ONE-STEP ACADEMIC PROGRAM PROPOSAL - … ACADEMIC PROGRAM PROPOSAL 1) ... enough credits for a...

ONE-STEP ACADEMIC PROGRAM PROPOSAL

1) RATIONALE: Provide the rationale for proposing the new academic program.

The Bachelor of Arts in Integrated Studies provides educational opportunities not available through

existing, traditional degree programs. It provides students with a unique avenue by which they may take

advantage of the rich offerings available in the university’s several colleges and tailor their learning to meet

particular personal and professional needs, while receiving a strong interdisciplinary education. This degree

also supports Complete College Georgia by providing a pathway to degree completion for those students

who have accumulated enough credits for a bachelor’s degree but not in the right combination to be

awarded a degree in the university’s current portfolio.

2) MISSION FIT AND DISCIPLINARY TRENDS: Description of the program’s fit with the

institutional mission and nationally accepted trends in the discipline. (Explain in narrative

form.) If the program is outside of the scope of the institutional mission and sector, provide the

compelling rationale for submission.

The BA in Integrated Studies advances Augusta University’s (AU) mission “to provide leadership and

excellence in teaching, discovery, clinical care, and service” especially with respect to the university’s

strategic emphasis on developing innovative and interdisciplinary programs. The program provides

curricular flexibility which is essential to address the changing demands of employers and the evolving

state of many professions. Likewise, AU’s growing populations of military and transfer students often bring

a myriad of prior educational and professional experiences which do not align neatly with conventional

majors, but which can be strategically supplemented with interdisciplinary coursework to set them on a

trajectory of timely, impactful degree completion. The BA in Integrated Studies also allows students to

explore and identify meaningful combinations of coursework and experience to serve the needs of emerging

fields and occupations for which the requisite qualifications can be difficult to predict and may not be

served efficiently by existing programs.

3) DESCRIPTION AND OBJECTIVES: Program description and objectives. (Explain in

narrative form.)

The Bachelor of Arts in Integrated Studies is an undergraduate program. The program will provide a

degree option for students who have career and educational goals not served by traditional majors.

Additionally, the program provides a degree option to students who initially pursued majors that later

proved not viable for them but in which they have earned otherwise unusable hours, such as STEM and pre-

Nursing students. The program will be delivered through traditional face-to-face instruction as well as

online delivery as all undergraduate courses in programs (which do not require program-specific admission)

may be part of a student’s program of study. The objectives of the program are to: a) provide programs of

study customized and guided by individual areas of interests which are not available in current majors and

b) provide for students with earned credits not aligned with existing degree programs to pursue a timely

path to graduation.

4) NEED: Description of the justification of need for the program. (Explain in narrative form why


the program is required to expand curricular academic offerings at the institution, the data to

provide graduates for the workforce, and/or the data in response to specific agency and/or

corporation requests in the local or regional area.)

The Governor and Chancellor endorsed the Complete College Georgia (CCG) goal of creating 250,000 new

college graduates by the year 2025. For students with earned credits that do not fit within existing degree

programs, a timely path to graduation may not be a realistic option. The BA in Integrated Studies provides a

means to earn an undergraduate degree for students who may otherwise leave without attaining a degree,

and therefore, is in direct support of CCG. Moreover, a program in Integrated Studies presents clear and

substantial benefits for student employability and earning potential. A multitude of occupations across all

industries regard the BA as an essential credential for employment.

To advance the university’s mission to develop innovative new degree programs which meet the needs of

21st century students and employers, including those within the healthcare and cybersecurity sectors, AU

must have a means to integrate the high-impact coursework and experiences, which are currently

distributed across the institution’s many different programs and disciplines.

Although the efficient structure and focus of traditional degree programs is of obvious benefit to students

preparing for longstanding occupations, it can also hinder or disallow the kinds of integrated and

interdisciplinary studies needed in emerging fields. The scope and sheer variety of those needs is

impossible to summarize concisely, but significant opportunities and partnerships are underway with the

National Security Agency (NSA) and Fort Gordon, both in terms of the need for innovation in the field of

cybersecurity and the broader need to find flexible and creative ways to build upon the rich experiences of

military personnel who desire a path for certification and degree conferral. The BA in Integrated Studies

provides a mechanism for returning military students who have achieved work experience, military

education experience, and college credit to complete a degree customized to their background and

experience.

5) DEMAND: Description of how the program demonstrates demand. (Explain in narrative form

the data that supports demand for the program from existing and potential students and requests

from regional industries.)

With regard to student demand, the most recent available data on non-returning AU students (those who

first enrolled in 2013 and would ideally be on track for four-year graduation in Spring 2017) indicates that

of a total 1,188 non-returning students, 58 (4.9%) earned 120 or more credit hours. An additional 117

(9.8%) earned 90 to 119 credit hours. Feedback from advisors and some of the non-returning students

indicates that a significant reason many of these students did not return is the failure to make timely

progress toward graduation in existing programs—most commonly, due to transferring between

institutions, frequent changes of major or a late change in the student’s declared major. Students felt they

had to start over with each change and, therefore, after years in college, had made no real progress in

attaining a degree. Had the BA in Integrated Studies been available as an option, many of these students

could have been advised at an earlier stage to strategically supplement their existing coursework with

beneficial courses which could be grouped into an Area of Emphasis and an Area of Support, allowing for

more timely and successful completion of their studies. Thus, the students would not have felt as though

they needed to start over in a new major, but could have used the credits they have already earned toward

an integrated degree. There is no question that obtaining the BA in Integrated Studies Degree would be of

substantial benefit to such students, as the bachelor’s degree significantly expands the number and type of

occupations for which they would qualify.


Similarly, advisors report that another reason frequently cited by students who leave or transfer from the

university is interest in an interdisciplinary or emerging field or occupation not directly or adequately

addressed by existing majors. The BA in Integrated Studies would provide a pathway for pursuing better

integrated or novel combinations of coursework which are more responsive to these needs. Since the degree

enables students to tailor their areas of study to high need areas of the labor force, it can be leveraged to

provide a competitive advantage in an interdisciplinary or emerging field as well as to cultivate a more

versatile, trans-disciplinary skill set than one might acquire within a traditional major. For example, the

certificates in Leadership, Cybersecurity, and Data Analytics address industry specific needs and fit within

the structure of the BA in Integrated Studies.

In an effort to address employer demand, the BA in Integrated Studies requires will consist of in-depth

study in two areas, an Area of Emphasis and an Area of Support. These areas will provide the student

opportunities to gain both the hard and soft skills sought by employers, as well as become a well-rounded,

highly educated individual. Those learning outcomes include: Strong Communication Skills; Research

& Analytical Skills; Computer Skills; Adaptability & Flexibility; Problem Solving/Thinking/Creativity;

Teamwork; Planning & Organizing; Analyzing Quantitative Data; Decision Making; and Leadership

(Source: National poll by Peter D. Hart Research Associates 2007, in "How Should Colleges Prepare

Students to Succeed in Today's Global Economy?"). Large companies emphasize hiring self-driven

individuals who show an entrepreneurial spirit, are innovative problem-solvers, and have awareness of

other people and cultures, says Stacey Klein, head of human resources at J. Walter Thompson North

America.

According to alumni surveys from City University of New York (CUNY)1 that has a similar program after

which this degree is modeled, approximately 80% of graduates who earned the BA in Interdisciplinary

Studies report that they hold jobs in fields related to both areas of concentration. Additionally, CUNY finds

that many Integrated Studies alumni go on to graduate school, gain relevant employment in their area of

focus, or are able to secure promotions in their current company. Graduates of the program have noted that

employers and graduate schools have been impressed that they designed their own major and that their

customized expertise has been an effective talking point in job interviews. Moreover, among NYU’s

graduates, more than 50% of Integrated Studies students advance to graduate study, including in schools of

law, medicine, social work, human resources, health care administration, public policy, and business. This

is higher than the national average, as only about 40% of traditional BA/BS completers go on to graduate

school

At Augusta University, the BA in Integrated Studies will offer numerous possibilities for tailoring learning

to ensure students acquire uniquely attractive, job-ready skills in high demand fields. For example, a

student could study English and Hospitality to enter managerial work with the oral and written skills

required for such roles. Science and English could be combined to prepare students for openings in

technical writing or grant writing. Math and Language could enable students to enter into global banking

markets, as well as interpretation and translation jobs. Management, Business, or Accounting could be

combined with Art, Music, or Theater to allow enterprising students to launch a new business, stimulating

the local economy while providing a desired service. Graphics could be combined with English to produce

competitive, highly qualified candidates for a career in advertising.

Similarly, the trend among employers of middle skills jobs is to seek college graduates for positions which

historically required sub-baccalaureate or high school-level education and/or training. An article from

Burning Glass2 (2014) found strong evidence of changes in the American workforce “with notable shifts in

1 Retrieved from http://cunyba.gc.cuny.edu/blog/get-the-competitve-edge-with-an-individualized-degree-from-cuny/ on

January 12, 2017. 2 Retrieved from http://burning-glass.com/wp-content/uploads/Moving_the_Goalposts.pdf on January 12, 2017

https://www.thebalance.com/analytical-skills-list-2063729

https://www.thebalance.com/computer-literacy-525743


the qualifications employers are seeking” (p. 2). Jobs are either becoming “more complex and require new

skills,” called “upskilling” or “upcredentialing,” or “employers have become more complex and favor more

educated workers” (p. 2). (Full article is attached in Appendix A). The BA in Integrated Studies would fill

this market as it allows for more selection of educated workers by providing expertise in specific areas and

skill proficiencies, which might not be covered by traditional majors. This also provides opportunities for

post-secondary education for individuals already in the middle skills position, who would want to

strengthen and secure their jobs by garnering a degree.

6) DUPLICATION: Description of how the program does not present duplication of existing

academic offerings in the geographic area and within the system as a whole. If similar

programs exist, indicate why these existing programs are not sufficient to address need and

demand in the state/institution’s service region and how the proposed program is demonstrably

different.

Although most universities have some form of an integrated studies program (e.g., minor, certificate,

degree, and/or advanced degree), that fact attests to the value of the flexible curricular pathways such a

degree provides. Since the Integrated Studies Degree is a conduit for allowing rapid and responsive

innovation tailored to particular student and employer needs, but also allows for the development of

remarkably different combinations of coursework, the abundance of such programs in the region does not

raise concerns about “oversaturation” or inadequate market demand the way that other, more traditional

degree programs might. On the contrary, the BA in Integrated Studies Degree will allow Augusta

University to further differentiate and distinguish its curricular offerings through the particular

combinations of coursework assembled, which will draw on the university’s unique strengths. Integrated

Studies does not duplicate or compete with existing programs, but rather allows existing AU programs to be

configured in ways that allow students to graduate in a timely manner, with tailored expertise that makes

them more competitive job candidates and better qualified to fill industry needs.

7) COLLABORATION: Is the program in collaboration with another USG Institution, TCSG

institution, private college or university, or other entity?

No.

8) FORECAST: If this program was not listed on your academic forecast for the 2016 – 2017

academic year, provide an explanation concerning why it was not forecasted, but is submitted at

this time.

This program was included in the 2016-17 academic forecast.

9) ADMISSION CRITERIA: List the admission criteria for the academic program.

a) Include all required minimal scores on standardized tests.

b) Include the required grade point average requirement.

The admission criteria for the BA in Integrated Studies are the same as the general admissions criteria for

all Augusta University undergraduate students. No additional or special stipulations apply.


10) CURRICULUM (See the form below this series of questions and please complete.)

a) List the entire course of study required to complete the academic program. Include the

course prefixes, course numbers, course titles, and credit hour requirement for each course.

Indicate the word “new” beside new course.

No new courses will be created for the BA in Integrated Studies Program. Instead, the program draws from

existing courses and allows the student, in consultation with the program director and/or a designated

advisor, to assemble a particular configuration of coursework based on his or her personal, professional,

and interdisciplinary goals. The student is asked to select an Area of Emphasis and an Area of Support to

guide the curricular plan, as shown in the sample curricular map under “b)” below.

b) Provide a sample program of study that includes the course prefixes, course numbers, and

course titles and credit hour requirement for each course. Indicate the word “new” beside

new courses.

