R312, Configuration of the Utah System of Higher Education and Institutional Missions and Roles

R312, Configuration of the Utah System of Higher Education and Institutional Missions and Roles

R312-1.  Purpose: To recognize the distinct and unique missions and roles of the institutions in the Utah System of Higher Education (USHE); to configure a system of colleges and universities to meet the educational needs of the citizens of the State of Utah; and to maintain system integrity by defining institutional categories. The Regents will review institutional roles and missions at least every five years in light of the educational needs and resources in the State of Utah.

R312-2.  References

2.1. Utah Code 53B-6-101, Master Plan for Higher Education

2.2. Policy and Procedures R301, Master Plan Executive Summary

 2.3. Policy and Procedures R310, System-wide Vision and Mission Statement

 2.4. Policy and Procedures R315, Service Area Designation and Coordination Off-Campus Courses and Programs

 2.5. Policy and Procedures R485, Faculty Workload Guidelines

R312-3.  Definitions

3.1. Classification:  the general category within which an institution fits as approved by the Regents and based largely upon the Carnegie Center for the Advancement of Teaching classification system.

3.2. “Institutional Definition”: definitions of institutions have been adapted from the Carnegie Classification of Institutions of Higher Education (http://www.carnegiefoundation.org).

3.3. “Mission Statements”: written statements of the general purposes and functions of various institutions approved by the Regents.

3.4. “Teaching Load”: the institutional average teaching workload for full-time faculty at the various institutions.

3.5. “Land Grant Institution”: an institution that may offer associate’s degrees and fulfill a community college role in areas of need pursuant to Policy R315 through its extension services.

R312-4.  Institutional Classifications and Missions

4.1. Doctorate-granting Universities: [University of Utah (U of U), Utah State University (USU)] Doctorate-granting Universities generally include institutions that award at least 20 doctoral degrees per year (excluding doctoral-level degrees that qualify recipients for entry into professional practice, such as the JD, MD, PharmD, DPT, etc.). The mission of a Doctorate-granting University is to discover, create, and transmit knowledge through education and training programs at the undergraduate, graduate, and professional levels through research and development and through service and extension programs associated with a major teaching and research university. Emphasis is placed on teaching, research, and service. The institution contributes to the quality of life and economic development at the local, state, and national levels. Many research efforts generate grants and contracts that also impact economic development, which underwrites the cost of their products.

4.1.1. University of Utah Mission Statement (2016): The University of Utah fosters student success by preparing students from diverse backgrounds for lives of impact as leaders and citizens. We generate and share new knowledge, discoveries, and innovations, and we engage local and global communities to promote education, health, and quality of life. These contributions, in addition to responsible stewardship of our intellectual, physical, and financial resources, ensure the long-term success and viability of the institution.

 4.1.2. Utah State University Mission Statement (2003): The mission of Utah State University is to be one of the nation’s premier student-centered land grant and space grant universities by fostering the principle that academics come first; by cultivating diversity of thought and culture; and by serving the public through learning, discovery, and engagement.

 4.2. Master’s Colleges and Universities: [Weber State University (WSU), Southern Utah University (SUU), Utah Valley University (UVU)] Master’s Colleges and Universities generally include institutions that award at least 50 master’s degrees and fewer than 20 doctoral degrees per year. Some institutions above the master’s degree threshold are included among Baccalaureate Colleges, and some below the threshold are included among Master’s Colleges and Universities. The mission of a Master’s University is to transmit knowledge and skills primarily through undergraduate programs at the associate’s and baccalaureate levels, including career and technical education programs and selected graduate programs in high demand areas. Emphasis is placed on teaching, scholarly, and creative achievements that are complementary to the teaching role, and community service. The institution contributes to the quality of life and economic development at the local and state levels. Student success is supported through developmental programs and services associated with a comprehensive community college.

 4.2.1. Weber State University Mission Statement (2007): Weber State University provides associate, baccalaureate and master degree programs in liberal arts, sciences, technical and professional fields. Encouraging freedom of expression and valuing diversity, the university provides excellent educational experiences for students through extensive personal contact among faculty, staff and students in and out of the classroom. Through academic programs, research, artistic expression, public service and community-based learning, the university serves as an educational, cultural and economic leader for the region.

 4.2.2. Southern Utah University Mission Statement (2016): Southern Utah University is a dynamic teaching and learning community that engages students in experiential education leading to personal growth, civic responsibility, and professional excellence.

