R312-1. Purpose
To recognize the distinct and unique missions and roles of the institutions in the Utah System of Higher Education. 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 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. "Institutional Categories" – categories of institutions have been adapted from the Carnegie Classification of Institutions of Higher Education: http://www.carnegiefoundation.org.
3.2. "Mission Statements" – the general purposes and functions of various institutions.
3.3. "Roles" – the types and levels of educational programs and services assigned to and offered by the institutions.
3.4. "Teaching Load" – the institutional average teaching workload for full-time faculty at the various institutions.
R312-4. Doctoral/Research Universities: Type I.
(University of Utah, Utah State University)
4.1 Definition - Type I institutions offer a wide range of baccalaureate programs and are committed to graduate education through the doctorate. Doctorate granting institutions in this category generally award 50 or more doctoral degrees per year across at least 15 disciplines.
4.1.1. Mission - The institution's mission 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.
4.1.2. Land Grant Institution - Through its extension services, a land grant institution may offer associate degrees and fulfill a community college role in areas of need pursuant to Policy R-315.
4.2. Programs
4.2.1. Instructional Programs - Type I institutions offer baccalaureate programs, advanced professional training, graduate education of national significance and prominence at the master's and doctoral levels. Research, both independent of and complementary to the important teaching and service roles, is strongly emphasized.
4.2.2. Accreditation - Regional, specialized, and state accreditation is a goal for all programs for which this accreditation is available and appropriate for the institution's mission and role. Such accreditation should enhance the excellence of the program and education of the student.
4.2.3. Research Programs - High priority is given to nationally recognized research and professional programs which make scholarly and creative contributions to the various disciplines and which support master's and doctoral programs of excellence. High priority is also given to research that results in the development, transfer, and potential commercialization of new technology, processes, and products and contributes to the economic development of the state and nation.
4.2.4. Graduate Organization - Graduate study is a distinct organizational element within the institution.
4.3. Faculty
4.3.1. Criteria for Selection, Retention, and Advancement - Faculty are selected, retained, and promoted on the basis of:
4.3.1.1. evidence of effective teaching;
4.3.1.2. research, scholarship, and creative achievements; and
4.3.1.3. service and extension activities.
4.3.2. Educational Preparation - Regular full-time tenure track faculty will have earned the appropriate terminal degree for their field and specialty.
4.3.3. Teaching Loads and Research Activities - Average teaching loads are expected to be lower than that of faculty in Type II and Type III institutions, reflecting necessary faculty involvement with research, scholarship, and creative achievements. Institutional teaching loads will average at least 18 credit hour equivalents each academic year.
4.4. Student Admission - 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.
4.4.1. 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 degree programs with appropriate academic preparatory support.
4.5. Support Services - The institutions provide library services, support services, equipment, and other resources to support undergraduate and graduate programs, and student and faculty research.
4.6. University of Utah Institutional Mission and Role Statement (being revised).
4.7. Utah State University Institutional Mission and Role Statement
R312-5. Master's Colleges and Universities: Type II.
(Weber State University, Southern Utah University, Utah Valley University)
5.1. Definition - Type II institutions typically offer a wide range of associate and baccalaureate programs, and are committed to graduate education through the master's degree. Master’s Colleges and Universities generally include institutions that award at least 50 master’s degrees and fewer than 20 doctoral degrees per year.
*Utah Valley University was approved to offer master’s degrees in 2008. They have not awarded 50 master’s degrees but expect to do so in the next decade.
5.1.1. Mission - The institution's mission is to transmit knowledge and skills primarily through undergraduate programs at the associate and baccalaureate levels, including applied technology 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.
5.2. Programs
5.2.1. Instructional Programs - The institution offers certificates, diplomas, general education, associate degrees and awards in applied technology education, baccalaureate degree programs including those built upon associate degree programs, and selected professional master's programs. The institution also provides specialized training programs for employers. No doctoral programs are offered.
5.2.2. Accreditation - Regional, state, and specialized accreditation is a goal for programs for which such accreditation is available and appropriate for the institution's mission and role. Such accreditation should enhance the excellence of the program and education of the student.