The general distribution of these courses over a typical four-year graduation timeframe is described in the

sample curriculum map below:


BA in Integrated Studies - Academic Map

Semester 1 (Freshman) Semester 2 (Freshman)

Course Hours Course Hours

ENGL 1101 (area A1) 3 ENGL 1102 (area A1) 3

MATH 1101/1111/1113 (area A2) 3 COMM 1100 (area B) 3

HIST 2111 or HIST 2112 (area E) 3 Social Science (area E) 3

Social Science (area E) 3 Math or Science Course (area D) 3

Elective 3 PE Activity 1

INQR 1000 (area B) 1 WELL 1000 2

Subtotal 16 Subtotal 15

Semester 3 (Sophomore) Semester 4 (Sophomore)

HUMN 2001 (area C) 3 HUMN 2002 3

Lab Science (area D) 3 1 Lab Science (area D) 3 1

Area of Support** 3 Area of Emphasis* 3

POLS 1101 (area E) 3 Area of Support** 3

Area of Emphasis* 3 LDRS 2000 (or Elective***) 3

PE Activity 1


Semester 5 (Junior) Semester 6 (Junior)

Area of Emphasis* (methods course required) 3 Area of Emphasis (UD)* 3

Area of Emphasis* 3 Area of Emphasis (UD)* 3

Area of Emphasis* 3 Area of Emphasis (UD)* 3

Area of Support** 3 Area of Support (UD)** 3

Elective 3 Elective (UD)*** 3


Semester 7 (Senior) Semester 8 (Senior)

Area of Emphasis (UD)* 3 Area of Emphasis (UD)* 3

Area of Emphasis (UD)* 3 Area of Emphasis (UD)* Culminating

Experience (e.g., Senior Thesis - Independent

Study with advisor, Experiential Learning,

Undergraduate Research, Service Learning)

3

Area of Emphasis (UD)* 3 Area of Emphasis (UD)* Culminating

Experience Project directed by faculty

3

Area of Support (UD)** 3 Elective (UD)*** 3

Area of Support (UD)** 3 Elective (UD) 3


Total Hours in Program: 124


c) List and reference all course prerequisites for required and elective courses within the

program. Include the course prefixes, numbers, titles, and credit hour requirements.

Prerequisites and electives will vary in accordance with the particular Area of Emphasis and Area of

Support selected by the student pursuing the BA in Integrated Studies; however, in general, the program is

designed to maximize flexibility by providing expedient combinations of coursework that do not require the

more rigidly sequential pathways and prerequisites of traditional, discipline-specific programs. No

additional prerequisites have been added beyond those already required for existing courses.

* The BA in Integrative Studies Program requires an Area of Emphasis with a minimum of 39 hours. Of those, 24 hours must be

from upper division classes.

** The BA in Integrative Studies Program requires 18 hours from an Area of Support for the Area of Emphasis. Of those, 9 hours

must be from upper division courses.

***The BA in Integrative Studies Program requires 18 hours of electives. Of those, 6 hours must be from upper division courses.

The BA in Integrated Studies promotes student success by providing a home for innovative programs and educational

opportunities not available through traditional degree programs. Students will be empowered to make their own choices

about which courses to take, guided by professional and faculty advisors within an approved structure that encourages

literacy in a particular field. This approach supports learning which is interdisciplinary, integrated, professional, and

continuing.

A student can choose either a college-planned area of emphasis (areas which are being developed based on interest

expressed through student exit surveys) or may create, in partnership with an advisor, his or her own individualized area

of emphasis. With the individualized concentration, students design their own curriculum within a structure that gives

both breadth and depth to their education.

When students graduate with an Integrated Studies Degree, they have the knowledge and adaptability to compete in a

constantly changing world. Some students pursue the degree to increase their chances for advancement in their jobs;

some realize that the degree will provide personal or professional satisfaction; and others want to design a program that

will help them change careers. The degree is offered by the Pamplin College.

Area of Emphasis – Courses in this area may come from a variety of disciplines within the Pamplin College. The

combination of courses may be customized by the student in consultation with an advisor, or may be chosen from a

college-planned concentration area. The courses in the area of emphasis should work closely and purposefully toward

understanding of a particular topic of study.

Area of Support – Courses in this area may come from a variety of disciplines within and outside of the Pamplin

College. These courses, approved by an advisor, should entirely or peripherally support and inform the area of emphasis

with added relevant knowledge and inquiry.

A grade of C or better is required for all upper division courses in the Area of Emphasis and Area of Support.


d) State the total number of credit hours required to complete the program, but do not include

orientation, freshman year experience, physical education, or health and wellness courses

per the Academic and Student Affairs Handbook, Section 2.3.1.

The total number of credit hours required is 120.

PROGRAM OF STUDY FORM

(Modify appropriately for undergraduate versus graduate programs.)

The Bachelor of Arts in Integrated Studies, housed in Pamplin College and awarded through a new

department, Integrated Studies, within the office of the Dean, promotes student success by providing a

home for innovative educational opportunities not available through traditional degree programs. The

degree is designed to be completed in four years with total credit hours of 124 (120 for the degree +4

wellness credits). The general distribution of these credit hours is shown in the table below. Note that the

degree includes Areas A-F and the following stipulations: 39 hours (24 of which are upper division)

required in an “Area of Emphasis” taken from a variety of disciplines within the Pamplin College of Arts,

Humanities, and Social Sciences; 18 hours (9 of which are upper division) required in an “Area of Support”

taken from a variety of disciplines within or outside of the Pamplin College and which entirely or

peripherally support and inform the areas of emphasis (see Appendix B for letters of support from other AU

college deans); and 18 hours of electives (6 of which are from upper division courses). A “culminating

experience” accompanied by a faculty-mentored project is required. Coursework in Area F will be

determined in consultation with the program advisor as appropriate to support the selected Area of

Emphasis and/or Area of Support.

This approach supports learning that is interdisciplinary, integrated, professional, experiential, and

continuing. A student can choose either a college-planned area of emphasis (which are being developed

based on previously-expressed interests communicated through student exit surveys) or may create, in

partnership with an advisor, his or her own individualized area of emphasis. With the individualized

concentration, students design their own curriculum within a structure that gives both breadth and depth to

their education. A grade of C or better is required for all upper division coursework in the Area of Emphasis

and Area of Support.

Courses (list acronym, number, and title) Semester Hours

Area A 1: Communication Skills

ENGL 1101 Composition 1 or ENGL 1113 Honors Composition 1;

ENGL 1102 Composition 2 or ENGL 1114 Honors Composition 2

1 and 2 6

Area A 2: Quantitative Skills

MATH 1001 Quantitative Reasoning, MATH 1111 College Algebra, or

MATH 1113 Pre-calculus Mathematics

1 3

Area B: Institutional Options

INQR1000 Fundamentals of Academic Inquiry;

COMM1100 Fundamentals of Human Communication

1 and 2 4


Area C: Humanities, Fine Arts, and Ethics

HUMN2001 World Humanities 1;

HUMN2002 World Humanities 2

3 and 4 6

Area D: Natural Sciences, Mathematics, and Technology

Any two lab sciences from a list of options.

One additional math or science course from a list of options.

2-4 11

Area E: Social Sciences

POLS1101 Intro to American Government;

HIST 2111 United States to 1877 or HIST 2112 U.S. since 1877;

One social science course from a list of 4 options (ANTH2011, ECON1810,

PSYC1101, SOC1101);

One social science course from a list of 19 options.

1-3 12

Area F: See narrative explanation that precedes this table. Appropriate lower-

division electives to support the Area of Emphasis and Area of Support will be

chosen in consultation with an advisor and applied in this area.

3-5 18

Major Area Courses – Common Curriculum: See narrative explanation

that precedes this table. Specific course numbers/titles will vary with the

selected Area of Emphasis but 24 upper-division hours must be completed.

5-8 24

Concentration: See narrative explanation that precedes this table. Specific

course numbers/titles will vary with the selected Area of Support but 18 hours

(at least 9 upper-division) must be completed.

5-8 18

Electives: 1-8 18

Total Semester Credit Hours 120

List below health and physical education, basic health, orientation,

etc. per Board Policy 3.8.1

2-4 4

e) If this is a doctoral program, provide the names of four external reviewers of aspirational or

comparative peer programs complete with name, title, institution, e-mail address, and

telephone number. External reviewers must hold the rank of associate professor or higher in

addition to other administrative titles.

Not applicable.


f) If internships, assistantships, or field experiences are required to complete the academic

program, provide information documenting internship or field experience availability and

how students will be assigned, supervised, and evaluated.

These experiences are not required, but will be strongly encouraged. In the BA in Integrated Studies, a

relevant internship or field experience may be especially appropriate for the culminating experience,

depending on the Area of Emphasis and/or Area of Support selected by the student. This determination

would be made by the program director and/or advisor, and in such cases, would utilize the internship

and field experience opportunities available in existing traditional programs.

g) Within the appendix, append the course catalog descriptions for new courses. Include the

course prefixes, course numbers, course titles, and credit hour requirements.

No new courses are required for this program.

11) WAIVER TO DEGREE-CREDIT HOUR (if applicable): State whether semester credit-hours

exceed maximum limits for the academic program and provide a rationale.

Not applicable.

12) STUDENT LEARNING OUTCOMES: Student Learning outcomes and other associated

outcomes of the proposed program (provide a narrative explanation).

While course-level learning outcomes may vary depending on the Area of Emphasis and Area of Support

selected by the student, all students who complete the BA in Integrated Studies will share these program-

level learning outcomes:

The student will know and apply the methodology (e.g. skills, terminology, and practices) that typifies

the area of emphasis, as demonstrated in coursework.

The student will identify and explain the interrelationships between the areas of emphasis and support,

as demonstrated in coursework.

The student will integrate meaningfully the areas of emphasis and support, as demonstrated in a

culminating experience.

A wide variety of fields may be integrated in this program, but to enhance the career prospects of the

program’s graduates, it is imperative to ensure that each graduate be conversant in the prevailing methods

of at least one of the selected fields/areas (typically, the Area of Emphasis), be able to articulate how the

selected fields can be assembled in a productive and valuable way, and be able to provide a concrete

instance of his or her work to integrate those fields (i.e., the culminating experience/project).


13) ASSESSMENT AND QUALITY: Describe institutional assessments throughout the program

to ensure academic quality, viability, and productivity as this relates to post-approval enrollment

monitoring, degree productivity, and comprehensive program review.

To ensure academic quality, viability, and productivity, the BA in Integrated Studies will have an

appropriately qualified program director who holds a terminal degree within one of the fields encompassed

by the program. Each proposed plan of study for a student who pursues the BA in Integrated Studies must

be approved by the program director and the Dean of the Pamplin College. The program director will

ensure that an advisor with appropriate expertise in the chosen Area of Emphasis is assigned to each

student. The program director will work with the various department chairs to ensure the quality of faculty

course delivery and will approve and gather data about the culminating experiences to ensure consistency

and quality of program outcomes. The program director will also train and lead all program advisors in

conducting an annual review of student learning outcomes in accordance with the procedures and timeline

established by Augusta University’s Office of Institutional Effectiveness. The BA in Integrated Studies will

also participate in the university’s regular cycle of Comprehensive Program Review, which includes

examinations of quality, viability, and productivity.

14) ACCREDITATION: Describe disciplinary accreditation requirements associated with the

program (if applicable, otherwise indicate NA).

Not applicable. This program would not be independently accredited. Faculty are credentialed in

accordance with SACS standards and the BA in Integrated Studies does not require them to teach outside of

the disciplines in which they are credentialed to teach.

15) ENROLLMENT PROJECTIONS: Provide projected enrollments for the program specifically

during the initial years of implementation.

a) Will enrollments be cohort-based?

No.

b) Explain the rationale used to determine enrollment projections.

Projections are based on initial enrollments, average growth, and maximum enrollments

(once established) in similar programs at other universities across the state.

First FY Second FY Third FY Fourth FY

I. ENROLLMENT PROJECTIONS

Student Majors

Shifted from other programs 14 25 35 40

New to the institution 0 2 5 9

Total Majors 14 27 40 49

Course Sections Satisfying Program

Requirements


Previously existing 150+3 150+ 150+ 150+

New 0 0 0 0

16) FACULTY

a) Provide the total number of faculty members that will support this program:

All current and future faculty in the Pamplin College will support this program as well as faculty in

other colleges that provide undergraduate coursework.

b) Provide an inventory of faculty members directly involved with the administration and

instruction of the program. Annotate in parentheses the person who holds the role of

department chair. For each faculty member listed, provide the information below in

tabular form. Indicate whether any positions listed are projected new hires and currently

vacant. (Multiple rows can be added to the table.) Note: The table below is similar to the

SACS-COC faculty roster form.

