DOCUMENT RESUME

ED 365 250 HE 027 043

TITLE A Study of Physical Education Courses.INSTITUTION Oklahoma State Regents for Higher Education, Oklahoma

City.PUB DATE 28 May 93NOTE 48p.

PUB TYPE Reports Evaluative/Feasibility (142)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Bachelors Degrees; *College Credits; College

Students; Credit Courses; Degree Requirements;*Educational Policy; Graduation Requirements; HigherEducation; Operating Expenses; *Physical Education;State Colleges

IDENTIFIERS *Oklahoma

ABSTRACTA review of Oklahoma State higher education

institutions' awarding of academic credit fo- physical education (PE)courses and the state funding of such courses evaluated currentpractice and policy and made recommendations for change. The reviewexamined the use of such courses as they relate to graduationrequirements, national standards for awarding credit for physicaleducation, the direct costs of physical education activity courses,and the physical education activity course credit hour production.Central to the review was a study of physical education courses forbachelor's degrees for spring 1992 which used the State Regents'Unitized Data System to run listings of all courses taken in she past6 years for the 11,441 students graduating in spring 1992. Resultsindicated that students do not use physical education courses toartificially inflate their grade point averages, to qualify forgraduation, or to the exclusion of other courses considered to havegreater academic content. Cost analysis showed a net per student costcf $1,470 for physical education. Five policy recommendations adviseexcluding or limiting the counting of physical education credits fromseveral requirements. Appe:.idixes contain policy statements onretention and requirements for bachelors degrees at stateuniversities; a table of PE course requirements by institution; and atable showing direct costs of PE courses. (JB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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TABLE OF CONTENTS

Page

Executive Summary - Purpose and Scope of Study i

A Study of Physical Education Courses 1

I. State Regents' Policy Parameters 1

II. National/Regional Practices 2

III. Oklahoma Institutional Practices 2

IV. A Review of the Use of Physical Education Courses forBachelor's Degrees for Spring 1992 4

A. Methodology 4

B. Survey Results 4

V. 1991-92 Physical Education Activity Course Cost Data 6

VI. Student Credit Hour Production 7

Policy Recommendations 7

Tables 8

Appendices 10

A STUDY OF PHYSICAL EDUCATION COURSES

EXECUTIVE SUMMARY

PURPOSE AND SCOPE OF STUDY

While the State Regents recognize and encourage the development of healthy lifestylesincluding good physical fitness, the State Regents have expressed concern about the awardingof academin credit and the state funding of physical education activity courses. This concernis consigteLt with the State Regents' commitment to focus scarce resources on core academicprograms and courses central to higher education's mission.

This study addresses both issues: academic credit and state funding of physical educationactivity courses. The report details the use of such courses as it relates to graduation'requirements as well as the national standard or benchmark for the awarding of credit forsuch courses. Additionally, the study addresses the direct costs of physical education activitycourses and the student fees received from these courses. The report also details the physicaleducation activity course credit hour production. Proposed policy revisions are listed at theend of the study.

State Regents' Policies:

Three State Regents' policies address the issue of academic credit for physicaleducation activity courses:

The General Education Policy (11-2-79) has as an objective "good physicalhealth habits" and lists such courses;

The Associate Degree Requirement Policy (11-2-17) specifically excludes suchcourses in the credit hours required for graduation;

The Bachelor Degree Requirement Policy (11-2-79) does not exclude suchcourses in the credit hours required for graduation.

National/Regional Practices:

The vast majority of institutions at all tiers permits physical education activitycourses to count toward degree requirements;

Most of the comprehensive universities do not require physical education activitycourses for graduation; most permit such courses to count toward the degrees; someinstitutions limit the number of credit hours, ranging from four to ten hours;

The majority of the regional institutions requires one to four hours of physicaleducation activity courses and has no limit on the number of such courses whichcount toward graduation;

The community colleges generally require physical education activity courses anddo not limit the number of such courses that count toward degrees;

All institutions offering such courses fund them in the same manner that all othercourses are financed.

Oklahoma Institutional Practices:

he majority of institutions requires physical education courses for graduation,ranging from one to four hours. These hours are over and above the State Regents'120 credit hour requirement for graduation.

Review of Use of Physical Education Courses for Bachelor's Degrees Spring 1992(numbers and percentages include all physical education courses, not just activity):

Just over half of graduates completed no physical education courses; 29 percent took1 - 2 courses; and 13 percent took - 4 courses;

93 percent of the graduates completed four or fewer physical education courses;

Just over four percent (500 students) of graduates took seven or more physicaleducation courses;

Excluding physical education majors, just over two percent (250 students) ofgraduates took seven or more physical education courses;

Almost four percent of graduates completed 13 or more credit hours of physicaleducation courses;

Excluding physical education majors, about 1.6 percent of graduates completed 13or more credit hours of physical education;

It does not appear that graduates are unduly using physical education courses,either activity or lecture, to artificially inflate their grade point averages to qualifyfor graduation or to the exclusion of other courses considered to have greateracademic content.

Physical Education Activity Course Cost Data:

For the academic year 1991-92, the total state appropriated direct costs for physicaleducation activity courses were approximately $2.9 million, or less than one-half ofone percent of the total state appropriated budget for higher education.

This total direct cost of $2.9 million is one percent of the total cost of all curseswhich amounts to $244.7 million.