 4.2.3. Utah Valley University Mission Statement (2007): Utah Valley University is a teaching institution which provides opportunity, promotes student success, and meets regional educational needs. UVU builds on a foundation of substantive scholarly and creative work to foster engaged learning. The university prepares professionally competent people of integrity who, as lifelong learners and leaders, serve as stewards of a globally interdependent community.

 4.3. Baccalaureate Colleges and Universities: [Dixie State University (DSU)] Baccalaureate Colleges and Universities generally include institutions where baccalaureate degrees represent at least 10 percent of all undergraduate degrees and that award fewer than 50 master’s degrees or 20 doctoral degrees per year. Some institutions above the master’s degree threshold are also included. The mission of a Baccalaureate College or University is to provide training and educational programs developed as a part of a dynamic continuum of opportunities that includes certificate, associate’s degrees, baccalaureate degrees, and continuing education offerings responsive to a rapidly growing and divergent economic region. Emphasis is placed on teaching and training, scholarly, professional and creative efforts complementing its teaching and training role and community service. The institution contributes to the quality of life and economic development of the community, the state, and the region. Student success is supported through developmental programs and services provided by a comprehensive community college.

 4.3.1. Dixie State University Mission Statement (2016):   Dixie State University is a public comprehensive university dedicated to rigorous learning and the enrichment of the professional and personal lives of its students and community by providing opportunities that engage the unique Southern Utah environment and resources.

4.4. Comprehensive Community or Associate’s Colleges: [Snow College (Snow), Salt Lake Community College (SLCC)] Comprehensive Community Colleges (or Associate’s Colleges) generally include institutions where all degrees are at the associate’s level, or where bachelor’s degrees account for less than 10 percent of all undergraduate degrees. The mission of a Comprehensive Community or Associate’s College is to transmit knowledge and skills through transfer education at the associate of arts and associate of science degree level along with offering associate of applied science degrees, career and technical education, customized training for employers, developmental education, and strong student services to support these functions. Transfer programs are intended to prepare graduates to begin upper-division work. Emphasis is placed on teaching, training, scholarly, professional, and creative achievement, and community service. The institution contributes to the quality of life and economic development of the community and the state. Student success is supported through developmental programs and services associated with a comprehensive community college. Within the organization of the institution the comprehensive community college function is identifiable, supported through programs, services, and specific administrative responsibility, and includes transfer education, career and technical education, customized training for employers, developmental education, and strong student services. WSU, UVU, and DSU also provide a comprehensive community college function to the state of Utah along with Snow, and SLCC.

 4.4.1. Snow College Mission Statement (2011): Snow College continues a tradition of excellence, encourages a culture of innovation, and cultivates an atmosphere of engagement to advance students in the achievement of their educational goals.

 4.4.2. Salt Lake Community College Mission Statement (2016): Salt Lake Community College is your community college. We engage and support students in educational pathways leading to successful transfer and meaningful employment.

R312-5.  Accreditation: Regional and specialized accreditation is a goal for all programs for which this accreditation is available and appropriate for the institution’s mission and role.

R312-6.  Land Grant Institution: When a land grant institution is acting as a community college through its extension efforts, students are granted open admission to associate’s degree programs with appropriate academic preparatory support. USU fulfills this role for the state of Utah in areas of need. The land grant designation makes USU responsible for statewide programs in agriculture, business, education, engineering, natural resources, sciences, family life, 4-H youth, and the traditional core of liberal learning: humanities, arts, and social sciences.

R312-7.  Faculty

7.1. Criteria for Selection, Retention, and Advancement

 7.1.1. Doctorate-granting Universities: Faculty are selected, retained, and promoted on the basis of evidence of effective teaching; research, scholarship, and creative achievements; and service and extension activities.

 7.1.2. Master’s Colleges and Universities: Faculty are selected, retained, and promoted primarily on the basis of evidence of effective teaching. Additional criteria include scholarly, professional and creative achievements, and service that complements the teaching role.

 7.1.3. Baccalaureate Colleges and Universities: Faculty are selected, retained, and promoted primarily on the basis and evidence of effective teaching and training. Secondary criteria include scholarly, professional, creative achievements, and service that complement the teaching role.