The Dean’s Office of Pamplin College will provide direct leadership and administration of this

program through the program director.

3 Relevant course sections vary depending on the student’s selected Area of Emphasis and Area of Support; however, most

existing courses are eligible to contribute to the program goals and no new sections are required. The precise number of

sections is impossible to calculate for a program of this type, with variable emphases as well as enrollments. For that

reason, credit hour generation (below) is also impossible to project accurately. For the purposes of estimating the Credit

Hours Generated (below), the rationale and assumptions applied are that students who "Shifted from other programs" will

generally consist of students who choose to continue beyond 90 hours (in lieu of becoming non-returners) as a result of this

degree's availability. In that case, we each "shifted" student will generate approximately 30 additional hours (one

additional full-time year). Likewise, each student who is "New to the institution" will generate and average of 30 hours per

year (enrolled on a full-time basis).

Total Program Course Sections

Credit Hours Generated by Those Courses

Existing enrollments 420 750 1050 1200

New enrollments 0 60 150 270

Total Credit Hours 420 810 1200 1470


Faculty

Name

Rank Courses

Taught

(including

term, course

number &

title, credit

hours (D, UN,

UT, G)

Academic Degrees &

Coursework

(relevant to courses

taught, including

institution & major;

list specific graduate

coursework, if

needed)

Current

Workload

Other

Qualifications &

Comments

(related to

courses taught)

Charles Clark,

PhD

Dean/Professor

Wes Kisting,

PhD

Assoc.

Dean/Assoc.

Professor and

Dept. Chair

Martha Ginn,

PhD

Interim Asst.

Dean/ Assoc.

Professor

Faculty –

various

Available in the 2016 SACS rosters

F, P: Full-time or Part-time: D, UN, UT, G: Developmental, Undergraduate Non-transferable, Undergraduate Transferable, Graduate

c) Explain how faculty workloads will be impacted by the proposed new program.

Faculty workloads will not be affected. The only exception is the program director, who will receive 6

course credit hours of reassigned time per academic year for his or her administrative responsibilities.

For all other program contributing faculty, the BA in Integrated Studies courses are identical to those

courses they are already teaching to serve existing traditional programs.

d) Explain whether additional faculty will be needed to establish and implement the program.

Describe the institutional plan for recruiting additional faculty members in terms of

required qualifications, financial preparations, timetable for adding faculty, and whether

resources were shifted from other academic units, programs, or derived from other sources.

Not applicable. No new faculty are needed. No new resources are required, and existing resources do

not need to be altered to implement the BA in Integrated Studies program.

17) FISCAL AND ESTIMATED BUDGET

a) Describe the resources that will be used specifically for the program.

No new resources are needed for this program, with the exception of reassigned time for the program

director.


b) Budget Instructions: Complete the form further below and provide a narrative to

address each of the following:

c) For Expenditures:

i. Provide a description of institutional resources that will be required for the

program (e.g., personnel, library, equipment, laboratories, supplies, and

capital expenditures at program start-up and recurring).

Not applicable.

ii. If the program involves reassigning existing faculty and/or staff, include the

specific costs/expenses associated with reassigning faculty and staff to

support the program (e.g., cost of part-time faculty to cover courses currently

being taught by faculty being reassigned to the new program, or portion of

full-time faculty workload and salary allocated to the program).

Depending on the program director’s department of hire, no replacement costs are

anticipated at this time to cover the 6 credit hours of reassigned time to administer the

program. If a part-time faculty member is needed, the estimated replacement cost is

$6,000.00.

d) For Revenue:

i. If using existing funds, provide a specific and detailed plan indicating

the following three items: source of existing funds being reallocated;

how the existing resources will be reallocated to specific costs for the new

program; and the impact the redirection will have on units that lose

funding.

The source of the replacement funds, if needed, will be the Pamplin Dean’s

Office. Those funds will be allocated to the department providing the faculty

member who serves as program director for the BA in Integrated Studies. No

other departments will be financially impacted.

ii. Explain how the new tuition amounts are calculated.

Tuition was calculated by multiplying the number of new students by a full-time

load (30 credit hours per year), multiplied by an average instructional cost of $220

per credit hour.

iii. Explain the nature of any student fees listed (course fees, lab fees, program

fees, etc.). Exclude student mandatory fees (i.e., activity, health, athletic,

etc.).

Not applicable.


iv. If revenues from Other Grants are included, please identify each grant

and indicate if it has been awarded.

Not applicable.

v. If Other Revenue is included, identify the source(s) of this revenue and

the amount of each source.

Not applicable.

e) When Grand Total Revenue is not equal to Grand Total Costs:

i. Explain how the institution will make up the shortfall. If reallocated

funds are the primary tools being used to cover deficits, what is the plan

to reduce the need for the program to rely on these funds to sustain the

program?

Not applicable.

ii. If the projected enrollment is not realized, provide an explanation for

how the institution will cover the shortfall.

Not applicable. If enrollments are lower than projected, it will be because students

remain in their existing traditional majors, or in the case of new students, do not

enroll at the institution or select a different major.

The institution will not be impacted in any of these cases, as no new costs or

resources are required to deliver and sustain the BA in Integrated Studies

program.

I. EXPENDITURES First FY

Dollars

Second FY

Dollars Third FY

Dollars

Fourth FY

Dollars

Personnel – reassigned or existing positions

Faculty (see 15.a.ii) $12,000 $12,000 $12,000 $12,000

Part-time Faculty (see 15 a.ii) $6,000 $6,000 $6,000 $6,000

Graduate Assistants (see 15 a.ii)

Administrators(see 15 a.ii)

Support Staff (see 15 a.ii)

Fringe Benefits $5,040 $5,040 $5,040 $5,040

Other Personnel Costs

Total Existing Personnel Costs $23,040 $23,040 $23,040 $23,040

EXPENDITURES (Continued)

Personnel – new positions (see 15 a.i)

Faculty

Part-time Faculty $0 $0 $0 $0

Graduate Assistants

Administrators


Support Staff

Fringe Benefits

Other personnel costs

Total New Personnel Costs $0 $0 $0 $0

Start-up Costs (one-time expenses) (see 15 a.i)

Library/learning resources

Equipment

Other

Physical Facilities: construction or renovation (see

section on Facilities)

Total One-time Costs $0 $0 $0 $0

Operating Costs (recurring costs – base budget)

(see 15 a.i)

Supplies/Expenses

Travel

Equipment

Library/learning resources

Other

Total Recurring Costs $0 $0 $0 $0

GRAND TOTAL COSTS $23,040 $23,040 $23,040 $23,040

III. REVENUE SOURCES

Source of Funds


Reallocation of existing funds (see 15 b.i) $23,040 $23,040 $23,040 $23,040

New student workload

New Tuition (see 15 b.ii) $13,184 $32,960 $59,328

Federal funds

Other grants (see 15 b.iv)

Student fees (see 15 b.iii)

Exclude mandatory fees

(i.e., activity, health, athletic, etc.).

Other (see 15 b.v)

New state allocation requested for budget hearing

GRAND TOTAL REVENUES $23,040 $36,224 $56,000 $82,368

Nature of Revenues

Recurring/Permanent Funds $23,040 $36,224 $56,000 $82,368

One-time funds

Projected Surplus/Deficit

(Grand Total Revenue – Grand Total Costs) (See

15 c.i. & c.ii).

$0 $13,184 $32,960 $59,328


18) Facilities/Space Utilization for New Academic Program Information Facilities Information — Please Complete the table below.

Total GSF

a. Indicate the floor area required for the program in gross square feet (gsf).

When addressing space needs, please take into account the projected

enrollment growth in the program over the next 10 years.

Not applicable.

b. Indicate if the new program will require new space or use existing space. (Place an “x”

beside the appropriate selection.)

Type of Space

Comments

i. Construction of new space is required (x).- No new space required.

ii. Existing space will require modification (x). No modifications required.

iii. If new construction or renovation of existing space

is anticipated, provide the justification for the need.

Not applicable.

iv. Are there any accreditation standards or guidelines

that will impact facilities/space needs in the future?

If so, please describe the projected impact.

No.

v. Will this program cause any impact on the campus

infrastructure, such as parking, power, HVAC,

other? If yes, indicate the nature of the impact,

estimated cost, and source of funding.

No impact.

vi. Indicate whether existing space will be used. X Yes.

c. If new space is anticipated, provide information in the spaces below for each category

listed: i. Provide the estimated construction cost.

ii. Provide the estimated total project budget cost.

iii. Specify the proposed funding source.

iv. What is the availability of funds?

v. When will the construction be completed and ready

for occupancy? (Indicate semester and year).

vi. How will the construction be funded for the new space/facility?

vii. Indicate the status of the Project Concept Proposal

submitted for consideration of project authorization

to the Office of Facilities at the BOR. Has the

project been authorized by the BOR or appropriate

approving authority?


One-Step Academic Program Proposal/Approval Form

RACAA Review July 16; Adopted August 30; Finalized October 3, 2016, USG System Office, MVMM 21

APPENDIX A

For Word version of Program Proposal: Please see separate PDF attachment labeled

AugustaUniversity_ProgramProposal_BA_IntegratedStudies_AppendixA.pdf.

For PDF version of Program Proposal: Appendix follows this page.

©2014 BURNING GLASS TECHNOLOGIES SEPTEMBER 2014 | 1

INTRODUCTION

A Burning Glass Technologies analysis of shifting workforce credential requirements finds a broad range of

occupations where employers are seeking a bachelor’s degree for jobs that formerly required less education,

even when the actual skills required haven’t changed or when this makes the position harder to fill.

This phenomenon of “upcredentialing,”

where employers seek college

graduates for positions that used to

require a high school diploma or other

sub-baccalaureate training, has been

much discussed but rarely quantified.

Burning Glass compared the education

levels of workers currently employed in

an occupation – a measure of past employer preferences – with the education levels employers are currently

demanding for the same occupation. Current demand is measured from job postings and is indicative of the

future orientation of each role. We can analyze the extent of upcredentialing by looking at the “credentials

gap”: the difference between the educational attainment of currently employed workers and the educational

attainment employers are demanding for new hires.

Data on educational credentials currently in demand is drawn from Burning Glass’s database of online job

postings. Burning Glass gathers millions of job openings daily from more than 40,000 websites and then

mines the text of each one to analyze each employer’s specific requirements, including location and the

particular skills, qualifications, and experience required. Data on the existing workforce’s educational

credentials comes from the 2011 and 2012 American Community Survey.1 Occupations included in this

analysis are positions that have traditionally been open to a broad range of job seekers, with or without a

bachelor’s degree. Specifically, we define these as roles where between 25% and 75% of job postings call for

a B.A.2

Our analysis finds strong evidence of changes in the American workforce, with notable shifts in the

qualifications employers are seeking. Increasingly, employers are seeking baccalaureate talent for what have

historically been sub-baccalaureate jobs. Labor analysts have generally pointed to two possible explanations

for this degree inflation: either jobs are becoming more complex and require new skills (known as

“upskilling”), or employers have become more selective and favor more educated workers. Our analysis

suggests both possibilities are at work, depending on the specific occupation.

1 The 2011 and 2012 ACS data represents most recent data available listing educational attainment by Standard

Occupational Code. 2 Throughout this report, the abbreviation “B.A.” is intended to refer generically to a bachelor’s degree, including both

Bachelors of Arts and Bachelors of Science degrees, among others.

INCREASINGLY, EMPLOYERS ARE SEEKING

BACCALAUREATE TALENT FOR WHAT HAVE BEEN

SUB-BACCALAUREATE JOBS


KEY FINDINGS

Employers now require bachelor’s degrees for a wide range of jobs, but the shift has been dramatic

for some of the occupations historically dominated by workers without a college degree. The

credential gap can amount to 25 percentage points or more for middle skill jobs in some

occupational families, like Office and Administrative and Business and Financial Operations. For

example, 65% of postings for Executive Secretaries and Executive Assistants3 now call for a bachelor’s

degree. Only 19% of those currently employed in these roles have a B.A.

In some roles, employers prefer bachelor’s credentials even when that makes the position harder to

fill. For example, Construction Supervisor4 positions that require a B.A. take 61 days to fill on average,

compared to 28 days for postings that don’t require a bachelor’s degree.