The total direct cost of physical education activity courses of $2.9 million was offsetby student fees received for these courses of $1.1 million; therefore, the net directcost was $1.72 minim..

ii

Credit Hour Production of Physical Education Activity Courses:

For the academic year 1991-92, 35,182 physical education activity course credithours were produced. This represents approximately one percent of the total coursecredit hours produced of 3,230,582.

Of the total physical education courses, less than half (46.7 percent) were activitycourses.

For the academic year 1991-92, physical education activity course credit hoursproduced 1,173 FTE students. This represents one percent of the total FTE of109,969.

Policy Recommendations:

Exclude the counting of physical education activity credit in the 120 hours for abachelor's degree;

Exclude the counting of physical education activity credit in the 40 hours generaleducation requirement;

Exclude the counting of physical education activity credit in the 40 hours upper-division course requirement;

Exclude the counting of physical education activity credit in the minimum of a 2.0grade point average for graduation;

Exclude the counting of physical education activity credit in the retention GPArequirement.

i i i0

A STUDY OF PHYSICAL EDUCATION COURSES

While the State Regents recognize and encourage the development of healthy lifestylesincluding good physical fitness, in recent years, the Regents have expressed concern aboutthe awarding of academic credit and the state funding of physical education activity courses.Thus, staff has attempted to determine the use, or possible abuse, of such courses as itrelates to graduation requirements as well as the national standard or benchmark for theawarding of credit and funding of such courses. The report which follows is divided into sixsections: 1) State Regents' Policy Parameters; 2) National/Regional Practices; 3) OklahomaInstitutional Practices; 4) A Review of the Use of Physical Education Courses for Bachelor'sDegrees for the Spring of 1992; 5) 1991-92 Physical Education Activity Course Cost Data;and 6) Student Credit Hour Production. Proposed policy revisions are detailed at the end ofthe study.

I. State Regents' Policy Parameters:

Three State Regents' policies address the issue of academic credit for physical educationactivity courses (see Appendix A for copies of the policies):

1) Policy Statement on Requirements and St dan ards for Awarding Bachelor's Degreesat Colleges and Universities of the State System (11-2-79):

One of the eight basic objectives of general education detailed in the policy states,"To help students develop and maintain good mental and physical health habitsand life-styles." (11-2-81)

The policy continues by identifying components by which the general educationobjectives may be realized. The policy suggests that study in such disciplines as"...Health and Physical Education, Nutrition and Developmental Psychology"might be helpful in furthering the objective of "the ability to participate in thrworld of nature.... the development and maintenance of health-related activities thatare lifelong." (11-2-82)

2) Policy Statement on the Articulation of Students Among Institutions in TheOklahoma State System of Higher Education (11-2-17):

In the Standards for Arts and Sciences Associate Degrees, the policy states thatstudents must achieve a grade point average of 2.0 as a minimum "...excludingphysical education activity courses or military science courses." (11-2-17)

3) Policy Statement on Requirements and Standards for Awarding Bachelor's Degreesat Colleges and Universities in the State System (11-2-79):

The standards for the awarding of a bachelor's degree require a minimum of 120hours of course work. Unlike the associate of arts or the associate of sciencedegrees, physical education activity and military science courses are not excluded.(I -2 -84)

II. NationallRegional Practices:

Staff conducted a phone survey of comprehensive, four-year, and two-year collegesoutside the state of Oklahoma to ascertain the use of physical education activity coursestoward degree requirements. The questions asked included: 1) are physical educationactivity courses a degree requirement; 2) does the institution limit the number ofphysical education activity courses that may count toward a degree as electives; and 3)how are such courses funded. (It is understood that limits on physical education activitycourses are subject to the total number of degree hours required and the number ofelective course hours within the total degree requirements.)

Appendix B details the survey responses. By way of summary, 41 of the 43 institutionsqueried permit physical education activity courses to count toward degree requirements.Of the 15 comprehensive universities surveyed, most did not require a physicaleducation activity course for graduation. However, all of the research universitiespermitted such courses to be counted toward graduation with two institutions limitingthe acceptance of such credit to transfer students or to students majoring in kinesiology;nine cf the institutions had no set institutional limit on the number of physicaleducation activity courses which could be counted toward a degree, although somespecific academic programs had limits. The institutions with credit hour limits rangedfrom four to ten hours.

Of the 14 four-year universities surveyed, 11 schools required one to four hours ofphysical education activity courses. Eight of the universities had no institutional limiton the number of physical education activity courses that were acceptable towardgraduation. One institution, Evergreen State College in Washington, had norequirement for and did not accept physical education activity courses.

Community colleges generally required physical education activitycourses and did notlimit the number of such courses that count toward degrees. Only three of the 14colleges queried had no physical education activity course requirement. Four of thecolleges had a limit on the number of physical ed ucation activity courses which maycount toward degrees, which ranged from two to four hours.

In responding to the question about how physical education activity courses are funded,all institutions offering such courses fund them in the same manner that all othercourses are financed. The physical education activity courses are subsidized with statemonies.

hi. Oklahoma Institutional Practices:

The majority of Oklahoma institutions requires physical education courses in therespective degree programs. Only six of the 25 institutions (excluding the UniversityCenter at Tulsa) do not have such a requirement: The University of Oklahoma,Oklahoma State University, Connors State College, Northeastern Oklahoma A&MCollege, Oklahoma City Community College, and Tulsa Junior College. The otherinstitutions require one to four hours.