5.2.3. Scholarly and Creative Efforts - Faculty scholarly and creative efforts that complement and support the teaching role, regional and community service, and economic development are expected.
5.2.4. Comprehensive Community College Function – 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, applied technology education, customized training for employers, developmental education, and strong student services.
5 .3. Faculty
5.3.1. Criteria for Selection, Retention, and Advancement - 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.
5.3.2. Educational Preparation - Regular full-time tenure track faculty will have earned or be working toward the appropriate terminal degrees for their field and specialty. Faculty in applied technology or professional fields also will have practical, related work experience.
5.3.3. Teaching Loads - Average teaching loads are higher than those of faculty in Type I institutions and somewhat lower than those of faculty in Type III institutions. This is due to the institution having fewer graduate programs and less emphasis on research and scholarship than Type I institutions. Institutional teaching loads will average at least 24 credit hour equivalents each academic year.
5.4. Student Admission - 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.
5.5. Support Services - The institution provides 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.
5.6. Weber State University Institutional Mission and Role Statement (being revised).
5.7. Southern Utah University Institutional Mission and Role Statement (being revised).
R312-6. Baccalaureate Colleges/Associate's Colleges: Type III
(Dixie State College of Utah)
6.1. Definition - Type III institutions are undergraduate colleges with a major emphasis on associate and baccalaureate programs. Certificate and training programs designed to meet employers' needs are also emphasized. No graduate level course work or awards above the baccalaureate level are offered.
6.B.1. Definition - Type III (Dixie State College of Utah) institutions generally award at least 30 baccalaureate degrees per year across at least three disciplines, with an ongoing emphasis on the community college mission.
6.B.1.1. Mission - The institution's mission is to transmit knowledge and skills primarily through education and training programs at the certificate and associate degree level, including applied technology education programs, and selected baccalaureate programs in high demand areas. Emphasis is placed on teaching, training, scholarly, professional, and creative efforts complementary to the teaching and training role, 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.
6.B.2. Programs
6.B.2.1. Instructional programs - The institution offers certificates, diplomas, general education, associate degrees including awards in applied technology education, lower division major transfer programs, and high demand baccalaureate degree programs, including those built upon associate degree programs. Transfer programs are intended to prepare graduates to begin upper-division work. Specialized training programs designed to meet employers' needs are also provided. In addition, where need has been demonstrated and costs are not prohibitive, additional degree programs beyond the associate degree are offered on state college campuses by other USHE institutions through cooperative agreements or university centers.
6.B.2.2. Accreditation - Regional, state, and specialized accreditation is a goal for programs for which this accreditation is available and appropriate for the institution's mission and role. Such accreditation should enhance the excellence of the program and education of the student.
6.B.2.3. Comprehensive Community College Function – 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, applied technology education, customized training for employers, developmental education, and strong student services.
6.B.3. Faculty
6.B.3.1. Criteria for Selection, Retention, and Advancement - 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.
6.B.3.2. Educational Preparation - 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.
6.B.3.3. Teaching Loads - Institutional teaching loads will average at least 30 credit hour equivalents each academic year for lower-division instruction, and will average at least 27 credit hour equivalents each academic year for upper- division instruction.
6.B.4. Student Admission - 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, while students must meet admissions' criteria for upper-division courses and programs.
6.B.5. Support Services - The institution provides library services, support services, equipment, and other resources to support lower-division programs in applied technology and general education, selected baccalaureate programs, and the intellectual needs of students and faculty.
6.B.6. Dixie State College of Utah Institutional Mission and Role Statement (being revised).
R312.7. Comprehensive Community Colleges/Associate's Colleges: Type IV
(Snow College, College of Eastern Utah, Salt Lake Community College)
7.1. Definition -Type IV institutions offer associate degrees and certificate programs. No upper-division course work or awards above the associate degree level are offered.
7.1.1. Mission - The institution's mission is that of a comprehensive community college, transmitting knowledge and skills through transfer education at the Associate of Arts and Associate of Science Degree level; applied technology 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.