In other occupations, such as entry level IT help desk5 positions, the skill sets indicated in job

postings don’t include skills typically taught at the bachelor’s level, and there is little difference in skill

requirements for jobs requiring a college degree from those that do not. Yet the preference for a

bachelor’s degree has increased. This suggests that employers may be relying on a B.A. as a broad

recruitment filter that may or may not correspond to specific capabilities needed to do the job.

Jobs resist credential inflation when there are good alternatives for identifying skill proficiency. Many

health care and engineering technician jobs, such as Respiratory Therapists6, show little sign of

upcredentialing. That is likely because those positions are governed by strict licensing or certification

standards, well-developed training programs, or by measurable skill standards such that employers

do not need to look at a college degree as a proxy for capability.

3 43-6011: Executive Secretaries and Executive Administrative Assistants. In this report, we will provide federal Standard

Occupational Codes for clarity when positions are cited. 4 47-1011: First-Line Supervisors of Construction Trades and Extraction Workers 5 15-1151: Computer User Support Specialists & 15-1152: Computer Network Support Specialists 6 29-1126: Respiratory Therapists


IMPLICATIONS

One implication of this trend is that many middle-skill career pathways are becoming closed off to

those without a bachelor’s degree – a group that still comprises nearly two-thirds of the U.S.

workforce.7 Frequently these positions, such as IT help desk technicians8, serve as the first step on the

career ladder to better jobs, so job seekers without a bachelor’s degree may lose out on future

advancement as well as current positions.

This trend could exacerbate the problems employers face as they seek to replace workers amidst an

aging workforce. Some of the occupations with the greatest credentials gap have older-than-average

workforces, and will have significant turnover as workers retire. Raising credential requirements will

make those employees even harder to replace.

In many of those occupations with a growing credentials gap, it is worth examining exactly why

employers prefer employees with a college education. In some cases, the skills needed in that

occupation have objectively increased, as reflected in upgraded skill requirements as workers use

advanced technology or apply more sophisticated analysis and judgment in their jobs. However, in

many other cases — particularly those where the substance of the work does not appear to be

changing or to be different based on whether or not a B.A. is required — employers may be using

the bachelor’s degree as a rough, rule-of-thumb screening system to recruit better workers. In the

latter case, greater alignment between K-12 schools, job training programs, and employers might

accomplish the same goal with greater precision.

Jobs in fields with strong certification or licensure standards, or with discreet, measurable skill

requirements seem to resist this trend. This suggests that developing certifications that better reflect

industry needs, together with industry acceptance of these alternative credentials, could reduce

pressure on job seekers to pursue a bachelor’s degree and ensure that middle-skill Americans

continue to have opportunities for rewarding careers, while continuing to provide employers with

access to the talent they need. 9

7 U.S. Bureau of Labor Statistics, “Educational attainment for workers 25 years and older by detailed occupation,”

Accessed Aug. 22, 2014; www.bls.gov/emp/ep_table_111.htm 8 15-1151: Computer User Support Specialists & 15-1152: Computer Network Support Specialists 9 Middle-skill jobs are usually considered occupations which require some post-secondary education, such as a

certification or associate’s degree, but not a bachelor’s degree or higher.


CREDENTIAL GAP BY MIDDLE SKILLS OCCUPATIONAL FAMILY

Occupational Family

(+ Top Titles)

Credentials

Gap

%Job

Holders

with BA+

(Source:

American

Community

Survey)

% Postings

Requiring

Bachelor’s

Degree

(Source:

Burning Glass)

2013 Job

Postings in

Middle Skills

Occupations

(Source: Burning

Glass)

Management

- Production Supervisors

- Transportation, Storage, and Distribution Managers

26% 42% 68% 710,652

Office and Administrative Services

- Executive Secretaries and Executive Assistants

- Insurance Claims Clerks

25% 20% 45% 865,134

Business and Financial Operations - Employment, Recruitment, and Placement Specialists

- Training and Development Specialists

21% 51% 72% 535,921

Computer and Mathematical - Computer User Support Specialists

- Computer Network Support Specialists

21% 39% 60% 226,240

Sales and Related - Wholesale and Manufacturing Sales Representatives

- Supervisors of Retail Sales Workers

13% 43% 56% 1,391,113

Architecture and Engineering - Electrical and Electronic Engineering Technicians

- Mechanical Drafters

10% 26% 36% 73,431

Healthcare Practitioners - Registered Nurses

- Radiologic Technologists

0% 33% 33% 888,539


RAISING THE BAR FOR MIDDLE SKILL WORKERS

Credentials Gap in Administrative and Clerical Roles

Occupation Title Credentials

Gap

% Job

Holders

with BA+

(Source:

American

Community

Survey)

% Postings

Requiring

Bachelor’s

Degree

(Source:

Burning Glass)

2013 Job

Postings

(Source: Burning

Glass)

Executive Secretaries and Executive Assistants 46% 19% 65% 65,046

Credit Authorizers, Checkers and Clerks 40% 26% 66% 2,466

Insurance Claims and Policy Processing Clerks 24% 25% 49% 16,833

Production, Planning and Expediting Clerks 16% 32% 48% 70,102

For generations, certain occupational families have served as a career paths for the high school graduate.

Administrative Assistants, Executive Secretaries,10 and clerks of all kinds are unlikely to have a bachelor’s

degree – yet they these jobs now face some of the largest credential gaps of any occupation. For example,

half of postings for Insurance Claims Clerks11 call for a bachelor’s degree, but only a quarter of workers

employed in the field have that degree. Similarly, there is a 16 percentage point credential gap between the

current workforce and recent employer demand for Production Clerks. For Executive Secretaries and

Executive Assistants10, the gap amounts to a staggering 46 percentage points. This reflects a shifting

preference by employers for bachelor’s-level talent among many support roles.

The preference for college graduates in clerical positions appears to have been growing over the last several

decades. For example, Insurance Claims Clerks and Production Clerks in their forties, who likely entered the

occupations decades ago, are only 60% as likely to have a bachelor’s degree as newer entrants who are still in

their twenties. For Insurance Claims Clerks, the credential gap between the existing workforce and what

employers are requesting is widening even further, with recent job posting activity requesting a higher level

of educational attainment than is held even by their youngest workers. However, the upcredentialing trend in

many other occupations has begun to level off. In the case of Production Clerks, supply appears to be

meeting demand, as the credential gap has been eliminated among workers aged 21 to 30. The 48% of

workers in that age group with a bachelor’s degree matches exactly the 48% of postings that call for a B.A.

10 43-6011: Executive Secretaries and Executive Administrative Assistants 11 43-9041: Insurance Claims Clerks


Management career paths are also closing off for those without a bachelor’s degree, particularly among

those who supervise skilled-trade workers. Employers hiring Construction Supervisors12 and Production and

Operating Supervisors13 are requesting candidates with greater academic pedigrees than those held by

current workers. In addition to bachelor’s credentials, these management roles commonly request managerial

skills such as employee training proficiencies, manufacturing process skills such as Six Sigma, as well as

knowledge of SAP and other sophisticated software packages.

The phenomenon of upcredentialing is particularly strong in the Human Resources occupations and related

roles that manage the talent pool. Across entry-level Human Resource roles, employers are experiencing an

average credential gap of 24 percentage points. In an increasingly competitive talent marketplace, employers

appear to be putting more emphasis on filling HR departments with talent to recruit and develop their

workforce. It is also possible that the upcredentialing of Human Resource positions could itself be

contributing to the credential gap in other occupations if higher-credentialed recruiters are displaying an

affinity for similarly qualified talent.

12 47-1011: First-Line Supervisors of Construction Trades and Extraction Workers 13 51-1011: First-Line Supervisors of Production and Operating Workers


Credentials Gap in Management and Supervisory Roles


Gap

%Job

Holders

with BA+

(Source:

American

Community

Survey)

% Postings

Requiring

Bachelor’s

Degree

(Source:

Burning Glass)

2013 Job

Postings

(Source: Burning

Glass)

First-Line Supervisors of Production and Operating

Workers 45% 17% 62% 72,117

Transportation, Storage and Distribution Managers 42% 32% 74% 23,515

First-Line Supervisors of Mechanics, Installers, and

Repairers 34% 14% 48% 49,097

First-Line Supervisors of Construction Trades and

Extraction Workers 21% 12% 33% 19,411

Credentials Gap in Human Resources Roles


Gap

%Job

Holders

with BA+

(Source:

American

Community

Survey)

%Real Time

Postings

Requiring

Bachelor’s

Degree

(Source:

Burning Glass)

2013 Job

Postings in

Middle Skills

Occupation

(Source: Burning

Glass)

Training and Development Specialists 25% 50% 75% 54,605

Human Resources Assistants, Except Payroll and

Timekeeping 22% 29% 51% 28,337


EMPLOYERS FAVOR COLLEGE GRADUATES, EVEN WHEN IT MAKES HIRING

DIFFICULT

A preference for college graduates does have other implications for an employer. One is that this may make

positions harder to fill. For example, Mechanic, Installation, and Repair Supervisor14 positions that require a

bachelor’s take almost 20% longer to fill than those that don’t (37.5 days compared to 32 days). The gap for

Construction Supervisors is even greater, with bachelor’s degree openings taking 61 days to fill compared to

only 28 days for non-B.A. positions. A similar pattern is developing with Office and Administrative positions,

with postings requiring a college degree taking substantially longer to fill than those that do not.

Average Time to Fil l Job Postings15

Occupational Title Credentials

Gap

Average # of

Days to Fill

Postings

That Do Not

Require a BA

(Burning

Glass)

Average # of

Days to Fill

Postings

That Require

a BA

(Burning

Glass)

% Change

Executive Secretaries and Executive Assistants 46% 24.85 27.96 13%

Transportation, Storage and Distribution Managers 42% 31.42 33.35 6%


Repairers 34% 31.92 37.49 17%

Training and Development Specialists 25% 34.98 36.64 5%

Insurance Claims and Policy Processing Clerks 24% 24.08 27.93 16%

Human Resources Assistants, Except Payroll and

Timekeeping 22% 21.65 24.02 11%


Extraction Workers 21% 28.28 61.31 117%

Computer User Support Specialists (Helpdesk) 21% 27.14 37.88 40%

Production, Planning and Expediting Clerks 16% 25.83 31.08 20%

14 49-1011: First-Line Supervisors of Mechanics, Installers, and Repairers 15 Statistics on the time required to fill various jobs is computed as the number of days they remain posted.


The good news for workers (or bad news for employers, depending on your point of view) is that this shift is

raising salaries in these occupations. Office and Administrative positions have seen tremendous salary

growth, according to the Bureau of Labor Statistics. Executive Secretaries and Executive Administrative

Assistants16 have seen a 41%

raise in salaries since 2004,

compared to the 24% national

average over the period.

Employers’ desire for a

bachelor’s degree can vary

depending on the business sector involved, even for similar positions. The higher education sector is more

likely than other industries to require a bachelor’s degree for Executive Secretaries and Executive Assistants16,

and so is the financial sector. By contrast, Hospitals and Public Sector employers continue to be centers of

sub-B.A. opportunity. However, in many cases, the sectors that have been experiencing the greatest job

growth are those that are more likely to require a bachelor’s degree for equivalent positions. For example,

while the Bureau of Labor Statistics projects high job growth for Financial Services industries, Public Sector

and Governmental positions are projected to decline – thereby shifting the balance away from sub-B.A.

opportunity in Office and Administrative Support roles.

It is important to note that, analysis of the skill requirements of Office and Administrative Support job

postings shows little difference between those at the bachelor’s and sub-baccalaureate levels, or between

those in various sectors (e.g. financial services vs. public sector). This suggests that, for these jobs, degree

inflation may not reflect any change in the role itself. Rather, private-sector industries appear to be using

college credentials as a proxy for higher-caliber workers — and have the money to pay accordingly.

16 43-6011: Executive Secretaries and Executive Administrative Assistants

THE GOOD NEWS FOR WORKERS (OR BAD NEWS FOR

EMPLOYERS) IS THAT THIS SHIFT IS RAISING SALARIES


THIS TREND WILL EXACERBATE THE PROBLEM OF REPLACING AGING

WORKFORCES

While rising demand for better-educated workers is already rendering many positions harder to fill, this

problem is likely to become worse over time as higher qualification requirements compound the challenges

presented by long-term demographic trends. That’s because, in many of these occupations, the current

workforce is older than average, and will need to be replaced as workers retire. Yet the desire for better-

educated workers may make it more difficult to fill those positions.

