Curriculum Management

The Classification of Instructional Programs (CIP) is the taxonomic coding scheme used for instructional programs in higher education in the United States for tracking of program activity.

Each CIP code is a six-digit number (xx.xxxx) with the first two digits representing the general disciplinary area. The last four digits of the CIP code represent more specific program elements within the general discipline.

The CIP titles and program descriptions associated with each code are general categories for program data and not necessarily exact titles of specific majors used by individual institutions.

CIPs by Program Type

The numbers below are for the first two digits in a CIP code, which denotes the general disciplinary area.

• 01 – Agriculture/Animal/Plant/Veterinary Science and Related Fields
• 03 – Natural Resources and Conservation
• 04 – Architecture and Related Services
• 05 – Ethnic, Cultural, Gender, and Group Studies
• 09 – Communication, Journalism and Related Programs
• 10 – Communications Technologies/Technicians and Support Services
• 11 – Computer and Information Sciences and Support Services
• 12 – Culinary, Entertainment, and Personal Services
• 13 – Education
• 14 – Engineering
• 15 – Engineering/Engineering-Related Technologies/Technicians
• 16 – Foreign Languages, Literatures, and Linguistics
• 19 – Family and Consumer Sciences/Human Sciences
• 22 – Legal Professions and Studies
• 23 – English Language and Literature/Letters
• 24 – Liberal Arts and Sciences, General Studies and Humanities
• 25 – Library Science
• 26 – Biological and Biomedical Sciences
• 27 – Mathematics and Statistics
• 28 – Military Science, Leadership and Operational Art
• 29 – Military Technologies and Applied Sciences
• 30 – Multi/Interdisciplinary Studies
• 31 – Parks, Recreation, Leisure, Fitness, and Kinesiology
• 32 – Basic Skills and Developmental/Remedial Education
• 33 – Citizenship Activities
• 34 – Health-Related Knowledge and Skills
• 35 – Interpersonal and Social Skills
• 36 – Leisure and Recreational Activities
• 37 – Personal Awareness and Self-Improvement
• 38 – Philosophy and Religious Studies
• 39 – Theology and Religious Vocations
• 40 – Physical Sciences
• 41 – Science Technologies/Technicians
• 42 – Psychology
• 43 – Homeland Security, Law Enforcement, Firefighting and Related Protective Services
• 44 – Public Administration and Social Service Professions
• 45 – Social Sciences
• 46 – Construction Trades
• 47 – Mechanic and Repair Technologies/Technicians
• 48 – Precision Production
• 49 – Transportation and Materials Moving
• 50 – Visual and Performing Arts
• 51 – Health Professions and Related Programs
• 52 – Business, Management, Marketing and Related Support Services
• 53 – High School/Secondary Diplomas and Certificates
• 54 – History
• 60 – Health Professions Residency/Fellowship Programs
• 61 – Medical Residency/Fellowship Programs

For a list of the second, four-digit set of numbers in each code, please see the National Center for Education Statistics’ database.

CIP Code Assessment and Assignment

The Office of the Vice Provost for Academic Affairs, in conjunction with the Office of Institutional Research and Decision Support and the Office of the Registrar, reviews Ball State University programs regularly to ensure assignment of appropriate CIP codes. The Office of the Vice Provost for Academic Affairs is solely responsible for submitting and maintaining Academic Program Inventory (API) forms, the official inventory of programs offered by higher education institutions in Indiana.

New programs within the University will have an appropriate CIP code assigned based on the program descriptions. Departments and colleges are encouraged to review the CIP code database to suggest appropriate CIP codes. CIP codes will be evaluated during the process of new program development. Once a new program has received final approval, the Office of the Vice Provost and Academic Affairs will add the CIP code and program title to the state API Database.

Access a list of current CIP codes by reviewing the University’s academic program inventory.

Any academic program coordinators intending to change the curriculum need to follow the process outlined below.

