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Associate of Arts Degree and Associate of Science Degree

The Associate of Science (A.S.) and Associate of Arts (A.A.) degree are typically two-year transfer degrees. Within Regental institutions, these degrees are often (but not always) complementary to existing four-year bachelor’s degrees in closely aligned academic fields. Universities award an associate degree to a student for satisfactory completion of a prescribed course of study. Associate degree programs shall require 60 credit hours. The Board of Regents may grant exceptions those cases in which a program must comply with specific standards established by external accreditation, licensure or regulatory bodies or for other compelling reasons approved by the executive director in consultation with the Board of Regents’ president (). The curricular structure of an associate degree program includes a system general education core curriculum (24 credit hours per ), support courses, major courses and electives. Up to 16 credit hours at the 300 and 400 level may be required. More than 16 credit hours at the 300 and 400 level may be required if specified by an accrediting agency.

Associate of Applied Science Degree

An Associate of Applied Science (A.A.S.) degree is a non-transferable degree. Coursework for such degrees may be transferable to Regental institutions only when a specific articulation agreement exists (see SDBOR Policy 2.2).

Associate Degree Programs SDState is authorized to offer:

• Associate of Arts (A.A.)
• Associate of Science (A.S.)

The bachelor’s degree is awarded to a student by a university for satisfactory completion of a prescribed course of study ranging from 120-138 credits. It is verified by a diploma and transcript signifying a measure of achievement. The bachelor’s degree enables a student to acquire a certain amount of general learning and to also become proficient in a particular field of study or a profession. The curricular structure of a bachelor’s degree program includes a system general education core curriculum, institutional graduation requirements, support courses, major courses, and electives. More detail on the System General Education curriculum can be found in the current university catalog.

Bachelor’s degrees SDState is authorized to offer:

• Bachelor of Arts (B.A.)
• Bachelor of Fine Arts (B.F.A.)
• Bachelor of General Studies (B.G.S.)
• Bachelor of Landscape Architecture (B.L.A.)
• Bachelor of Music Education (B.M.E.)
• Bachelor of Science (B.S.)
• Bachelor of Science in Education (B.S.E.)
• Bachelor of Science in Nursing (B.S.N.)

In broad terms, the master’s degree indicates that the recipient has mastered a program of advanced, specialized study in a particular field. Normally, degree titles indicate one of two major categories. The first category, the Master of Arts (M.A.) and Master of Science (M.S.) degrees, provides an introduction to scholarship activities and research. These degrees often serve the needs of individuals teaching in public schools or community colleges and/or preparation for further graduate study. The second category leads to professional master’s degrees, such as the Master of Education (M.Ed.) or Master of Business Administration (M.B.A.). Although similar to the M.A. and M.S., these programs tend to emphasize professional practice.

Despite differences in titles and objectives, all master's degrees share common characteristics. The degree normally requires one to two years of full-time study (or equivalent) and the completion of a minimum of 30 semester hours of credit, depending on the plan of study. The degree is awarded upon completion of a coherent program which is designed to assure mastery of specified knowledge and skills, rather than a random accumulation of credits beyond the baccalaureate degree. The basic components of the degree may vary in emphasis, but generally include a common core in the discipline; a concentration in a subfield of study; cognate courses outside the department as a means of broadening the curriculum or to provide needed skills; an integrative experience to synthesize the program's content and/or to translate theory into practice such as seminars; practicums or internships, etc.; and a summative experience (both oral and written processes) to measure achievement and intellectual growth such as a thesis, research paper and/or comprehensive examination.

Master’s Degrees SDState is authorized to offer:

• Master of Architecture (M.Arch.)
• Master of Arts (M.A.)
• Master of Education (M.Ed.)
• Master of Engineering (M.Eng.)
• Master of Mass Communication (M.M.C.)
• Master of Public Health (M.P.H.)
• Master of Science (M.S.)

The professional doctoral degree requires two or more years of professional study past the baccalaureate degree. This degree prepares an individual for entry into the practice of a recognized profession. Examples of professional doctorates are the M.D., Pharm.D., J.D., DVM, Ed.D., Au.D. and DPT degrees.