2

A snapshot of the physical education requirements looks like this:

Physical EducationInstitution Course Requirement

OU none

OSU none

UCO 2 hrs. activity2 hrs. other (wellness,

military science)

ECU 2 hrs. Health, Physical 41 hoursEducation, &Recreation

Total Gen. Educ.Course Requirement

41-51 hours

40 hours

44 hours

NSU 1 hr. activity 40 hours3 hrs. health

NWOSU 3 hrs. activity 54 hours6 hrs. electives

SEOSU Health, Physical 50 hoursEducation (notstipulated as required,a guided elective)

SWOSU 4 hrs. activity 47 hours

Cameron 4 hrs. activity 50 hours

Langston 2-4 hrs. Health, 50 hoursPhysical Education

Panhandle 2 semesters activity 50 hoursfor 2 hrs.

USA() 3 hrs. Health, Physical 52 hoursEducation, &Recreation

Carl Albert 2 hrs. Health, Physical 40 hoursEducation

Redlands 2 hrs. activity 39 hours

Murray 2 hrs. Physical 41 hoursEducation

Rogers 2 hrs. activity 40 hours2 hrs. hygiene/first aid

Rose State 2 hrs. activity 39 hours

Eastern 2-4 hrs. Health, 42 hoursPhysical Education, &Recreation

Western 2 hrs. Physical 40 hoursEducation

3

Physical Education Total Gen. Educ.Institution Course Requirement Course Requirement

Seminole 2 hrs. Physical 41 hoursEducation

Connors none 37 hours

NOC 2 hrs. Physical 39 hours/Education

NEOAMC none 37 hours

OCCC none 37 hours

TJC none 37 hours

In reviewing the total general education course requirement column, please note that for abachelor's degree 40 hours are required; for an associate degree 37 hours are required.

It is important to note that, with only is& ated exceptions, the minimum number ofhours required for a bachelor's degree at aach of the baccalaureate degree grantinginstitutions is 124 hours - four hours above the State Regents' policy minimum.

IV. A Review of the Use of Physical Education Courses for Bachelor's Degrees forSpring 1992:

A. Methodology

Unitized Data System staff ran listings of all courses taken in the past six yearsrespectively for the 11,441 students graduating with bachelor's degrees in thespring of 1992. From this total list of courses by graduate by institution, thephysical education courses (not just activity courses) were tallied by student. Thephysical education courses use the Hegis code 0835; it was not possible to isolatethe activity courses from the other physical education courses. To offer ascomplete a picture as possible, a "system search" was conducted on transferstudents of all Oklahoma institutions previously attended to pick up any physicaleducation courses. Similarly, for the approximately 10 percent of students withoutsocial security numbers, a search was conducted to pick up student IDs; suchstudents are generally from outside the United States.

B. Survey Results

Tables 1, 2, 3, and 4 attached detail the survey's results. Tables 1 and 2 list thenumbers of bachelor's degree graduates by tier divided into the numbers andpercentages of physical education courses. The tables' breakdown is zero physicaleducation courses; 1 - 2 physical education courses; 3 - 4 physical educationcourses; 5 - 6 physical education courses; 7 - 10 physical education courses; andmore than 10 physical education courses. The difference between Table 1 andTable 2 is the students graduating with degrees in physical education have beenomitted from Table 2.

4 9

Just over half of the students graduating in the spring completed no physicaleducation courses during their six years of study; 29 percent took 1 - 2 courses;and 13 percent took 3 4 courses. Totaling these three columns shows that 93percent of the graduates completed four or fewer physical education courses intheir college careers (defined as the past six years for this study). Just over fourpercent (500 students) took seven or more physical education courses (see Table1).

Excluding the physical education majors greatly reduces the numbers andpercentages of graduates completing seven or more physical education coursesduring their college careers. The four percent of graduates taking seven or morephysical education courses in Table 1 was reduced to just over two percent ofgraduates when the physical education majors were excluded; the student numbersdropped by half, from 500 to 250 students (see Table 2).

Tables 3 and 4 list the numbers of bachelor's degree graduates by tier divided intothe numbers and percentages of physical education credit hours. The tables'breakdown is zero physical education credit hours; 1 - 3 credit hours; 4 - 6 credithours; 7 - 9 credit hours; 10 - 12 credit hours; and greater than 12 physicaleducation credit hours. The difference between Table 3 and Table 4 is thestudents graduating with degrees in physical education have been omitted fromTable 4.

Again, just over half of the students graduating in the spring completed nophysical education credit hours during the six years of the study; 29 percent took1 - 3 credit hours; and 13 percent completed 4 - 6 credit hours of physicaleducation courses. Totaling these three columns shows that 93 percent of thegraduates completed six or fewer physical education credit hours. This percentageis consistent with the 93 percent of the graduates with four or fewer physicaleducation courses in Table 1. Almost four percent of the graduates completed 13or more credit hours of physical education courses (see Table 3).

As in Table 2, excluding the physical education majors greatly reduces the numberand percentage of graduates completing greater that 12 physical education credithours during their college careers. About 1.6 percent of graduates (180 students)tuck 13 or more credit hours of physical education (see Table 4).