1. This process includes any undergraduate or graduate program (i.e., degrees, minors, and certificates) change including:
   1. Change in the delivery (online, blended programs)
      1. Online modes of delivery for a program must indicate the percent (or percent range) of online courses required
      2. Programs with online delivery should indicate whether the program is offered as online only, both online or main campus delivery (Muncie or Indy Center), or as a blended program with online and main campus requirements
      3. For any online program delivery change (100% or Hybrid), work with the Division of Online and Strategic Learning
   2. Change in the program credit hour requirements
   3. Change in the name of a degree or certificate
   4. Change in the CIP code of a degree or certificate
   5. Suspension, elimination, or reinstatement of a degree or certificate
      1. Programs can be suspended for 2 years; after that time, they will be evaluated for elimination or reinstatement
      2. Program elimination should be done in early fall of each academic year for December submission to ICHE
   6. Split or combine degree programs or certificates
   7. Create an entirely new degree or certificate
      1. Note: new programs should first be discussed with the appropriate Dean as well as the Vice Provost for Academic Affairs as additional information is needed
2. Departments submit proposed curriculum change paperwork to the Office of the Registrar using Curriculum Strategy. This initiates the electronic workflow for review and approval
3. Internal review and approval of curriculum change by the appropriate College Curriculum Committee
   1. If there are questions or concerns regarding the proposed curriculum change, the College Curriculum Committee can return the proposal to the academic unit for additional information
4. The Office of the Registrar reviews proposed curriculum change for assessment of system requirements.
   1. If there are questions or concerns regarding the proposed curriculum change, the Office of the Registrar will contact the academic unit for additional information.
5. Internal review and approval of curriculum change paperwork by appropriate University governance committee (UEC, GEC, UCC, PEC)
   1. If there are questions or concerns regarding the proposed curriculum change, the appropriate governance committee can return the proposal to the academic unit for additional information
6. Following governance committee approval, curriculum changes will be posted institutionally for a period of 10 days. If there are no demurrers during this period, the Office of the Registrar will forward the curriculum change to the Office of the Vice Provost for Academic Affairs for approval. The Office of the Vice Provost for Academic Affairs will notify appropriate administrative offices:
   1. Admissions, Enrollment Planning and Management, and Marketing and Communications, notified of program change
   2. ICHE paperwork submitted for curriculum change (every December and May curriculum changes are submitted)
7. ICHE approval letters of submitted API changes received by the Office of the Vice Provost for Academic Affairs and then forwarded to the Graduate School, Enrollment Management and Planning, and Online and Strategic Learning as well as the appropriate Colleges and academic units.
8. The ICHE Academic Program Index (API) is cross-referenced annually in July with the Banner program inventory to ensure program alignment.

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An academic program leads to a credential including Bachelor’s, Master’s, and Doctorate degrees as well as undergraduate and graduate certificates. Minors and concentrations are not academic programs in this context.

If an academic unit is considering development of a new undergraduate or graduate program, contact our office to review procedures. We are here to support your efforts in developing innovative programming.

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General Procedures

1. Concept development at department level(s). For online programs, departments are required to work with the Division of Online and Strategic Learning, who will assist you with the feasibility research and planning for a new program.
2. Concept shared with appropriate dean(s)
3. Dean(s) present concept to Provost
4. Provost, President, & Director of Government Relations review
5. Possible visit to ICHE for discussion of concept
6. Provost provides provisional approval of concept
7. Department initiates preparation of ICHE approval paperwork (ICHE paperwork for new UG programs must include TSAP agreements with Ivy Tech and Vincennes University)
8. Department(s) approve(s) new program
9. College Curriculum Committee(s) and Dean(s) approve program (posting)
10. University New Program Approval Forms submitted to Academic Systems
11. If teacher education, programs sent to PEC for approval
12. Programs sent to either UEC or GEC for approval
13. Program part of university academic posting
14. Demurs submitted to college dean
15. Provost approves new program
16. President approves new program
17. Ten (10) school days after posting (if no demurs), program is certified
18. Complete ICHE approval paperwork (download files) (ICHE paperwork for new UG programs must include TSAP agreements with Ivy Tech and Vincennes University)
19. Present to ICHE for approval
20. ICHE approval letter received by the Vice Provost for Academic Affairs and sent to the department, college, and academic systems
21. The Office of the Vice Provost for Academic Affairs notifies Admissions, Marketing and Communications, and Online and Strategic Learning of new program offering.

Ball State University Credit Hour Definition

As outlined in section 88 of the Ball State Faculty and Professional Personnel Handbook, departments and units shall assign a number of credit hours to each class that reflects the amount of time required for a typical student to successfully complete the class. The definition of a credit hour at Ball State is consistent with the Carnegie Unit. Departments and units shall assign one hour of credit to a class for each 2,250 minutes of student attendance and out-of-class work.

• Face-to-face undergraduate classes: Departments and units typically assign one hour of credit for each 750 minutes of face-to-face undergraduate instructional time, with an additional 1,500 minutes of out-of-class work required for successful completion. (750 minutes of instructional time reflects 50 minutes of class weekly over a 15-week semester.)

• Other undergraduate delivery modes and formats: Classes other than face-to-face undergraduate classes (for example, online classes, workshops, classes offered in non-standard venues, study abroad, and blended classes) will often divide the minimum time requirement between instructional time and out-of-class work in a different manner. However, departments and units shall determine that total course time required for a typical student is at least 2,250 minutes for each credit hour to be granted.