Credentials Gap and Average Age of Select Occupations

Occupational Title Credentials

Gap

2012

Median Age

(BLS)

Number of

Years Above

National

Workforce

Median Age

Executive Secretaries and Executive Assistants 46% 48.5 6.2

First-Line Supervisors of Production and Operating

Workers 45% 48 5.7


Repairers 34% 47.7 5.4

First-Line Supervisors of Office and Administrative

Support Workers 29% 45.3 3

Surveying and Mapping Technicians 25% 45 2.7

Training and Development Specialists 25% 43.8 1.5


Extraction Workers 21% 47.8 5.5

All Engineering Technicians 21% 46.8 4.5

Production, Planning and Expediting Clerks 16% 44.1 1.8

Many of the Production and Operating supervisor17 roles are prime examples. These positions have an older

workforce, with a median age of 48, compared to 42 for the entire U.S. workforce. Construction Supervisors18

and Production and Operating Supervisors17 are typically promoted from line construction and production

roles.19 However, few of these skilled trade workers, such as Construction Workers, Construction/Building

17 51-1011: First-Line Supervisors of Production and Operating Workers 18 47-1011: First-Line Supervisors of Construction Trades and Extraction Workers 19 Based on analysis of resumes in the Burning Glass proprietary database


Inspectors, and Chemical Operators, hold bachelor’s degrees. The current talent pipeline is unlikely to be able

to fill the demand.

The Office and Administrative Support and Business and Financial occupational families — both of which

have experienced a significant credential gap — also have a higher-than-average proportion of older workers

(a median age of 48.5 for Executive Secretaries and Executive Assistants), so they may also face problems

replacing workers as they retire.


IN SOME JOBS, HIGHER CREDENTIAL REQUIREMENTS REFLECT MORE SKILLED

WORK…

Credentials Gap in Drafting Roles


Gap

%Job

Holders

with BA+

(Source:

American

Community

Survey)

%Real Time

Postings

Requiring

Bachelor’s

Degree

(Source:

Burning Glass)

2013 Job

Postings in

Middle Skills

Occupation

(Source: Burning

Glass)

Electrical and Electronics Drafters 21% 27% 48% 5,026

Architectural and Civil Drafters 14% 27% 41% 4,112

Mechanical Drafters 12% 27% 39% 16,636

Some occupations are in fact becoming more complex, and that can be seen in the evolution of job

requirements.

For example, employers are increasingly demanding that Drafters, an occupation traditionally open to those

without a B.A., possess bachelor’s-level credentials. Depending on the specific role, the credential gap for

Drafters can be anywhere from 12 to 21 percentage points.

This change seems largely driven by technology. As computer-assisted design and other architectural

software make the drafting process more efficient, employers are looking for Drafters to bring additional

skills and expertise to the workplace. This includes expertise in fields like purchasing, as Drafters are moving

into a more integrated role assisting in design structure during product development and therefore

coordinating bills of material with purchasing departments. In effect, as technology reshapes their craft,

Drafters are becoming more like junior engineers.

This is another area where a credentials gap also results in higher salaries for those who actually have a

bachelor’s degree. Salaries for Drafters have converged with engineering salaries over the last decade.

Salaries for Electrical and Electronic Drafters20 have grown 29% since 2004 while salaries for Mechanical

Engineers have grown 25.5%. Further, Architectural and Civil Drafter21 salaries have grown 26% since 2004,

while salaries for Architects themselves have only seen 20% growth.

The continued evolution of the Engineering occupations is further reflected by a rise in employment for all

Engineers compared to a decline in Drafting and Technician roles. In 2000, there were approximately 1.5

Engineers for every Drafter and Technician. By May 2013 that ratio had increased to 2.4 Engineers for every

20 17-3012: Electrical and Electronic Drafters 21 17-3011: Architectural and Civil Drafters


Drafter and Technician22. Not only are Engineering support occupations becoming more advanced, but many

prospective Drafters and Technicians are foregoing this step and vying to become Engineers.

In other occupations as well, there is a clear distinction between the skill requirements of those postings that

ask for a bachelor’s degree and those that don’t, suggesting that employers’ growing preference for higher

credentials may be a reflection of their need for more advanced skills. This is particularly true in financial

occupations. Postings for Loan Officers23 that require college graduates, for example, are more likely to ask

for national accreditations and specific commercial and retail lending skills than other postings.

22 2000 & 2013 Bureau of Labor Statistics Occupational Employment Statistics 23 13-2072: Loan Officers


…BUT IN MANY OTHER CASES IT’S STILL THE SAME JOB

Credentials Gap in Help Desk Roles


Gap

%Job

Holders

with BA+

(Source:

American

Community

Survey)

% Postings

Requiring

Bachelor’s

Degree

(Source:

Burning Glass)

2013 Job

Postings

(Source: Burning

Glass))

Computer Network Support Specialists 31% 39% 70% 11,675

Computer User Support Specialists 21% 39% 60% 201,332

While in some occupations the rising demand for college graduates reflects employers’ need for more

advanced skill sets, in many other occupations the substance of jobs at the B.A. and sub-B.A. levels seems

little different. For example, there has been a striking rise in demand for bachelor’s degrees in IT help desk

positions, historically a first step on the IT career ladder – and an important entry to technology careers for

those without a college degree. Our analysis finds a 21% credential gap for Computer User Support

Specialists24, with only 39% of current job holders possessing a B.A., but 60% of new job postings requesting

a degree. Yet when we examine the postings, the specific skills advertised for help desk roles with and

without a B.A. are identical.

This strongly suggests that, in such occupations, employers have come to rely on a bachelor’s degree

primarily as a means of screening applicants, in a way that may not be related to job duties themselves –

even though this preference for college graduates also makes these jobs substantially harder to fill. Help desk

jobs calling for a bachelor’s degree take 35% longer to fill on average than those that do not. The skills

needed for these roles include hardware and software configuration, VPN and computer repair, knowledge

sets which can typically be learned in one-to-two year training programs. In fact, these skills are rarely taught

in four-year bachelor’s degree programs, so applicants with college degrees may in fact be less directly

qualified than their sub-B.A. peers.

When credential requirements align more clearly with skills, gaps in posting duration (a measure of how hard

a job is to fill) narrow considerably. For example, among those computer support roles that require

programming skills such as SQL and Java, which are often taught in B.A. computer science programs but less

often in sub-B.A. programs of study, postings requesting a B.A. are open an average of 41 days compared to

36 days for sub-B.A. postings. For Network Support Specialists25, it actually takes two days longer to fill a

non-bachelor’s opening.

24 15-1151: Computer User Support Specialists 25 15-1152: Computer Network Support Specialists


There is considerable anecdotal evidence that many administrative, clerical, and human resources positions

have become more demanding because workers have to deal with new technologies. However, the skills

requested in job postings for those positions are similar whether they ask for a bachelor’s degree or not. The

degrees held by the existing workforce in these occupations are spread out over the educational spectrum

(only one-third of the Insurance Clerks26 have a bachelor’s degree; only 8 percent of all workers have a

business degree, for example).27 This is additional evidence that employers are using the bachelor’s degree as

a proxy for higher-level skills. It isn’t so much that college graduates bring a new skill set that employers can’t

find elsewhere; it’s that employers seem to presume that a college graduate will be more capable at the

needed skill set than those without a degree.

26 43-9041: Insurance Claims and Policy Processing Clerks 27 U.S. Census Bureau, American Community Survey, accessed via IPUMS-USA, https://usa.ipums.org/usa/


SOME POSITIONS RESIST THE TREND

Some professions, while not exactly immune, show little or no signs of upcredentialing. Degree requirements

for health care technicians, for example, reflect little evidence of a credential gap. What these positions have

in common are strong credential requirements that exist outside the traditional higher education degree

structure: state licensing requirements, certifications accepted industrywide, or specific measurable skills. A

radiology technician, for example, needs to have specific certifications. Employers have specific criteria to use

as a yardstick when hiring, so there’s not as much incentive to apply the less-specific screen of a bachelor’s

degree.

One notable exception in health care involves registered nurses28, who account for half of all demand in

occupations open to sub-B.A. job seekers. Yet, these roles too have been dramatically upcredentialing over

the last several years. Some 64% of nurses under 30 years old hold a bachelor’s degree compared with 51%

of their colleagues older than age 40. This upcredentialing tend is particularly pronounced in hospital

settings, where nursing roles tend to be more complex and technically sophisticated. While we do not

currently see evidence of a credential gap for R.N.’s in national data, opportunities for job seekers without

bachelor’s degree are increasingly concentrated in less desirable, lower-paying roles in skilled nursing

facilities and clinics vs. in hospitals where nursing roles tend to involve more technically sophisticated work

and provide greater opportunity for upward career mobility.

ABOUT BURNING GLASS

Burning Glass’s tools and data are playing a growing role in informing the global conversation on education and

the workforce by providing researchers, policy makers, educators, and employers with detailed real-time

awareness into skill gaps and labor market demand. Burning Glass’s job seeker applications power several

government workforce systems and have been shown to have substantive impact on reemployment outcomes

and on labor market literacy.

With headquarters in Boston’s historic Faneuil Hall, Burning Glass is proud to serve a client base that spans six

continents, including education institutions, government workforce agencies, academic research centers, global

recruitment and staffing agencies, major employers, and leading job boards. Visit us at www.burning-glass.com.

28 29-1141: Registered Nurses

http://www.burning-glass.com/

SOC Code Occupation Title

2013 Total

Postings

(Burning Glass)

%BA+ 40+

(American

Community

Survey 2012)

%BA+ 31-40

(ACS 2012)

%BA+ 18-30

(ACS 2012)

%BA+ Total

(2011 &

2012 ACS)

% 2013 Real

Time Job

Postings

Requiring

Bachelor's

Degree

(Burning Glass)

Credentials Gap

2012 Median

Age

(Bureau of Labor

Statistics)

Average # of

Days to Fill

Postings That Do

Not Require a BA

(Burning Glass)

Average # of

Days to Fill

Postings That

Require a BA

(Burning Glass)

2004 Salary

(BLS)

2013 Salary

(BLS)

Salary %

Change

11-1021General and Operations

Managers157302 51% 56% NA 52% 72% 20% 45.10 30.29 35.08 $92,010 $116,090 26%

11-3071Transportation, Storage, and

Distribution Managers23515 31% 35% 31% 32% 74% 42% 44.70 31.42 33.35 $72,530 $91,220 26%

11-9013Farmers, Ranchers, and

Other Agricultural Managers4618 23% 28% 27% 23% 68% 45% 55.90 22.53 31.96 $55,140 $73,210 33%

11-9051 Food Service Managers 147977 25% 27% 22% 25% 49% 24% 39.70 33.28 32.28 $43,940 $53,130 21%

11-9081 Lodging Managers 9300 38% 46% 49% 41% 58% 17% 48.30 26.50 31.17 $44,060 $55,810 27%

11-9111Medical and Health Services

Managers314586 63% 67% 66% 64% 69% 5% 49.30 38.62 39.29 $75,140 $101,340 35%

11-9141

Property, Real Estate, and

Community Association

Managers

41296 41% 44% 42% 42% 68% 26% 50.20 34.32 31.79 $48,760 $64,270 32%

11-9151Social and Community

Service Managers12058 65% 78% 80% 69% 70% 1% 46.20 36.46 28.32 $50,740 $65,750 30%

13-1011

Agents and Business

Managers of Artists,

Performers, and Athletes

2177 58% 67% 56% 60% 61% 1% NA 46.63 29.14 $69,520 $96,410 39%

13-2021Appraisers and Assessors of

Real Estate4616 50% 63% 54% 53% 64% 11% 50.50 26.62 45.43 $49,350 $57,040 16%

13-1051 Cost Estimators 24305 28% 44% 52% 34% 65% 31% 45.60 34.13 39.91 $53,870 $63,660 18%

13-1021Buyers and Purchasing

Agents, Farm Products1056 20% 38% 53% 28% 52% 24% NA 33.09 36.37 $49,980 $60,470 21%

13-1131 Fundraisers 5095 79% 85% 79% 80% 71% -9% 40.20 28.78 37.95 $38,350 $56,270 47%

13-1032Insurance Appraisers, Auto

Damage6520 NA NA NA 44% 51% 7% 45.90 31.69 31.89 $45,780 $63,100 38%

13-1071Human Resources

Specialists*211598 NA NA NA 54% 74% 20% NA 29.27 32.12 $47,330 $61,560 30%

13-1075 Labor Relations Specialists 2316 NA NA NA 54% 71% 17% NA 27.21 33.45 $49,240 $56,590 15%