In re vic4wing the tables, it appears that the number and percentage of studentsgraduating with no physical education courses are high given that the majority ofbaccalaureate degree granting institutions requires physical education activity coursesfor graduation. One explanation for what appears to be a discrepancy is that thetransfer student with an associate of arts or science degree has, by State Regents'policy, fulfilled his/her lower division general education requirements. Thus, such astudent would not be required to complete the physical education activity courses forthe bachelor's degree.

Institutional academic officers indicate that there are other explanations as well. Someof the universities substitute marching band for physical education activity course

5

requirements; many of the schools allow adult students to substitute other courses forthe requirement; military science courses will usually substitute; and studentstransferring from private or out-of-state schools with 1 per division general educationrequirements satisfied are not required to complete physical education activity courses.

The numbers and percentages of graduates completing an excessive number of physicaleducation courses/credit hours appear to be minuscule. To repeat, the numbers andpercentages of students detailed above include all physical education courses, not justthe so-called "activity" courses. Thus, the numbers and percentages are higher thanthey would be if it were possible to isolate the activity courses. In summary, it does notappear that students are unduly using physical education courses, either activity orlecture, to artificially inflate their grade point averages to qualify for graduation or tothe exclusion of other courses considered to have greater academic content.

V. 1991-92 Physical Education Activity Course Cost Data

Given the State Regents' interest in the funding of physical education activity courses,the costs of such courses for the 1991-92 academic year are included in this study.Appendix C details the direct cost in state appropriated funds for 1991-92 for physicaleducation activity courses by tier.

The total system direct cost in state appropriated funds far physical education activitycourses for the academic year was $2,855,571. The comprehensive universities spent$142,315 (5 percent); the regional schools totaled $1,544,081 (54 percent); and thecommunity colleges expended $1,169,175 (41 percent).

The total system direct cost in state appropriated expenditures for physical educationactivity courses for the 1991-92 academic year of $2,855,571 compares to total systemdirect cost of all courses of $244,689,869.' The physical education activity course costsare one percent of the total course costs.

The total direct cost of physical education activity courses of $2,855,571 was offset bystudent fees collected for these courses totalling $1,131,859. The comprehensiveuniversities collected $91,935; the regional universities received $649,320; and $390,604went to the community colleges. The system's net direct cost of the physical educationactivity courses was approximately $1.72 million.

Taking the direct cost of the physical education activity courses, $2,855,571, subtractingthe revenue received, $1,131,859, yields a not student FTE cost of $1,470. The netcost/FTE breakdown by tier is as follows: comprehensive universities - $740; regionaluniversities - $1,561; and community colleges - $3,165.

'This cost figure is from 1990-91, because data were not readily available for 1991-92.

6

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VI. Student Credit Hour Production:

For the academic year 1991-92, 35,182 physical education activity course credit hourswere produced. This represents approximately one percent of the total course credithours of 3,230,582 (see Appendix C). The regional universities produced the mostphysical education activity courses credit hours - 17,196; followed by the communitycolleges - 15,943; and the comprehensive universities - 2,043. Only 0.2 percent of thetotal credit hours generated were physical education activity courses at OU and OSU;1.4 and 1.5 percent of the total credit hours produced were physical education activitycourses at the regional and community college tiers, respectively.

Of the total physical education courses, less than half (46.7 percent) were activitycourses. The breakdown by tier is 28.6 percent at the comprehensive institutions; 40.2percent at the regional schools; 62.4 percent at the two-year colleges.

For fiscal year 1992, physical education activity course credit hours produced 1,173 FTEstudents. This represents approximately one percent of the total FTE of 109,969. Thecomprehensive universities generated 68 FTE students via the physical educationactivity courses compared to a total FTE of 33,322; the regional universities averaged573 FTE students using the physical education activity courses compared to a total FTEof 41,281; and the community colleges generated 531 FTE students with the physicaleducation activity courses compared to a total FTE of 35,366.

Policy Recommendations:

Exclude the counting of physical education activity credit in the 120 hours for a bachelor'sdegree;

Exclude the counting of physical education activity credit in the 40 hours general educationrequirement;

Exclude the counting of physical education activity credit in the 40 hours upper-divisioncourse requirement;

Exclude the counting of physical education activity credit in the minimum of a 2.0 gradepoint average for graduation;

Exclude the counting of physical education activity credit in the retention GPA requirement.

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1 G

APPENDIX A

10 I 8

DRAFT4-30-93

(RETENTION POLICY)Replaces 11-2-46.4

3-93

completed in the fall of 1993, a student must maintain a 2.0 cumulative GPA for theduration of his/her college experience with the exception of freshmen on academicnotice and academic probation.

Fall 1991.--A student will be placed on academic probation if s/he fails to meet thefollowing requirements:

CumulativeCredit Hours Attempted GPA Requirements

12 through 60 semester credit hours 1.7Greater than 60 semester credit hours 2.0

Freshman students, 30 or fewer credit hours, with a GPA of 1.7 to lessthan 2.0 will be placed on academic notice.

Fall 1992.A student will be placed on academic probation if s/he fails to meet thefollowing requirements:

CumulativeCredit Hours Attempted GPA Requirement'

6 through 45 semester credit hours 1.7Greater than 45 semester credit hours 2.0

Freshman students, 30 or fewer credit he-- with a GPA of 1.7 to lessthan 2.0 will be placed on academic notice.