Professional Doctoral Degrees ������Ƶ is authorized to offer:

• Doctor of Pharmacy (Pharm.D.)
• Doctor of Nursing Practice (D.N.P.)

Doctor of Philosophy (Ph.D.) program prepare a student to become a scholar; that is, to discover, integrate, and apply knowledge, as well as communicate and disseminate it. A well-prepared doctoral graduate develops the ability to understand and critically evaluate the literature of the field and to apply appropriate principles and procedures to the recognition, evaluation, interpretation, and understanding of issues and problems at the frontiers of knowledge. The doctoral graduate will also have an appropriate awareness of and commitment to the ethical practices appropriate to the field.

The central purpose of scholarship is extension of knowledge. Students in doctoral programs become scholars by choosing an area in which to specialize and a professor with whom to work. Individualized programs of study must be developed and supervisory committee members selected. When all courses are completed, the research analyzed, the dissertation written, and all examinations passed, the graduate will have acquired the knowledge and skills of a mature scholar.

Doctoral Degrees ������Ƶ is authorized to offer:

• Doctor of Philosophy (Ph.D.)

A certificate program is a sequence, pattern or group of courses that focus upon an area of specialized knowledge or information with defined outcomes. In the Regental system certificates typically consist of 9-12 credit hours including prerequisites. Any exceptions must be justified. Courses may be offered through a collaborative arrangement with another Regental university (or other collaborative arrangements). Completion of a certificate appears on student transcripts.

An academic major or primary area of study within a degree program enables students to make an in-depth inquiry into a discipline or a professional field of study. It is organized around a specific set of goals and objectives that are accomplished through an ordered series of courses, whose connections define an internal structure and whose sequence advances levels of knowledge and understanding. A major introduces students to a discipline or field of study and related area through a foundation of theory and method. A major that focuses on a specific discipline draws its courses predominantly from one department. A major that encompasses a professional field of study or is interdisciplinary usually obtains its courses from more than one department.

The number of credit hours required for a major and its organizational structure will vary, depending on whether it aims at disciplinary or professional preparation. Variations are due to the demands of accrediting agencies, certification requirements, professional competence and expectations. Undergraduate majors require both discipline specific and support courses. In the Regental system majors typically consist of 47-89 semester credit hours with the mean at 68.5 hours. Credits required for the major are supported by the general education core and electives and together meet the total degree requirement. Majors are established by Board of Regents action.

An academic minor within a degree program enables a student to make an inquiry into a secondary discipline or field of study, or to investigate a particular content theme. It too should be organized around a specific set of objectives that are achieved through a series of courses. Minors are intended to provide limited competency in the subject. Course offerings in a minor may be centered in a specific department or drawn from several departments as in the case of a topical or thematic focus. Some specific requirements are included. Regental undergraduate minors typically consist of 18 semester credit hours. Flexibility typically is achieved by offering the student a choice from among a group of courses to complete the credits. Minors are established by Board of Regents action.

A specialization is a designated plan of study, within an existing degree program. It provides a student an alternative to the primary format of the major or it may be one of several tracks within a broad major. It is specified in the institutional catalog and is designated on the transcript. Specializations are established by Board of Regents action. Specializations are not required.

An emphasis is a concentration within a major and is accomplished by individual student choices within a plan of study. For example, within a major on adult health the student may focus on the older adult. An emphasis is not regarded as a separate program. It may be described in the catalog, but not detailed as a specific plan of study. It is not specified on a transcript. An emphasis is not required.

System General Education Requirements shall include 24 credits of course work. At least 3 credit hours shall be earned from each of 6 goals (total of 18 credits) set out in the System General Education Goals and Requirements below. Each institution shall identify 6 credit hours of additional course work from the six goals. The distribution of courses/credits will be maintained as guidelines managed by the Academic Affairs Council and approved by the Committee on Academic and Student Affairs.

������Ƶ has identified the following requirements to total the 24 credits of course work:

* Three (3) additional credits selected from approved list of courses for Goals #3, #4, or #6.

System General Education Requirements shall include 30 credits of course work. At least 3 credit hours shall be earned from each of 6 goals (total of 18 credits) set out in the System General Education Goals and Requirements below. Each institution shall identify 12 credit hours of additional course work from the six goals. The distribution of courses/credits will be maintained as guidelines managed by the Academic Affairs Council and approved by the Committee on Academic and Student Affairs.