13-2071 Credit Counselors 5207 NA NA NA 47% 58% 11% 42.40 27.52 24.76 $38,710 $44,960 16%

13-1081 Logisticians 64266 45% 46% 48% 46% 74% 28% 45.10 32.42 32.19 $60,310 $76,330 27%

13-2052 Personal Financial Advisors 90702 78% 83% 81% 79% 75% -4% 45.70 23.15 38.01 $82,570 $99,920 21%

13-2072 Loan Officers 51957 NA NA NA 47% 62% 15% 42.40 31.51 40.01 $58,200 $71,800 23%

13-2081

Tax Examiners and

Collectors, and Revenue

Agents

3830 43% 58% 59% 46% 53% 7% 48.70 23.97 27.67 $48,210 $56,120 16%

13-2082 Tax Preparers 7671 49% 48% 38% 48% 43% -5% 49.60 17.61 31.94 $34,330 $43,350 26%

13-1151Training and Development

Specialists54605 49% 52% 49% 50% 75% 25% 43.80 34.98 36.64 $47,780 $60,780 27%

15-1111Computer and Information

Research Scientists13233 78% 96% 86% 84% 54% -30% 40.00 31.60 39.61 $88,020 $109,260 24%

15-1151Computer User Support

Specialists201332 39% 39% 39% 39% 60% 21% 40.40 27.14 37.88 $43,620 $50,450 16%

APPENDIX

©2014 BURNING GLASS TECHNOLOGIES SEPTEMBER 2014 | A-1


2013 Total

Postings

(Burning Glass)

%BA+ 40+

(American

Community

Survey 2012)

%BA+ 31-40

(ACS 2012)

%BA+ 18-30

(ACS 2012)

%BA+ Total

(2011 &

2012 ACS)

% 2013 Real

Time Job

Postings

Requiring

Bachelor's

Degree

(Burning Glass)

Credentials Gap

2012 Median

Age

(Bureau of Labor

Statistics)

Average # of

Days to Fill

Postings That Do

Not Require a BA

(Burning Glass)

Average # of

Days to Fill

Postings That

Require a BA

(Burning Glass)

2004 Salary

(BLS)

2013 Salary

(BLS)

Salary %

Change

15-1152Computer Network Support

Specialists11675 NA NA NA 39% 70% 31% 40.10 32.88 31.07 $43,620 $64,160 47%

17-1021Cartographers and

Photogrammetrists360 NA NA NA 76% 56% -20% 44.80 69.60 33.20 $48,830 $62,540 28%

17-1022 Surveyors 4286 NA NA NA 76% 50% -26% NA 42.87 26.43 $46,080 $59,570 29%

17-3011Architectural and Civil

Drafters4112 NA NA NA 27% 41% 14% NA 27.38 41.48 $40,750 $51,250 26%

17-3012Electrical and Electronics

Drafters4112 NA NA NA 27% 48% 21% NA 39.07 45.24 $46,760 $60,350 29%

17-3013 Mechanical Drafters 16636 NA NA NA 27% 39% 12% NA 40.88 40.51 $45,140 $54,510 21%

17-3019 Drafters, All Other 6666 NA NA NA 27% 44% 17% 43.60 34.71 42.40 $45,560 $50,930 12%

17-3021Aerospace Engineering and

Operations Technicians917 NA NA NA 17% 55% 38% 46.50 41.69 41.91 $54,040 $62,540 16%

17-3022Civil Engineering

Technicians5283 NA NA NA 17% 37% 20% NA 32.39 24.90 $39,900 $49,380 24%

17-3023Electrical and Electronics

Engineering Technicians24252 NA NA NA 17% 28% 11% NA 35.23 57.02 $47,130 $58,770 25%

17-3024Electro-Mechanical


17-3025Environmental Engineering


17-3031Surveying and Mapping

Technicians2982 7% 11% 12% 9% 34% 25% 45.00 29.87 26.66 $32,780 $43,540 33%

17-3026Industrial Engineering


19-1011 Animal Scientists 242 NA NA NA 79% 57% -22% NA NA 19.50 $53,800 $72,930 36%

19-1012Food Scientists and

Technologists2553 NA NA NA 79% 75% -4% NA 36.31 41.64 $56,110 $65,340 16%

19-1013 Soil and Plant Scientists 2017 NA NA NA 79% 65% -14% NA NA 38.12 $55,470 $62,830 13%

19-1021Biochemists and

Biophysicists1919 NA NA NA 96% 56% -40% NA 24.35 33.19 $71,730 $91,640 28%

19-1022 Microbiologists 3490 NA NA NA 96% 72% -24% NA 102.50 36.73 $61,250 $75,230 23%

19-1023Zoologists and Wildlife

Biologists2038 NA NA NA 96% 66% -30% NA 5.00 47.31 $53,120 $62,610 18%

19-1031 Conservation Scientists 4567 NA NA NA 84% 64% -20% NA 36.06 25.92 $53,500 $63,330 18%

19-1041 Epidemiologists 1623 NA NA NA 84% 56% -28% NA 31.29 34.53 $58,060 $73,040 26%

19-1042Medical Scientists, Except

Epidemiologists66823 NA NA NA 84% 55% -29% NA 42.45 40.71 $68,730 $90,230 31%

19-1099 Life Scientists, All Other 53 NA NA NA 84% 66% -18% NA NA 59.25 $63,710 $76,900 21%

19-2012 Physicists 2823 NA NA NA 96% 36% -60% NA 12.25 36.12 $89,090 $117,040 31%

19-2021Atmospheric and Space

Scientists1098 85% 78% 63% 76% 72% -4% NA NA 35.47 $69,590 $88,140 27%



2013 Total

Postings

(Burning Glass)

%BA+ 40+

(American

Community

Survey 2012)

%BA+ 31-40

(ACS 2012)

%BA+ 18-30

(ACS 2012)

%BA+ Total

(2011 &

2012 ACS)

% 2013 Real

Time Job

Postings

Requiring

Bachelor's

Degree

(Burning Glass)

Credentials Gap

2012 Median

Age

(Bureau of Labor

Statistics)

Average # of

Days to Fill

Postings That Do

Not Require a BA

(Burning Glass)

Average # of

Days to Fill

Postings That

Require a BA

(Burning Glass)

2004 Salary

(BLS)

2013 Salary

(BLS)

Salary %

Change

19-2031 Chemists 22854 NA NA NA 92% 71% -21% NA 41.89 35.41 $61,220 $77,740 27%

19-2032 Materials Scientists 1284 NA NA NA 92% 54% -38% NA 21.86 32.94 $74,390 $91,160 23%

19-2042

Geoscientists, Except

Hydrologists and

Geographers

5776 NA NA NA 94% 72% -22% NA 40.20 45.40 $76,870 $108,420 41%

19-2043 Hydrologists 1040 NA NA NA 94% 72% -22% NA NA 36.52 $64,100 $79,260 24%

19-3011 Economists 2578 99% 98% 100% 99% 47% -52% NA 76.75 37.54 $79,770 $101,450 27%

19-3051Urban and Regional

Planners1929 94% 97% 96% 95% 74% -21% NA 30.22 36.40 $55,640 $67,920 22%

19-4011Agricultural and Food

Science Technicians4370 21% 34% 42% 28% 64% 36% NA 27.79 40.20 $31,980 $37,010 16%

19-4021 Biological Technicians 10068 40% 47% 61% 48% 57% 9% NA 37.17 34.50 $35,450 $43,710 23%

19-4031 Chemical Technicians 3424 30% 46% 58% 39% 57% 18% 39.40 25.49 30.19 $39,600 $46,590 18%

21-1011

Substance Abuse and

Behavioral Disorder

Counselors

7487 NA NA NA 71% 50% -21% NA 24.75 31.38 $34,310 $41,090 20%

21-1013Marriage and Family

Therapists6462 NA NA NA 71% 31% -40% NA NA 34.26 $42,040 $51,690 23%

21-1014 Mental Health Counselors 35415 NA NA NA 71% 44% -27% NA 28.84 30.61 $36,000 $43,700 21%

21-1015 Rehabilitation Counselors 2395 NA NA NA 71% 56% -15% NA 33.75 23.13 $30,710 $37,660 23%

21-1019 Counselors, All Other 2757 NA NA NA 71% 60% -11% NA 34.31 24.66 $37,880 $46,330 22%

21-1021Child, Family, and School

Social Workers12865 NA NA NA 75% 65% -10% NA 29.40 29.91 $37,830 $46,060 22%

21-1023

Mental Health and

Substance Abuse Social

Workers

5722 NA NA NA 75% 42% -33% NA 22.99 28.16 $36,060 $44,420 23%

21-1029 Social Workers, All Other 25704 NA NA NA 75% 33% -42% NA 55.50 31.96 $41,180 $56,060 36%

21-1091 Health Educators 20865 NA NA NA 75% 73% -2% NA 33.80 38.79 $42,120 $53,800 28%

21-1093Social and Human Service

Assistants21867 34% 45% 47% 39% 48% 9% 42.20 34.40 32.16 $25,890 $31,280 21%

21-1094 Community Health Workers 1330 NA NA NA 52% 37% -15% NA 30.40 22.34 NA $37,640 NA

21-1099Community and Social

Service Specialists, All Other5734 NA NA NA 52% 63% 11% NA 26.86 29.94 $34,470 $42,690 24%

21-2021Directors, Religious Activities

and Education3208 65% 67% 63% 65% 73% 8% 48.30 NA 22.76 $33,560 $44,240 32%

23-1012 Judicial Law Clerks 9715 71% 98% 100% 92% 52% -40% NA 22.63 30.41 $35,180 $53,890 53%

23-2091 Court Reporters 169 NA NA NA 40% 25% -15% NA 19.50 NA $47,070 $54,760 16%

23-2093Title Examiners, Abstractors,

and Searchers11175 NA NA NA 40% 60% 20% NA 31.74 42.68 $39,360 $47,340 20%

23-2099Legal Support Workers, All

Other2546 NA NA NA 40% 66% 26% NA 23.82 30.79 $45,330 $61,560 36%



2013 Total

Postings

(Burning Glass)

%BA+ 40+

(American

Community

Survey 2012)

%BA+ 31-40

(ACS 2012)

%BA+ 18-30

(ACS 2012)

%BA+ Total

(2011 &

2012 ACS)

% 2013 Real

Time Job

Postings

Requiring

Bachelor's

Degree

(Burning Glass)

Credentials Gap

2012 Median

Age

(Bureau of Labor

Statistics)

Average # of

Days to Fill

Postings That Do

Not Require a BA

(Burning Glass)

Average # of

Days to Fill

Postings That

Require a BA

(Burning Glass)

2004 Salary

(BLS)

2013 Salary

(BLS)

Salary %

Change

25-3021Self-Enrichment Education

Teachers16785 NA NA NA 49% 56% 7% NA 44.17 48.28 $35,210 $40,680 16%

25-3099Teachers and Instructors, All

Other45979 NA NA NA 49% 73% 24% NA 44.56 66.65 $33,100 $48,750 47%

25-4011 Archivists 763 NA NA NA 79% 47% -32% NA 23.00 28.26 $39,630 $52,670 33%

25-4012 Curators 1731 NA NA NA 79% 53% -26% NA 8.60 26.04 $47,920 $55,620 16%

25-4013Museum Technicians and

Conservators1610 NA NA NA 79% 60% -19% NA 17.00 36.50 $35,270 $44,330 26%

25-4021 Librarians 10776 82% 92% 75% 83% 37% -46% 51.10 17.32 29.78 $47,590 $57,550 21%

25-4031 Library Technicians 1906 28% 51% 36% 32% 26% -6% NA 28.85 26.00 $26,260 $33,000 26%

25-9011

Audio-Visual and

Multimedia Collections

Specialists

1270 NA NA NA 74% 41% -33% NA 13.00 25.42 $35,630 $46,840 31%

25-9021Farm and Home

Management Advisors5430 NA NA NA 74% 68% -6% NA 19.30 27.36 $44,960 $49,010 9%

25-9031 Instructional Coordinators 14966 NA NA NA 74% 75% 1% NA 25.29 35.83 $51,450 $63,070 23%

27-1027 Set and Exhibit Designers 911 NA NA NA 51% 66% 15% NA 32.22 43.80 $40,000 $53,990 35%

27-3031 Public Relations Specialists 44510 71% 89% 85% 78% 73% -5% 41.10 31.95 29.15 $49,510 $63,020 27%