Fall 1993.--A student will be placed on academic probation if s/he fails to meet thefollowing requirements:

CumulativeCredit Hours Attempted GPA Requirement'

0 through 30 semester credit hours 1.7Greater than 30 semester credit hours 2.0

Freshman students, 30 or fewer credit hours, with a GPA of 1.7 to less than 2.0 willbe placed on academic notice.

Any student not maintaining satisfactory progress toward his/her academic objectiveas indicated above will be placed on probation for on J semester. At the end of thatsemester, s/he must have a semester GPA of 2.0 in regularly-graded course work, notto include activity or performance courses, or meet the minimum cumulative GPA

9All courses in which a student has a recorded grade will be counted in the calculation of the grade-point average forretention purposes excluding any courses repeated or reprieved as detailed in the State Regents' Grading Policy .and excludingremedial/developmental (pre-college) courses. In 1994, the retention GPA will also exclude physical education activity courses.

11

DRAFT5-18-93

11-2-79

POLICY STATEMENT ON REQUIREMENTS AND STANDARDSFOR AWARDING BACHELOR'S DEGREES AT COLLEGES

AND UNIVERSITIES OF THE STATE SYSTEM

Article XIII-A of the Constitution of Oklahoma provides that the Oklahoma StateRegents for Higher Education "shall constitute a coordinating board of control for allState institutions. . . with the following specific powers: (1) it shall prescribestandards of higher education applicable to each institution; (2) it shall determine thefunctions and courses of study in each of the institutions to conform to the standardsprescribed; and (3) it shall grant degrees and other forms of academic recognition forcompletion of the prescribed courses in all of such institutions. . ." In order to carryout these constitutional responsibilities, the State Regents hereby adopt this policystatement establishing guidelines, criteria, and standards for use by State Systeminstitutions in developing baccalaureate programs for which degrees will be conferredupon students satisfactorily completing prescribed courses of study.

PART I. DEFINITIONS AND GUIDELINES

The bachelor's degree is an academic title conferred on an individual, usually by aninstitution of higher education, in recognition of the successful completion of a three-orfour-year course of study. The title is typically awarded upon recommendation by thefaculty of the college or university conferring the degree.

The baccalaureate program is comprised of three separate parts: general education,specialized education, and elective elements. In a typical program, the three parts willbe approximately equal in length, which means that about one-third of the studentcredit hours required for the degree will be devoted to each of the three parts orsegments. In a traditional bachelor's degree program, the part devoted to generaleducation will predominate, whereas in a professional program, specialized courses willconsume a larger share of the total hours required for the degree.

1. Types of Degrees

The Oklahoma State Regents for Higher Education recognize threetypes of baccalaureate degrees: the Bachelor of Arts degree is awardedfor successful completion of a program of study that is primarily liberalarts and sciences; the Bachelor of Science degree is awarded forsuccessful completion of a program of study designed to lead tograduate study or to entry into a particular profession; the Bachelor of(Specialty) degree is awarded for successful completion of a programof study of a conservatory or studio nature, or that is designedprimarily for entry into a professional or occupational field. It isconceivable that an institution might offer more than one degree in adiscipline.

Undergraduate degrees are to be distinguished as follows by theminimum amount of liberal arts and sciences required for each degreetype described below.

A. At least 80 semester credit hours (or the equivalent) of thecourse work for the Bachelor of Arts (BA) degree shall be inthe liberal arts and sciences;

B. At least 55 semester credit hours (or the equivalent) of thecourse work for the Bachelor of Science (BS) shall be in theliberal arts and sciences;

12t1

II -2-80

C. At least 40 semester credit hours (or the equivalent) of thecourse work for the Bachelor of Applied Science, Bachelor ofApplied Arts, Bachelor of Technology and Bachelor of(Specialty) shall be in the liberal arts and sciences. TheBachelor of (Specialty) is restricted to a small number of fieldsin which traditional national practice or demands of the fieldor discipline require that the degree title include the name ofthe profession or discipline.

2. Liberal Arts and Sciences

The liberal arts and sciences are defined as those traditional fields ofstudy in the humanities; social and behavioral sciences;communication; natural and life sciences; mathematics; and thehistory, literature and theory of the fine arts (music, art, drama,dance). Courses whose primary purpose is directed toward specificoccupational or professional objectives, or courses in the arts whichrely substantially on studio or performance work are not considered tobe liberal arts and sciences for the purpose of this policy. Coursesrequired for the General Education Program are not necessarilysynonymous or mutually exclusive with the Liberal Arts and Sciences.

An institution may determine the content and distribution of courseswithin the bounds of these guidelines and may adopt such additionalrequirements (e.g., foreign language competence for the B.A.). Suchadditional degree requirements must be approved by the OklahomaState Regents for Higher Education and be published in the officialcatalog of the institution.

PART 11. A POLICY FRAMEWORK FOR THE DEVELOPMENT OFGENERAL EDUCATION

The following section seeks to identify the meaning and parameters of generaleducation within The Oklahoma State System of Higher Education. In accomplishingthis goal, concern is given to: (1) General education through common goals andpurposes; (2) A recognition of the desirability of developing general education programswhich fit the individual needs of the several institutions; and (3) An awareness of theneed for articulating the relationship and scope of general education in terms oftransfer from the two-year colleges to the senior colleges and universities.

