please see the spreadsheet hosted on WKUs New Program Approval Webpage to determine if your program matches one of these CIP codes: https://www.wku.edu/academicaffairs/pd/program_inventory.php
Q 16. Stakeholder involvement
Stakeholder involvement is important to show partnerships, regional need, and enrollment opportunities. Identify the actual categories consulted (employers, professional organizations, alumni, community groups, K–12, economic development organizations, or others) and describe who participated, what input was requested, and how it influenced the proposal. Examples of evidence: meeting dates, number of participants, feedback themes, proposed partnerships, and changes made as a result.
Q 17. How employer needs were determined
Explain the evidence used to understand employers’ needs. Identify sources, geography, dates, employer roles and relevant job skills; connect the findings to program design. Avoid unsupported claims such as “there is strong demand.” Stakeholder involvement is important to answer this question.
Q 18. Occupations, wages, jobs, and growth
Provide at least two distinct, plausible occupation types for graduates. At least five jobs is encouraged to show demand. For each occupation, you must complete the regional, state, and national columns for average wages, number of jobs, and expected growth (2024–2034). Identify the source for regional data (Q18a) and state data (Q18b); the form requires national data from the U.S. Bureau of Labor Statistics (BLS). Additional sources should be comparable in scope and reliability.
- Choose occupations the degree actually prepares students to enter, not broad jobs loosely associated with the field.
- Use a consistent occupation definition, geography, metric, and time period wherever comparison is possible. Note any unavoidable mismatch or unavailable figure rather than inventing it.
- Previously CPE has required data from the BLS. Recently they acknowledged that sometimes the BLS data may be lacking, especially when it comes to reginal data. When BLS regional data is not available, you should use data from KYSTATS, if KYSTATS is unavailable or you believe there is another data source you would like to include please indicate it using the appropriate box.