27-3091 Interpreters and Translators 14720 NA NA NA 44% 38% -6% NA 38.06 45.40 $36,630 $47,920 31%

27-4031

Camera Operators,

Television, Video, and

Motion Picture

3391 NA NA NA 47% 56% 9% NA 22.57 26.31 $41,690 $52,530 26%

27-4032 Film and Video Editors 1509 NA NA NA 47% 68% 21% NA 29.70 34.69 $50,690 $69,490 37%

29-1124 Radiation Therapists 1948 48% 61% 54% 53% 67% 14% NA 21.16 35.70 $60,420 $81,740 35%

29-1126 Respiratory Therapists 16389 26% 24% 30% 26% 42% 16% 43.20 33.68 37.41 $44,180 $57,880 31%

29-1129 Therapists, All Other 141 81% 81% 81% 81% 52% -29% 40.80 NA 17.83 $44,620 $58,610 31%

29-1141 Registered Nurses 667637 51% 57% 63% 54% 38% -16% 45.00 38.85 35.30 $54,210 $68,910 27%

29-2012Medical and Clinical

Laboratory Technicians49173 NA NA NA 51% 33% -18% NA 62.19 31.24 $32,120 $40,240 25%

29-2021 Dental Hygienists 5942 37% 31% 31% 34% 41% 7% 41.40 22.95 31.57 $59,440 $71,530 20%

29-2032Diagnostic Medical

Sonographers9884 NA NA NA 23% 31% 8% NA 39.26 39.58 $53,620 $67,170 25%

29-2033Nuclear Medicine

Technologists1040 NA NA NA 23% 54% 31% NA 28.50 43.56 $61,210 $71,970 18%

29-2034 Radiologic Technologists 14498 NA NA NA 23% 27% 4% NA 26.95 34.02 $44,530 $56,760 27%

29-2053 Psychiatric Technicians 6513 NA NA NA 18% 41% 23% NA 28.32 26.75 $27,940 $33,470 20%

29-2054Respiratory Therapy




2013 Total

Postings

(Burning Glass)

%BA+ 40+

(American

Community

Survey 2012)

%BA+ 31-40

(ACS 2012)

%BA+ 18-30

(ACS 2012)

%BA+ Total

(2011 &

2012 ACS)

% 2013 Real

Time Job

Postings

Requiring

Bachelor's

Degree

(Burning Glass)

Credentials Gap

2012 Median

Age

(Bureau of Labor

Statistics)

Average # of

Days to Fill

Postings That Do

Not Require a BA

(Burning Glass)

Average # of

Days to Fill

Postings That

Require a BA

(Burning Glass)

2004 Salary

(BLS)

2013 Salary

(BLS)

Salary %

Change

29-2061Licensed Practical and

Licensed Vocational Nurses114728 5% 6% 4% 5% 28% 23% 43.20 31.41 36.04 $34,840 $42,910 23%

31-1013 Psychiatric Aides 975 NA NA NA 8% 39% 31% NA 37.55 35.36 $24,340 $26,990 11%

33-1011First-Line Supervisors of

Correctional Officers987 29% 25% 15% 27% 55% 28% NA 19.30 25.35 $47,490 $61,540 30%


Police and Detectives2035 44% 44% 23% 43% 54% 11% 45.60 20.48 25.93 $65,180 $82,710 27%

33-1021

First-Line Supervisors of Fire

Fighting and Prevention

Workers

2601 29% 22% 19% 28% 53% 25% 46.40 20.91 24.29 $60,860 $72,670 19%

33-1099

First-Line Supervisors of

Protective Service Workers,

All Other

6898 34% 35% 34% 34% 51% 17% 49.50 26.56 30.14 $41,690 $48,000 15%

33-2021Fire Inspectors and

Investigators1663 NA NA NA 25% 30% 5% NA 26.92 23.09 $47,890 $58,100 21%

33-3021Detectives and Criminal

Investigators10527 50% 64% 58% 55% 72% 17% 43.20 38.23 34.01 $56,500 $79,030 40%

33-3052 Transit and Railroad Police 247 NA NA NA 30% 26% -4% NA 12.13 27.20 $47,370 $58,200 23%

33-9021Private Detectives and

Investigators10658 57% 65% 53% 58% 67% 9% 43.50 40.96 29.63 $36,330 $53,890 48%

33-9031Gaming Surveillance Officers

and Gaming Investigators697 NA NA NA 14% 25% 11% NA 29.56 21.44 $28,470 $31,970 12%

35-1012


Food Preparation and

Serving Workers

244034 13% 18% 15% 15% 36% 21% 34.90 32.75 33.89 $27,480 $31,980 16%

37-1012


Landscaping, Lawn Service,

and Groundskeeping

Workers

4174 17% 25% 22% 20% 57% 37% 45.30 31.10 28.00 $38,230 $45,560 19%


Personal Service Workers30079 30% 35% 31% 31% 41% 10% 42.80 33.79 38.91 $33,430 $38,260 14%

39-9011 Childcare Workers 128061 15% 22% 22% 19% 31% 12% 37.30 32.97 33.75 $17,830 $21,490 21%

41-3011 Advertising Sales Agents 17939 51% 57% 58% 54% 63% 9% 38.60 26.58 33.75 $49,420 $57,440 16%

41-2021 Counter and Rental Clerks 9592 14% 25% 22% 18% 34% 16% 34.60 33.94 47.66 $21,770 $27,130 25%

41-4012

Sales Representatives,

Wholesale and

Manufacturing, Except

Technical and Scientific

569809 NA NA NA 45% 65% 20% NA 31.06 34.32 $53,900 $64,670 20%


Non-Retail Sales Workers69786 41% 47% 40% 42% 65% 23% 46.10 36.54 40.88 $71,420 $82,890 16%


Retail Sales Workers437829 25% 27% 26% 26% 48% 22% 42.70 40.85 37.19 $37,470 $41,450 11%

41-3021 Insurance Sales Agents 69403 47% 49% 50% 48% 40% -8% 45.80 36.73 43.15 $55,680 $63,610 14%

41-9011Demonstrators and Product

Promoters30510 NA NA NA 18% 37% 19% NA 25.00 29.43 $24,960 $28,950 16%

41-9021 Real Estate Brokers 2033 NA NA NA 45% 41% -4% NA 30.20 16.54 $77,850 $82,380 6%

41-3099Sales Representatives,

Services, All Other33835 45% 49% 45% 46% 63% 17% 42.00 38.37 42.60 $53,940 $61,450 14%

41-9022 Real Estate Sales Agents 43155 NA NA NA 45% 45% 0% NA 28.38 32.52 $47,950 $53,140 11%

41-3031

Securities, Commodities,

and Financial Services Sales

Agents

76149 69% 73% 64% 69% 52% -17% 41.70 26.48 31.89 $91,040 $102,510 13%



2013 Total

Postings

(Burning Glass)

%BA+ 40+

(American

Community

Survey 2012)

%BA+ 31-40

(ACS 2012)

%BA+ 18-30

(ACS 2012)

%BA+ Total

(2011 &

2012 ACS)

% 2013 Real

Time Job

Postings

Requiring

Bachelor's

Degree

(Burning Glass)

Credentials Gap

2012 Median

Age

(Bureau of Labor

Statistics)

Average # of

Days to Fill

Postings That Do

Not Require a BA

(Burning Glass)

Average # of

Days to Fill

Postings That

Require a BA

(Burning Glass)

2004 Salary

(BLS)

2013 Salary

(BLS)

Salary %

Change

41-9041 Telemarketers 26487 23% 11% 12% 17% 36% 19% 29.30 28.04 26.66 $23,490 $25,830 10%

41-3041 Travel Agents 4586 35% 41% 43% 36% 36% 0% 52.90 29.19 26.03 $29,650 $37,200 25%

43-3031Bookkeeping, Accounting,

and Auditing Clerks141972 17% 23% 28% 19% 37% 18% 49.70 24.67 27.51 $29,830 $37,250 25%

43-3061 Procurement Clerks 9447 27% 50% 41% 32% 55% 23% NA 22.37 31.80 $31,420 $38,940 24%

43-4011 Brokerage Clerks 3581 27% 65% 65% 41% 40% -1% NA 30.88 27.06 $37,750 $47,760 27%

43-9011 Computer Operators 3372 26% 33% 35% 29% 30% 1% 45.60 27.91 26.90 $32,850 $40,040 22%

43-4031Court, Municipal, and

License Clerks4215 16% 32% 41% 21% 32% 11% 47.60 22.76 20.44 $30,420 $36,850 21%

43-4041Credit Authorizers, Checkers,

and Clerks2466 21% 39% 30% 26% 66% 40% NA 21.20 31.10 $31,520 $35,660 13%

43-4061Eligibility Interviewers,

Government Programs4007 39% 50% 52% 42% 54% 12% 46.10 23.64 29.87 $33,800 $41,910 24%

43-5011 Cargo and Freight Agents 6044 16% 31% 27% 21% 37% 16% NA 33.95 30.40 $35,870 $43,620 22%

43-3099 Financial Clerks, All Other 62 34% 53% 47% 40% 72% 32% 40.70 16.75 11.86 $27,380 $40,590 48%

43-1011


Office and Administrative

Support Workers

140547 32% 36% 37% 33% 62% 29% 45.30 27.49 31.39 $43,990 $53,690 22%

43-4161

Human Resources

Assistants, Except Payroll

and Timekeeping

28337 23% 38% 36% 29% 51% 22% 40.40 21.65 24.02 $32,810 $38,520 17%

43-9041Insurance Claims and Policy

Processing Clerks16833 21% 31% 34% 25% 49% 24% 41.60 24.08 27.93 $30,580 $38,010 24%

43-4111Interviewers, Except

Eligibility and Loan35376 33% 26% 23% 31% 36% 5% 41.30 25.36 25.39 $24,770 $31,660 28%

43-5031Police, Fire, and Ambulance

Dispatchers5562 NA NA NA 12% 27% 15% NA 26.83 27.98 $30,330 $38,960 28%

43-4131 Loan Interviewers and Clerks 13409 20% 28% 41% 26% 26% 0% 40.20 27.05 31.19 $30,680 $36,940 20%

43-9199Office and Administrative

Support Workers, All Other*6290 NA NA NA 31% 41% 10% 42.80 23.26 26.32 $27,380 $34,000 24%

43-3051Payroll and Timekeeping

Clerks24934 16% 25% 28% 19% 43% 24% 47.70 23.91 25.63 $31,240 $39,850 28%

43-6011

Executive Secretaries and

Executive Administrative

Assistants

65046 NA NA NA 19% 65% 46% NA 24.85 27.96 $36,790 $51,870 41%

43-6012 Legal Secretaries 22672 NA NA NA 19% 39% 20% NA 28.01 22.92 $38,280 $45,030 18%

43-5061Production, Planning, and

Expediting Clerks70102 27% 38% 48% 32% 48% 16% 44.10 25.83 31.08 $37,650 $46,390 23%

43-6014

Secretaries and

Administrative Assistants,

Except Legal, Medical, and

Executive

256834 NA NA NA 19% 34% 15% NA 24.12 26.81 $27,160 $34,000 25%

43-9111 Statistical Assistants 4026 24% 45% 46% 33% 57% 24% NA 26.16 27.82 $31,600 $42,530 35%

45-1011


Farming, Fishing, and

Forestry Workers

3394 19% 31% 29% 22% 48% 26% 46.20 36.55 40.99 $38,480 $45,940 19%

45-2011 Agricultural Inspectors 641 NA NA NA 33% 42% 9% NA 56.00 53.00 $33,390 $43,600 31%



2013 Total

Postings

(Burning Glass)

%BA+ 40+

(American

Community

Survey 2012)

%BA+ 31-40

(ACS 2012)

%BA+ 18-30

(ACS 2012)

%BA+ Total

(2011 &

2012 ACS)

% 2013 Real

Time Job

Postings

Requiring

Bachelor's

Degree

(Burning Glass)

Credentials Gap

2012 Median

Age

(Bureau of Labor

Statistics)

Average # of

Days to Fill

Postings That Do

Not Require a BA

(Burning Glass)

Average # of

Days to Fill

Postings That

Require a BA

(Burning Glass)

2004 Salary

(BLS)

2013 Salary

(BLS)

Salary %

Change

45-4011Forest and Conservation

Workers708 26% 32% 13% 22% 39% 17% NA 14.83 17.50 $23,590 $28,860 22%

45-4023 Log Graders and Scalers 280 NA NA NA 3% 72% 69% NA 23.67 35.56 $27,480 $34,090 24%