7.2. Programs
7.2.1. Instructional Programs - The institutions offer general education, certificates, diplomas, and Associate of Arts, Associate of Science, and Associate of Applied Science Degrees. Transfer programs are intended to prepare graduates to begin upper-division work. Specialized training programs designed to meet employers' needs are also provided. Where need has been demonstrated and costs are not prohibitive, selected degree programs beyond the associate degree are offered on community college campuses by other USHE institutions through cooperative agreements or university centers.
7.2.2. Accreditation - Regional, state, and specialized accreditation is a goal for programs for which this accreditation is available and appropriate for the institution's mission and role. Such accreditation should enhance the excellence of the program and education of the student.
7.3. Faculty
7.3.1. Criteria for Selection, Retention, and Advancement - Faculty are selected, retained, and promoted primarily on the basis of evidence of effective teaching and training. Secondary criteria complementary to the teaching role include scholarly, professional, creative achievements and service.
7.3.2. Educational Preparation - 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.
7.3.3. Teaching Loads - Average teaching loads are somewhat higher than those of faculty in Type II and Type IIIA institutions, 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, the same as those of faculty teaching lower-division instruction in Type IIIB institutions.
7.4. Student Admission - 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.
7.5. Support Services - The institution provides library services, support services, equipment, and other resources to support lower-division programs in applied technology, general education, and the intellectual needs of students and faculty.
7.6. Snow College Institutional Mission and Role Statement.
7.7. College of Eastern Utah Institutional Mission and Role Statement (being revised).
7.8. Salt Lake Community College Institutional Mission and Role Statement (being revised).
R312-8. Technical Colleges: Type V
(Utah College of Applied Technology)
8.1. Definition -Type V institutions award certificates and Associate of Applied Technology Degrees. General education courses are provided, in partnership, through other USHE institutions. No upper-division course work or awards above the associate degree level are offered.
8.1.1. Mission - The institution's mission is to transmit knowledge and skills to both high school and adult students, and to meet the needs of employers primarily through education and training programs, whether long term, short term, or custom designed for specific employer needs. These programs provide students with opportunities to enter, re-enter, upgrade, or advance in the workplace. To meet this mission the institution also assists students to enhance the necessary basic skills to succeed in technical training programs and provides life-long learning opportunities designed to meet the individual needs of Utah's citizens. Programs are offered in an open-entry, open-exit competency-based environment using a flexible approach to meet individual student and employer needs. The institution contributes to the quality of life and economic development at the local and state levels.
8.2. Programs
8.2.1. Instructional Programs - The institution offers competency-based certificates and Associate of Applied Technology Degrees that result in appropriate licensing, certification, or skill training to qualify students for specific employment. The general education components of the Associate of Applied Technology Degrees are offered by the other USHE institutions. The institution also provides rapid response to training needs of Utah employers through several programs including specifically designed custom fit training. Competency-based high school diplomas will be offered. In performing these responsibilities, the applied technology college cooperates with local school districts and other higher education institutions.
8.2.2. Accreditation – National, regional, state, and specialized accreditation is a goal for programs for which this accreditation is available and appropriate for the institution's mission and role. Such accreditation should enhance the excellence of the program and education of the student.
8.3. Faculty
8.3.1. Criteria for Selection, Retention, and Advancement - Faculty are selected, retained, and promoted primarily on the basis of evidence of appropriate levels of technical knowledge and skills, related industry experience, and effective teaching and training. Secondary criteria complementary to the teaching role include service and creative achievements.
8.3.2. Educational Preparation - Regular full-time faculty will have practical, related work experience and recognized professional credentials for their discipline and teaching level.
8.3.3. Teaching Loads - Teaching loads of technical faculty and ongoing daily student contact are at a somewhat higher level than at a Type IV institution. Institutional teaching loads will average at least 30 clock hours per week.
8.4. Student Admission - All applied technology colleges are open admission institutions. Incoming students may be tested for placement and the ability to benefit from specific courses for financial aid purposes.
8.5. Support Services - The institution provides support services, equipment, and other resources to support applied technology education programs.
8.6. Utah College of Applied Technology Mission and Role Statement (to be inserted).
(Approved on May 30, 2003, Amended May 30, 2008.)