������Ƶ has identified the following requirements to total the 30 credits of course work:

Students will write effectively and responsibly and will understand and interpret the written expression of others.

Students will communicate effectively and responsibly through listening and speaking.

Students will understand the organization, potential, and diversity of the human community through study of the social sciences.

Students will understand the diversity and complexity of the human experience through the study of the arts and humanities.

Students will understand and apply fundamental mathematical processes and reasoning.

Students will understand the fundamental principles of the natural sciences and apply scientific methods of inquiry to investigate the natural world.

• 001-099: Pre-college, remedial skills, special improvement, non-degree credit (Remedial or non-college level courses do not earn credits toward graduation. Remedial courses offered at ������Ƶ are delivered only as self-support).

• 100-199: Freshman level
• 200-299: Sophomore level
• 300-399: Junior level
• 400-499: Senior level (may be dual-listed with 500-level graduate course)

• 500-599: Entry level graduate (may be dual listed with a 400-level undergraduate course and may include limited enrollment by undergraduates)
• 600-699: Graduate level (undergraduate enrollment only by permission of Graduate Dean)
• 700-799: Graduate level (graduate students only)
• 800-899: Doctoral and post-doctoral level (doctoral and post-doctoral students only)

Undergraduate students who have completed a minimum of 90 credit hours may request to enroll in 500/600 level. Students will pay graduate tuition and the courses will be recorded on a graduate transcript. A maximum of 12 graduate credits may apply to an undergraduate degree. ������Ƶ Policy 2:22 Use of Graduate Credit for Undergraduate Degree Requirements designates standards concerning the use of graduate credit to fulfill undergraduate degree requirements as allowed by .

Lower division courses are numbered 100 and 200. Typically, they require no, or limited, prerequisite background in the discipline. They also may have one or more of the following characteristics:

1. Introductory courses or part of a series of basic courses in a discipline.
2. Courses that may be counted in majors, minors, electives, the system general education requirements and/or institutional graduation requirements.
3. Used at the basic level in baccalaureate programs.
4. Used in associate degree programs.

Lower division courses increase the knowledge students have of subjects with which they are already familiar, introduce them to new subjects, and/or establish a foundation for them to study a major subject in depth.

Lower division courses usually are tightly structured with the expectation that students are to receive considerable instructional guidance in the learning process. Instruction at the lower division level normally is informational and emphasizes learning skills; it usually entails the use of text materials or resources provided by the instructor or acquired through library or other resources. The intellectual skills emphasized in lower division courses include comprehension, analysis, synthesis, evaluation, and application of knowledge, but these competencies are not stressed to the same degree they are in upper division courses. Evaluation of student performance at this level typically tests information, concepts and skills, but may include aspects identified below for upper division courses.

Upper division courses are numbered 300 and 400. Typically, they build on the background of the lower division. They also may have one or more of the following characteristics:

1. Built on a foundation of prerequisite lower division courses in general education, a discipline, or related field of study.
2. May be included components of an institution’s graduation requirements.
3. Synthesize and integrate knowledge and skills from several specific areas in a discipline or from related disciplines.
4. Used primarily in bachelor’s degree programs.

Upper division courses enable students to study a major field in depth by building upon and integrating the knowledge they have gained in the lower division. However, upper division courses may also be an introduction to sub-fields in a discipline. Upper division courses are characterized by more flexible structure, which allows for a variety of approaches to the subject matter, a wide range of course material, and an emphasis on independent study and/or research in the laboratory, library, studio or community. Students are expected to accept increasing responsibility for their own learning both inside and outside the classroom. Upper division courses typically emphasize comprehension, analysis, synthesis, evaluation and application of knowledge. Evaluation of student performance at this level stresses such outcomes as comprehension and understanding of concepts, the ability to solve problems, and to integrate knowledge.

Graduate courses are numbered 500, 600, 700, and 800. Typically, graduate courses are restricted to students who have successfully completed a bachelor's degree. Graduate students:

1. Typically build upon a foundation of undergraduate courses in a single or related discipline.
2. Exhibit intellectual maturity and ability to study and work independently.
3. Efficiently use the library, studio, laboratory, community and/or field-based facilities in ways commensurate with the level of learning.