General education in the college curriculum emphasizes the learning of facts, values,understandings, skills, attitudes, and appreciations believed to be meaningful concernsthat are common to all students by virtue of their involvement as human beings livingin the latter half of the current century and making preparation to enter the twenty-first century.

The general education program therefore speaks to a variety of academic experiencesdepending on the background of the individual student and the philosophical stanceof the particular college or university. While this document will suggest relativelybroad disciplines within the categories identified as areas of common learningincorporated in a general education program, it will leave to the individual institutionsresponsibility for the designation of particular courses in the institution's generaleducation program.

Ideally, general education should extend throughout the four years of students'baccalaureate programs. While this document stops short of prescribing an upper-division requirement in general education, institutions are encouraged to recognize thevalue of providing some type of upper division general education experience during thefinal two years of the bachelor's degree program. It is also imperative that all

21 13

11-2-81

institutions provide a means for "credit by examination" and/or a mechanism for"testing out of established general education courses when individuals already haveattained a "college level" grasp of selected subject matter.

While liberal arts subject matter is the major vehicle for implementing the generaleducation program, general education today may involve disciplines not traditionallyidentified with the liberal arts. In the latter half of the twentieth century new andunique disciplines have emerged which, in terms of common experiences and usages,are vital in the academic development of a large number of college students.Computer Science is an example of such a discipline. The computer age has dawned,and The Oklahoma State System of Higher Education recognizes the need to provideknowledge of computer science, not only as a field of specialization, but also within theframework of general education.

General education, with its foundation in the liberal arts and the implementation ofnew disciplines not traditionally associated with liberal studies, seeks to provide thecollege student of today with an education (beyond the foundation stage attained inelementary and secondary school) which moves the individual beyond a narrow self-orientation into a position of grasping educational knowledge and experience that issignificant for the individual to function adequately in his or her relationship to thelarger community. Therefore, general education so conceived, should include thefollowing elements within the four years which comprise the bachelor's degree:

1. Basic Objectives of General Education

A. To foster an appreciation of human kind as creatures of worth,capable of rational thought and action.

B. To develop responsible citizens for membership in the humanfamily in a dynamic global society.

C. To facilitate understanding and use of symbols forcommunicating effectively in society.

D. To explore sensitively those moral and ethical concerns thatare common to mankind.

E. To foster understanding of man in relationship to nature.

F. To expose students to those aesthetic aspects of life toward theend that they may appreciate and utilize beauty in itsmultiform expressions.

G. To demonstrate man's interdependence through a study ofproduction and consumption functions in a global society.

H. To help students develop and maintain good mental andphysical health habits and life-styles.'

The end result of general education with its emphasis on the need for both commonand liberal learning should increase the capacity of students to live meaningfully inrelation to others. The emphasis on rational thought should help the studentsynthesize particular knowledge and develop the capacity to think and behave in anindependent, responsible, and productive manner.

1See Part III. uirementa and Standards for restrictions on the countin of .h sisal education activicourses for degree requirements.

1400

11-2-82

2. The General Education Core

The objectives of general education may be realized through the followingcomponents:

A. Communication and Symbols

(1) The goals of general education include a recognition thathuman beings are cognitive creatures separated from otherforms of life primarily by an intricate and sophisticated use ofsymbols. The symbols of the alphabet ordered into meaningfulexpressions form the basis for communication through readingand writing. The ability to produce and audit sounds whichhave a referent in experience forms the basis forcommunicating through speaking and listening.

(a) Some disciplines which might be helpful in furtheringthis objective would include: English LanguageStudies, Foreign Language Studies, and Speech-Communication Studies.

(2) A second dimension of communication through symbols is inthe quantitative domain with its use of numbers. Numbersprovide a universally accepted system of symbols.

(a) Some disciplines which might be helpful in furtheringthis objective would include: Mathematics, Logic,Statistics and Computer Science.

B. Social, Political, and. Economic Institutions

(1) The goals of general education include a recognition thathuman beings are participants in and creators of social,political, and economic institutions. Within the framework ofselected institutions man is nourished in a variety of needfulfillments.

(a) Some disciplines which might be helpful in furtheringthis objective would include: Sociology, PoliticalScience, Economics, and Philosophy.

(2) Modern economic theorists have developed disciplines thatprovide knowledge in the means and ends of producing andconsuming. Intelligent participation by citizens in ademocratic society is predicated upon a basic understanding ofeconomic principles.

(a) Some disciplines which might be helpful in furtheringthis objective would include: Economics and ConsumerEducation.

C. Understanding of Nature and Man's Place Therein

(1) The goals of general education include an understanding andappreciation of both the facts and methodology of science. Inthis area, students will develop knowledge in both pure andapplied science.

15

11-2-83

(a) Some disciplines which might be helpful it furtheringthis objective would include: Natural and PhysicalSciences as well as Experimental Psychology.

(2) The ability to participate in the world of nature is conditionedon the development and maintenance of health-relatedactivities that are lifelong.

(a) Some disciplines which might be helpful in furtheringthis objective would include: Health and PhysicalEducation,' Nutrition and Developmental Psychology.

D. Understanding of Human Heritage and Culture

(1) The goals of general education include an inquiry into the rootsof civilization with its ebb and flow, progress and regression,war and peace. It will include, besides facts, the seminal ideasand events that have shaped the sweep of history.

