Criteria for Review 2.2

All degrees - undergraduate and graduate - awarded by the institution are clearly defined in terms of entry-level requirements and in terms of levels of student achievement necessary for graduation that represent more than simply an accumulation of courses or credits.

Baccalaureate programs engage students in an integrated course of study of sufficient breadth and depth to prepare them for work, citizenship, and a fulfilling life.  These programs also ensure the development of core learning abilities and competencies including, but not limited to, college-level written and oral communication; college-level quantitative skills; information literacy; and the habit of critical analysis of data and argument.

Links to Evidence and Related Topics

• The chain of; definitions of requirements contained in Title 5, Executive Order 595, Executive Memorandum 99-05, the General Education MOU as documented under Criterion 2.1 plus the components in degree and General Education program (including Cultural Diversity) are indicated in the University Catalog.
• Major Academic Plans exist for all programs
• Entry-Level Mathematics (ELM) 2001-2006 Success Rate Report
• English Placement Test (EPT)
• 2001-2006 EPT and ELM passing rates
• Mathematics is a separate required course in the General Education core
• Executive Order-665 for writing and math requirements
• Math pre-testing for calculus (calculus readiness test)
• Upper Division Theme prerequisite requirements - prior completion of General Education Core and aggregate completion of 45 units prior to enrolling in the theme
• Writing Proficiency courses in the major
• Articulation/Agreements with Other Institutions
• Community College partnerships:
  • Regional and Continuing Education and Shasta College - Professional Master in Business Administration
  • McConnell Foundation grant for CSU, Chico and Shasta College partnership

In addition, baccalaureate programs actively foster an understanding of diversity, civic responsibility, the ability to work with others, and the capability to engage in lifelong learning.

Links to Evidence and Related Topics

• Executive Memorandums
• NSSE data  Questions 1e, 1u, 1v, 7e, 7f, 10c, 11l --Full Report on Findings Available from Institutional Research
• General Education Diversity Requirement
• Disabilities
• Gender/Ethnic
• Students employed in research

Baccalaureate programs also ensure breadth for all students in the areas of cultural and aesthetic, social and political, as well as scientific and technical knowledge expected of educated persons in this society.  Finally, students are required to engage in an in-depth, focused, and sustained program of study as part of their baccalaureate programs.

Links to Evidence and Related Topics

• Admissions:
  • To find out about undergraduate requirements, students can start by logging on to the CSU, Chico Admissions web-site.  This site also lists specific information related to new, transfer, international and returning students.
  • The University Catalog provides a clear description of what an undergraduate degree is comprised of and a description of each college.
• CSU, Chico Website:
  • The Program Search engine lists 100 undergraduate majors and options and allows selection of a degree which links to the department web-page.  At the department web-site, all of the entry requirements and specific degree requirements are listed.  In addition, this site also lists MAPs (four year plans) and who the major advisors are for each degree.
  • Departmental web pages
  • Department Advising Programs: 
    • School of Education
    • School of Nursing
    • College of Business
    • Department of Computer Science
    • Department of Electrical and Computer Engineering
    • Graduate School
  • Getting Connected
  • On-line Advising
• University Catalog:
  • Accredited programs (to review individual program self study reports, visitation reports and accrediting agency letters in .PDF format, click here)
  • University Catalog describes academic offerings and colleges, schools and departments

Graduate programs are consistent with the purpose and character of their institutions; are in keeping with the expectations of their respective disciplines and professions; and are described through nomenclature that is appropriate to the several levels of graduate and professional degrees offered.  Graduate curricula are visibly structured to include active involvement with the literature of the field and ongoing student engagement in research and/or appropriate high-level professional practice and training experiences.  Additionally, admission criteria to graduate programs normally include a baccalaureate degree in an appropriate undergraduate program.

Links to Evidence and Related Topics

• University catalog provides the details of entrance requirements (both hard copy and electronic, web-based version)
• University catalog spells out the requirements for obtaining the master's degree (levels of achievement necessary): minimum 3.0 GPA in all program coursework, minimum grades required in specified courses (gateways), minimum of 60% of coursework must be in stand-alone graduate level courses, successful completion of a culminating activity required of all master's students.  
• A Guide to Graduate Studies: Policies, Procedures, and Format, the "Grad Handbook" (produced by Graduate School) lays out requirements for culminating activities, emphasizing the thesis and project.
• Departmental graduate program guides (handbooks) specify departmental requirements and expectations (produced by some departments)
• Thesis editor reviews all theses and projects and advises students who are writing theses or projects.