Graduate courses broaden the perspective and deepen the knowledge within a particular discipline or professional field of study, or provide initial preparation in a professional field that requires foundational knowledge and experience.

Graduate courses are often containing complex ideas and concepts and structured with a variety of learning activities, covering a wide range of source material, require substantial student interaction, and a significant emphasis on independent study and/or research. Evaluation of student performance in graduate courses entails a variety of means and is commensurate with the level of complexity of these courses.

The following middle digit nine course-numbering scheme is used in the South Dakota public university system. These courses may have multiple sections. A section’s title may or may not reflect the material covered in that section. See the academic department for section information, e.g., description, prerequisites such as instructor or department consent, GPA required, junior or senior standing, etc.

Upon creation of a new course, each university authorized to teach identifies the most fitting instructional method; alternately stated, there must be a single instructional method per course per university.

Identification of the appropriate instructional method should be aligned with reality; the instructional method of choice should truthfully and accurately reflect actual teaching methods. It should not hinge upon anticipated enrollment.

Co-requisite scenarios (instances in which students must concurrently register for two – or more – courses): each component is assigned the most applicable instructional method; choices need not be identical. In instances of linked courses, instructional methods both should be indicated. For example, the instructional method for the lecture section would be “R” and the instructional method for the laboratory section would be “L”.

A specific course retains its predetermined instructional method within a term and from term to term. To officially change an instructional method, the institution submits a revised course request during the regular curriculum review process. Changes to instructional method must be submitted via Revised Course Requests; they are subject to approval by the system Vice-President of Academic Affairs and the Academic Affairs Council (AAC). Effective term must be a future – not current - term.

If a few students need a specific named and numbered course to maintain plans of study and low enrollment causes cancellation of the course, a university may offer the course content to the students via independent study (i.e., Instructional Method I: special problems, directed study, mentored study, special projects). If the university uses the independent study approach, the student reregisters in the subject matter for an independent study upon the cancellation of the specific course. This alternative can occur only when three or fewer students need the subject matter of the canceled course for their plans of study. While campus workload policies vary, independent study courses do not appear in the workload report or the small section report.

Curriculum management applies to all instructional methods. The University system plans course scheduling according to projected enrollment and seeks to optimize faculty resources throughout the course offerings. The Course Enrollment Management Policy () serves to provide direction with respect to the course schedule. Courses should be scheduled to ensure maximum enrollment and student accessibility. Course enrollment looks to coordinate section size by understanding class capacity, section enrollment and the course rotation scheduling.

This policy applies to all courses and academic units during the academic year (fall/spring and summer). Each university while managing section size should take into consideration careful planning, informed by enrollment histories and course rotations.

Course Section Management:

• Undergraduate fall/spring academic term section enrollment - The total percentage of sections for 100, 200, 300 or 400 level undergraduate courses and dual-listed undergraduate/graduate course enrollments of less than 10 students must remain at or less than 18% of total sections for the university.
• Graduate fall/spring academic term section enrollment -
  • Lower Division Graduate Courses (500-699) - The total percentage of sections for course enrollments of less than seven students must remain at or less than 25% of total sections for the university.
  • Upper Division Graduate (700+) - The total percentage of sections for course enrollments that are less than four must remain at or less than 75% of total sections for that university.

1. Each course section will be assigned a single delivery method code that indicates the primary method by which instruction is delivered to the student. Assignment of the delivery method code will not be changed after the university billing date.
2. The primary delivery method is the one by which more than half of the instruction is delivered.
3. Department heads/directors will be responsible for specifying the code for each section.
4. In order to facilitate DDN enrollment reporting, any course section that uses DDN as one of its delivery methods must use the appropriate DDN code even if less than half of the instruction is provided via the DDN. For example, an on-campus course that is also sent out to receive sites via the DDN must use the 025 DDN Host/Send Site code.
5. If a course has one group of students receiving instruction primarily through one type of delivery method and another group of students receiving instruction primarily through another type of delivery method, separate courses sections must be created. For example, one section for students primarily receiving instruction face to face and another section for students primarily receiving instruction over the Internet.