(a) Some disciplines which might be helpful in furtheringthis objective would include: History, Political Science,Philosophy, Anthropology, Archeology, and CulturalGeography.

(2) To understand a culture one must move beyond simple factsinto the inter-relationships between ideas and culture.

(a) Some disciplines which might be helpful ii. furtheringthis objective would include: Language (modern andancient), Humanities, History, and Cultural Studies.

(3) An understanding and appreciation of the arts provideaesthetic awareness.

(a) Some disciplines which might be helpful in furtheringthis objective would include: Music, Art, Drama andDance.

E. Values and Beliefs

(1) Within the framework of the goals of general education is theassumption that students learn the distinction between "factsand beliefs." Therefore, a study of how values are formed,transmitted and revised is desirable.

(a) Some disciplines which might be helpful in furtheringthis objective would include: Philosophy, Literature,Music and Art History, History and Philosophy ofScience, Humanities, Sociology and World Religions.

(2) Beyond an understanding of the origin and meaning of values,it is helpful for students to identify the source of their ownbeliefs and to engage in an analysis of the basis of theirpersonal moral and ethical choices.

1See Part HI. Requirements and Standards for restrictions on the counting of physical education activitycourses for degree requirements.

16

24

11-2-84

(a) Some disciplines which might be helpful in furtheringthis objective would include: Psychology, Philosophy,and Ethics.

All of the above disciplines are but examples of those which might be utilized to fosterthe objectives of general education within each of the Sections A through E, and arenot intended to be inclusive of all the disciplines which institutions might wish toutilize in carrying out their individual general education programs.

General education is a life-long process. The general education program at the collegelevel is built on at least twelve years of educational experience of the student inelementary and secondary school. It is hoped that the advanced experiences developedin four years of college will provide the student with an insatiable quest for deeperknowledge and understanding throughout his/her life.

It is recommended that each State System institutim carefully review its program ofgeneral education in view of establishing a capstone course or other experience towardthe end of the student's bachelor's degree program to determine the extent to whichthe goals of general education have been met. Some institutions might wish to offera capstone course, some might wish to conduct a written or oral examination, whereasothers might prefer to simply move part of the general education requirement to theupper-division level.

PART IIi. REQUIREMENTS AND STANDARDS.

Part III sets forth a list of requirements, standards, and recommendat:ons for use byinstitutions in the development and evaluation of bachelor's degree programs. Also,this section will be helpful to the State Regents in reviewing both new and existingbaccalaureate programs to help determine their quality and viability.

1. Traditional bachelor's degrees--all degrees with the exception ofprofessional or conservatory-type degrees--should be attainable in fouryears of full-time academic study. Bachelor's degrees shall be basedupon at least 120 semester hours of course work excluding physicaleducation activity courses.

2. The faculty of the awarding institution should have an opportunity tomake a judgment as to the candidate's fitness for the degree.Therefore, a minimum of 30 hours of resident credit applied toward thebachelor's degree shall be taken at the awarding institution, exclusiveof extension and correspondence work.

3. Each bachelor's degree awarded by a State System institution shall bebased on a minimum of 40 hours of general education excludingphysical education activity courses. Normally, most general educationcourses will occur at the lower-division level; however, it isrecommended that at least one upper-division general education coursebe required by the awarding institution.

4. Bachelor's degrees shall be based upon a minimum of 40 hours ofupper-division course work excluding physical education activitycourses. Ideally, upper-division courses should be taught at a leveleither sequentially above or conceptually higher than lower-divisioncourses.

5. At least 15 of the final 30 hours applied toward the degree must bedone at the awarding institution.

'-

2517

11-2-85

6. Bachelor's degrees should be based upon a minimum of 30 semesterhours of credit in the area of specialization; however, the major areais defined by the institution. Of the 30 hours in the major field, 15must be taken at the upper-division level. (Normally, 50 percent of thearea of specialization should be taken at the upper-division level.)

7. Students recommended for the bachelor's degree must achievea grade-point average of 2.0 as a minimum on all course work attempted,excluding any courses repeated or reprieved as detailed in the StateRegents' Grading Policy and excluding physical education activitycourses.

8. The requirements and standards set forth in this policy statementshould be considered minimal, alle7.Ting for change by individualinstitutions upon approval by the State Regents.

Effective Date: The criteria and standards in this policy shall be effective forstudents entering State System colleges and universities beginning with the fallsemester of 4684 1994. Students currently pursuing degree programs under criteriaand standards contained in existing institutional catalogs and consistent with pastState Regents' policy shall have the option of continuing under those requirements solong as continuous progress is being made toward graduation on a systematic basis.

: " : : "

18

Replaces n-2.175.92

POLICY STATEMENT ON THE ARTICULATION OF STUDENTSAMONG INSTITUTIONS IN THE OKLAHOMA STATE SYSTEM

OF HIGHER. EDUCATION

Article XII1-A of the Constitution of Oklahoma provides that the Oklahoma StateRegents for Higher Education shall constitute a coordinating bowl of control for allState System institutions with certain specific powers including (a) the prescribing ofstandards of higher education for each institution, (b) the determination of functionsand courses of study in each of the institutions to conform to the standards prescribed,and (c) the granting of degrees and other forms of academic recognition for completionof prescribed courses in all of such institutions.