45-4029 Logging Workers, All Other 1344 NA NA NA 3% 25% 22% NA 29.36 29.33 $29,240 $34,680 19%

47-2161Plasterers and Stucco

Masons263 2% 6% 10% 4% 57% 53% NA 32.00 87.50 $35,270 $41,490 18%

47-1011


Construction Trades and

Extraction Workers

19411 12% 12% 13% 12% 33% 21% 46.30 28.28 61.31 $53,980 $63,860 18%

47-4011Construction and Building

Inspectors9437 25% 29% 33% 26% 30% 4% 51.80 34.57 38.01 $45,460 $56,430 24%

47-4041Hazardous Materials

Removal Workers1995 17% 6% 10% 13% 31% 18% NA 22.49 33.24 $36,480 $42,220 16%

47-5031

Explosives Workers,

Ordnance Handling Experts,

and Blasters

885 19% 5% 3% 8% 30% 22% NA 21.93 27.17 $37,130 $50,310 35%

49-1011


Mechanics, Installers, and

Repairers

49097 13% 17% 16% 14% 48% 34% 47.70 31.92 37.49 $52,700 $63,490 20%

49-2011

Computer, Automated

Teller, and Office Machine

Repairers

28493 24% 29% 24% 25% 48% 23% 40.90 35.70 33.89 $36,580 $38,310 5%

51-3022Meat, Poultry, and Fish

Cutters and Trimmers1541 NA NA NA 3% 34% 31% NA 24.07 33.67 $19,970 $23,850 19%

51-4032

Drilling and Boring Machine

Tool Setters, Operators, and

Tenders, Metal and Plastic

1042 2% 2% 2% 2% 28% 26% NA 28.75 31.60 $30,620 $36,580 19%

51-4062Patternmakers, Metal and

Plastic155 NA NA NA 16% 52% 36% NA 13.60 43.20 $37,840 $42,030 11%

51-1011


Production and Operating

Workers

72117 17% 19% 20% 17% 62% 45% 48.00 32.00 35.95 $47,760 $58,150 22%

51-8031

Water and Wastewater

Treatment Plant and System

Operators

4721 9% 15% 20% 11% 29% 18% 46.90 43.50 53.33 $36,030 $45,070 25%

51-9061Inspectors, Testers, Sorters,

Samplers, and Weighers54232 15% 20% 17% 16% 38% 22% 45.40 29.61 34.53 $31,210 $37,860 21%

51-4071Foundry Mold and

Coremakers170 NA NA NA 2% 43% 41% NA 27.00 NA $29,720 $31,350 5%

51-4081

Multiple Machine Tool

Setters, Operators, and

Tenders, Metal and Plastic

1004 NA NA NA 2% 30% 28% NA 30.23 35.44 $30,960 $35,400 14%

51-5111Prepress Technicians and

Workers3553 10% 16% 29% 14% 34% 20% NA 33.34 37.27 $33,450 $39,150 17%

51-6052Tailors, Dressmakers, and

Custom Sewers5615 NA NA NA 14% 42% 28% NA 24.73 49.25 $24,450 $29,330 20%

51-6061

Textile Bleaching and

Dyeing Machine Operators

and Tenders

367 NA NA NA 7% 33% 26% NA 26.56 28.86 $22,790 $25,710 13%

51-6092Fabric and Apparel

Patternmakers283 NA NA NA 11% 36% 25% NA 16.00 30.50 $33,760 $45,700 35%

51-6099

Textile, Apparel, and

Furnishings Workers, All

Other

3332 NA NA NA 11% 25% 14% NA 30.82 45.86 $22,790 $28,680 26%

51-8011Nuclear Power Reactor

Operators822 NA NA NA 15% 27% 12% NA 46.09 19.86 $63,880 $78,400 23%

51-8012Power Distributors and

Dispatchers162 NA NA NA 15% 43% 28% NA 73.71 45.29 $58,300 $76,580 31%

51-8013 Power Plant Operators 2116 NA NA NA 15% 25% 10% NA 39.55 30.64 $52,030 $67,230 29%



2013 Total

Postings

(Burning Glass)

%BA+ 40+

(American

Community

Survey 2012)

%BA+ 31-40

(ACS 2012)

%BA+ 18-30

(ACS 2012)

%BA+ Total

(2011 &

2012 ACS)

% 2013 Real

Time Job

Postings

Requiring

Bachelor's

Degree

(Burning Glass)

Credentials Gap

2012 Median

Age

(Bureau of Labor

Statistics)

Average # of

Days to Fill

Postings That Do

Not Require a BA

(Burning Glass)

Average # of

Days to Fill

Postings That

Require a BA

(Burning Glass)

2004 Salary

(BLS)

2013 Salary

(BLS)

Salary %

Change

51-8091Chemical Plant and System

Operators364 NA NA NA 7% 46% 39% NA 43.55 67.71 $44,940 $54,690 22%

51-8092 Gas Plant Operators 313 NA NA NA 7% 40% 33% NA 46.33 14.80 $50,660 $62,770 24%

51-9021

Crushing, Grinding, and

Polishing Machine Setters,

Operators, and Tenders

991 NA NA NA 4% 39% 35% NA 39.33 41.24 $28,490 $34,040 19%

51-9051

Furnace, Kiln, Oven, Drier,

and Kettle Operators and

Tenders

379 7% 0% 11% 6% 25% 19% NA 33.19 36.08 $31,360 $37,320 19%

51-9083Ophthalmic Laboratory


51-9141 Semiconductor Processors 512 NA NA NA 3% 25% 22% NA 44.38 29.44 $30,070 $36,070 20%

51-9151

Photographic Process

Workers and Processing

Machine Operators

6894 23% 32% 24% 25% 39% 14% 30.90 28.13 38.37 $23,010 $27,410 19%

51-9198Helpers--Production

Workers11531 9% 11% 5% 8% 29% 21% 35.40 36.73 31.08 $21,530 $25,070 16%

53-2021 Air Traffic Controllers 2792 NA NA NA 33% 44% 11% NA 28.26 37.76 $99,710 $118,650 19%

53-2022Airfield Operations

Specialists3747 NA NA NA 33% 59% 26% NA 24.63 28.58 $42,050 $52,190 24%

53-4099Rail Transportation Workers,

All Other455 NA NA NA 6% 30% 24% NA 15.83 34.33 $40,680 $59,110 45%

53-5021Captains, Mates, and Pilots

of Water Vessels2924 NA NA NA 13% 55% 42% NA 22.27 37.08 $52,230 $75,580 45%

53-5031 Ship Engineers 304 NA NA NA 13% 70% 57% NA 9.00 58.50 $57,830 $75,650 31%

53-6041 Traffic Technicians 1602 NA NA NA 9% 30% 21% NA 23.88 45.93 $35,600 $43,920 23%

53-6099Transportation Workers, All

Other631 NA NA NA 9% 47% 38% NA 31.38 42.53 $33,510 $34,400 3%


Burning Glass Technologies One Faneuil Hall Market, 4th Floor

Boston, MA 02109 +1 (617) 227-‐4800

www.burning-‐glass.com @Burning_Glass


One-Step Academic Program Proposal/Approval Form

RACAA Review July 16; Adopted August 30; Finalized October 3, 2016, USG System Office, MVMM 22

APPENDIX B

For Word version of Program Proposal: Please see separate PDF attachment labeled

AugustaUniversity_ProgramProposal_BA_IntegratedStudies_AppendixB.pdf.

For PDF version of Program Proposal: Appendix follows this page.

January 11, 2015 Dr. Martha Venn Deputy Vice Chancellor for Academic Affairs University System of Georgia Re: Bachelor of Arts in Integrated Studies Dear Dr. Venn,

I am delighted to write this letter of support for the Bachelor of Arts in Integrated Studies degree program proposed by the Pamplin College of Arts, Humanities, and Social Sciences at Augusta University. I have been a strong supporter of the proposed program since its inception and believe that it embodies the guiding collaborative principles embedded in the Institution's academic planning philosophy. I recognize that the transformative influence of integrating multiple areas of interest is critical to the academic as well as personal development of our current and future students. On almost every list describing college majors most frequently chosen by students, business administration is listed near the top. However, we recognize at the Hull College of Business that many of our graduates leverage their business degrees to pursue other interests. The BA in Integrated Studies would allow this integration of interests to be formalized and organized in a way in which it meets both student and workforce need. Using the course offereings from the Hull College of Business, students will be able to leverage a foundation in business to pursue other fields in the Arts or Sciences.

It is our fervent aspiration that the Bachelor of Arts in Integrated Studies degree program becomes part of the academic portfolio here at Augusta University. We are encouraged that a collective investment into our students completing their academic endeavors and pursuing their dreams will translate into substantial returns. Sincerely,

Mark Thompson, PhD Dean and Professor Hull College of Business

COLLEGE OF SCEINCE AND MATHEMATICS Office of the Dean Mailing Address: 1120 15th Street Augusta, Georgia 30912

Office Address: 2500 Walton Way, AH E323 Augusta, Georgia 30904

T (706) 729-2260 Email [email protected]

Augusta.edu

2015-01-13

Dr.MarthaVennDeputyViceChancellorforAcademicAffairsUniversitySystemofGeorgia

Re:BachelorofArtsinIntegratedStudies

DearDr.Venn,

IamwritingonbehalfoftheCollegeofScienceandMathematicsinsupportoftheBachelorofArtsinIntegratedStudiesdegreeprogramproposedbythePamplinCollegeofArts,Humanities,andSocialSciencesatAugustaUniversity.WebelievethereiscompellingdemandforthisprogramandareexcitedabouttheopportunitytocontributeintellectuallytotheProgram'ssuccess.OurCollegewaspartoftheveryearlydiscussionsregardingtheProgramandiswell-informedonthewaysinwhichtheCollegeswillworktogether.

AsAugustaUniversityisthehubfortheeducationofhealth-carepractitionersintheStateofGeorgia,ourinstitutionattractsmanystudentsdesiringtobephysicians,dentists,nurses,orotheralliedhealthprofessionals.Whilemanyofthesestudentsreceivetheirpre-healthsciencesfoundationintheCollegeofScienceandMathematics,somestudentsbecomeinterestedinotherareasanddesiretotracktheiracademicfocustothoseinterests.TheBAinIntegratedStudieswouldenablesuchstudentstocomplementtheirscienceinterestswithpursuitsinthearts,humanitiesandsocialsciencesinwaysthatpositionthemforindividualizedcareerpaths.

WebelievethatthedevelopmentoftheBachelorofArtsinIntegratedStudiesdegreeprogramrequirestheattentiveleadershipandforwardthinkingthatthePamplinCollegehastheopportunitytodemonstrateforitsstudents.Itisavitalandnecessarycomponentofthestudent-centereddirectionofAugustaUniversity.

Yourstruly,

JohnC.Sutherland,PhDProfessorofPhysicsandInterimDeanCollegeofScienceandMathematics

Mailing address: Office Location: Telephone: (706) 737-1499 1120 15th Street University Hall 345 Fax: (706) 667-4706 Augusta, GA 30912 Augusta, GA 30904 augusta.edu

AUGUSTA UNIVERSITY

College of Education Office of the Dean

January 12, 2015

Dr. Martha Venn

Deputy Vice Chancellor for Academic Affairs

University System of Georgia

Re: Bachelor of Arts in Integrated Studies

Dear Dr. Venn,

It is with great enthusiasm that I confirm my full support for the Bachelor of Arts in Integrated

Studies being proposed by Augusta University. The program will provide tremendous academic

growth opportunities for both our existing and future students. The College of Education will be

a contributor as well as a recipient of the benefits of this program as I envision many of the

customized programs of study will involve various aspects of our course offerings.

I am inspired and appreciative of the leadership of the Pamplin College of Arts, Humanities, and

Social Sciences on the interdisciplinary and collaborative approach demonstrated in the creation

of this degree program. I am equally impressed with the student-focused program of study

which has been developed by Pamplin's curriculum committee. This kind of model for academic

programming will move Augusta University closer to its vision of being a destination of choice

for students and its mission of providing leadership and service.

We look forward to working with the Pamplin College and the rest of the Augusta University

academic community in this very important degree offering. I am confident that our efforts will

yield great success for our students and contribute significantly to the forward direction of our

Institution.

Sincerely,

Zach Kelehear, Ed.D.

Dean and Professor

College of Education

Augusta University

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