• Graduate classes: Graduate classes present students with material and assignments of additional rigor, and accordingly require greater time commitments for successful completion. As a general rule, departments and units shall determine that total course time required for a typical student is at least 3,000 minutes for each graduate credit hour to be granted. The Graduate School may enact additional policies to assure that the number of graduate credit hours assigned to a course is appropriate.


• Minimum time guidelines: The number of credit hours assigned to a condensed-format course should reflect the period of time required to complete the expected minutes of activity. Thus, a three-hour course should normally be offered over a minimum of two weeks when the students in that course are taking no other courses. Similarly, a six-hour (nine-hour) course should normally be offered over a minimum of four (six) weeks.

• Procedure for new or revised courses: A proposal for a new course, or to revise an existing course, must document that the number of credit hours assigned is consistent with the requirements of the preceding paragraphs.

• Procedure for continuing courses: Each college will develop procedures for its College Curriculum Committee (or other body) to review the appropriateness of the number of credit hours assigned to continuing courses on a rotating basis, with each continuing course reviewed at least once every five years.

• Primary responsibility for maintaining the appropriate number of hours for a course shall rest with the academic department or unit involved.

• Credit-bearing experiential learning experiences such as internships, clinicals, practica, etc. are also governed by the above policies.

Articulation plans develop clear pathways for students transferring coursework from other institutions. Students are often encouraged to continue their education if they can visualize how their work can translate into specific degrees. There are two types of articulation agreements: 1) general articulation agreements that are not regulated by external bodies; and 2) Articulation agreements that are regulated by external bodies. Agreements that are regulated include Transfer Single Articulation Pathways (TSAPs) that are mandated and regulated by the state and some international transfer agreements. Transfer Single Articulation Pathways (TSAPs) are competency-based degree tracks designed to promote seamless transfer from a public 2-year to a public 4-year degree program FAQs.

Development of articulation agreements between a 2-year and 4-year public institution requires development of a specific course articulation plan and review by the Indiana Commission for Higher Education (ICHE) disciplinary panel. TSAP agreements are institution-specific based on their unique course offerings and program requirements.

Procedures for developing new articulation agreements

1. Review existing TSAP programs https://transferin.net/tsap/ and articulation agreements at the institution
2. Identify partnership with another institution interested in pursuing an articulation agreement
3. Discuss the potential opportunity with the Office of the Vice Provost for Academic Affairs
4. Concept development at department level(s). The following points are examples of items that might be considered in this step
   1. Other articulations with other institutions
   2. Other units that might be affected by this articulation around campus
   3. Expectation of new net positive revenue
   4. Etc.
5. Concept shared with appropriate dean(s) to foster opportunities for collaboration and/or avoid potential duplications
6. Create an articulation table with requirements for the degree from the 2-year and 4-year institution (template below)
7. Department initiates the approval process through Curriculum Strategy as a new program. The articulation tables should be included as an attachment.
8. Department(s) approve(s) new Articulation Agreement
9. College Curriculum Committee(s) and Dean(s) approve agreement
10. If teacher education, agreement sent to PEC for approval
11. Agreement sent to either UEC or GEC for approval
12. Provost approves new agreement
13. Agreement part of university academic posting
14. Demurs submitted to college dean within ten (10) school days from the posting date
15. Agreements are certified after being fully approved through the process above and signed by authorized signatory from both institutions
    1. The Office of the Vice Provost for Academic Affairs secures needed signatures from Ball State University
    2. Initiating Department(s)/Unit(s) secures needed signatures from the partner institution
16. The Office of the Vice Provost for Academic Affairs will notify appropriate administrative offices (Admission, Enrollment Planning and Management, Marketing and Communication, Registrar, and Transfer Center)
17. If the articulation agreement requires approval by an external body, the Office of the Vice Provost for Academic Affairs will submit it to the appropriate party for review
18. If approved, incorporate into programs
19. The relevant academic unit, and the Office of the Vice Provost for Academic Affairs, will review articulation agreements annually to adjust for any curriculum changes and evaluate student success

Articulation Plan Template (PDF)

Curriculum Governance Committees

Curriculum proposals and revisions originate in individual academic departments.  These proposals are then routed through appropriate governance committees for review and approval.  For more information, please see the Faculty and Professional Personnel Handbook pages 45-47.

University Core Curriculum Subcommittee

The University Core Curriculum Subcommittee (UCC) is responsible for review and assessment of Ball State University’s general education curriculum.  For additional information, please see the Faculty and Professional Personnel Handbook, pages 46-47.

View Agendas                          View Minutes

Undergraduate Education Committee

The Undergraduate Education Committee (UEC) is responsible for reviewing proposals and modifications for undergraduate programs offered at Ball State University.  For more information, please see the Faculty and Professional Handbook, pages 45-46.

View Agendas                          View Minutes