 7.1.4. Comprehensive Community or Associate’s Colleges: Faculty are selected, retained, and promoted primarily on the basis and evidence of effective teaching and training. Secondary criteria include scholarly, professional, creative achievements, and service that complement the teaching role.

 7.2. Educational Preparation

 7.2.1. Doctorate-granting Universities: Regular full-time tenure-track faculty will have earned the appropriate terminal degree for their field and specialty.

 7.2.2. Master’s Colleges and Universities: Regular full-time tenure-track faculty will have earned or be working toward the appropriate terminal degree for their field and specialty. Faculty in career and technical education or professional fields also will have practical, related work experience.

 7.2.3. Baccalaureate Colleges and Universities: Regular full-time tenure-track faculty will have practical, related work experience and recognized professional credentials for their discipline and teaching level. To teach courses in general education or other special transfer programs, the master’s degree is a standard requirement. Faculty teaching upper-division courses will have earned or be working toward the appropriate terminal degree for their field and specialty.

 7.2.4. Comprehensive Community or Associate’s Colleges: Regular full-time tenure-track faculty will have practical, related work experience and recognized professional credentials for their discipline and teaching level. To teach courses in general education or other special transfer programs, the master’s degree is a standard requirement.

 7.3. Teaching Loads and Research Activities

 7.3.1. Doctorate-granting Universities: Average teaching loads are expected to be lower than that of faculty in Master’s Universities reflecting necessary faculty involvement with research, scholarship, and creative achievements. Institutional teaching loads will average at least 18 credit hour equivalents each academic year.

 7.3.2. Master’s Colleges and Universities: Average teaching loads are higher than those of faculty in Doctorate-granting Universities and somewhat lower than those of faculty in Baccalaureate Colleges. These teaching loads reflect Master’s Universities having fewer graduate programs and less emphasis on research and scholarship than Doctorate-granting institutions. Institutional teaching loads will average at least 24 credit hour equivalents each academic year.

 7.3.3. Baccalaureate Colleges and Universities: Average teaching loads are higher than those of faculty in Master’s Universities. Institutional teaching loads will average at least 27 credit hour equivalents each academic year.

 7.3.4. Comprehensive Community or Associate’s Colleges: Average teaching loads are somewhat higher than those of faculty in Baccalaureate Colleges, because faculty are not involved in upper-division and graduate-level instruction. Institutional teaching loads will average at least 30 credit hour equivalents each academic year.

R312-8.  Student Admission

8.1. Doctorate-granting Universities: Students are admitted on the basis of their projected ability to succeed at the institution. Projected ability to succeed is based primarily on past performance, such as grade point average and standardized test scores. Satisfactory completion of prerequisite courses and work experience may also be factors, among others. these institutions are selective in admissions.

 8.2. Master’s Colleges and Universities: Students are granted admission primarily on the basis of their projected ability to succeed at the institution. Projected ability to succeed is based in part on past performance such as grade point average and standardized test scores. Satisfactory completion of developmental courses, prerequisite courses, and work experience may also be factors, among others.

 8.3. Baccalaureate Colleges and Universities: All incoming students are tested for course placement and advising purposes. Satisfactory completion of developmental and/or prerequisite courses and work experience also may be factors. Lower-division courses are primarily open-admission. Students must meet admissions’ criteria for upper-division courses and programs.

 8.4. Comprehensive Community or Associate’s Colleges: Comprehensive Community Colleges are open-admission institutions. Incoming students may be tested for course placement and the ability to benefit from specific courses for financial aid purposes. Satisfactory completion of other developmental or prerequisite courses and work experience may also be factors.

R312-9.  Support Services

9.1. Doctorate-granting Universities: These institutions provide library services, support services, equipment, and other resources to support undergraduate and graduate programs, and student and faculty research.

9.2. Master’s Colleges and Universities: These institutions provide library services, support services, equipment, and other resources to support undergraduate programs, a limited number of master’s programs, and the intellectual needs of students and faculty.

9.3. Baccalaureate and Comprehensive Community or Associate’s Colleges: These institutions provides library services, support services, equipment, and other resources to support lower-division programs in career and technical education, general education, baccalaureate programs, and the intellectual needs of students and faculty.

 

[1] Approved on May 30, 2003; amended May 29, 2009. Revisions approved by the Board of Regents on May 29, 2009, May 20, 2011, September 16, 2011; May 17, 2013, April 1, 2016, and July 15, 2016.