Oklahoma currently operates 27 public institutions of higher education, including 14two-year colleges, 10 four- and five-year universities, and two comprehensive graduateuniversities. One of the primary goals of The Oklahoma State System of HigherEducation is to provide access tet some public institution for all Oklahoma citizenswhose interests and abilities qualify them for admission. Given the large number ofindividuals who annually seek admission to the State System, it is recognized that nosingle institution can physically accommodate the total student body, nor can anyinstitutional type meet the diverse needs and demands of all the students for variouskinds of educational programs. Therefore each institution and each institutional typehas been assigned a specialized role within the total State System, in order that allqualified individuals may be accommodated at some institution, although notnecessarily at the institution of first choice.

Oklahoma two-year colleges currently enroll over one-half of the entering freshmanstudents in the public sector, with the regional universities and comprehensivegraduate universities sharing the remainder of the entering student load. Given thisdivision of labor at the entering level, it is important that continuing access beprovided for students in the two-year colleges who desire to pursue an upper-divisionprogram at a public baccalaureate institution. The policy statement to follow isdesigned to guarantee an orderly transition for students in programs leading towardthe Associate of Arts and the Associate of Science degrees at institutions in TheOklahoma State System of Higher Education.

L Standards of Education for Completion of Associate Degrees

The minimum requirements for the Associate of Arts or the Associate ofScience degree at any institution in The Oklahoma State System of HigherEducation shall include the following:

STANDARDS FOR ARTS AND SCIENCES ASSOCIATE DEGREES

L Students recommended for the Associate of Arts or Associate of Sciencesdegrees must achieve a grade point average of 2.0 as a minimum on allcourse work attempted (a minimum of 60 hours) excluding any coursesrepeated or reprieved as detailed in the State Regents' Grading Policy andexcluding physical education activity courses or military sciences courses.

The completion, as a portion of the overall 60 semester-credit-hours of abasic general education core, of a minimum of 37 semester-credit-hourswhich shall include the following:

2719

Replace* 11-1-1116-02

a. English Composition 6 hours

b. American History and U.S. Government 6 hours

c. Science 6 hours(One course must be a laboratory science)

d. Humanities 6 hours(Chosen from nonperformance courses defined as humanities by theinstitution granting the associate degree)

e. At least one course from two of the following areas . . . . 6 hoursMathematics, Psychology, Social Sciences, Foreign Languages, FineArta (Art, Music, Dramatics)

Additional liberal arts and science courses needed to meet theminimum total of 37 credit hours required in this policy. (TheOklahoma State Regents' policies require a minimum of 40 semesterhours of General Education for the Baccalaureate degree.)

Credits earned consistent with the Oklahoma State Regents' policy,Standards of Education Relating to Advanced Standing Credit, maybe used to satisfy given requirements.

3. The remaining minimum of 23 semester-credit-hours of academic workshall be applicable to the student's major objective including anyprerequisite courses necessary for his/her anticipated upper-divisionprogram. A majority of such student credit hours should be taken incourses classified as liberal arts and sciences.

4. The associate degree general education core of 37 semester-credit-hourslisted in item 2 above shall be considered minimal and each two-yearcollege may, with the approval of the State Regents, develop additionallower-division general education requirements for its own students.

IL Guidelines for the Transfer of Students Among Institutions

In order that students completing the above degree requirements may movevertically through the State System with a minimum loss of time and financialoutlay, the following guidelines for transfer of students among institutions arehereby adopted for The Oklahoma State System of Higher Education.

1. A student who has completed the prescribed lower-divisionrequirements of a State System institution developed in accordancewith the standards set forth in Section 1 of this policy may transferinto a Bachelor of Arts or a Bachelor of Science degree program at anysenior institution of the State System and be assured of completing hisor her program in sequential fashion. Senior institutions may, withthe approval of the State Regents, require that transferring studentscomplete additional general education work for the degree. However,such additional work shall be programmed as a part of the upper-division requirements of the senior institution in order that anystudent shall be able to complete a baccalaureate program in a number

20 28

Replaces 11-2-195-92

of semester hours equal to the total specified for graduation publishedin the receiving institution's official catalog.

2. It is understood, however, that it might be necessary for certainstudents to take additional courses in general education to metminimum professional certification requirements as defined by thestate. (Example health and physical education, geography, OklahomaHistory, etc., for teacher education certification.) It is also understoodthat the completion of these requirements does not precluderequirements of senior institutions of particular grade points foradmission to professional departments or fields.

3. It is further understood that it is the responsibility of the transferringinstitution to provide adequate counseling to enable a student to completeduring the freshman and sophomore years those lower-division courses whichare published prerequisites to pursuit of junior level courses of his or herchosen major disciplinary field.

4. The baccalaureate degree in all Oklahoma senior-level institutions shall beawarded in recognition of lower-division (freshman and sophomore) combinedwith upper division (junior and senior) work. If a student has completed anAssociate of Science or Associate of Arts degree, the lower-division generaleducation requirement of the baccalaureate degree shall be the responsibilityof the institution awarding the associate degree, providing the generaleducation requirements specified herein are met. If, for any reason, a studenthas not completed an associate degree program prior to his or her transfer toanother institution, the general education requirements shall become theresponsibility of the receiving institution. however, the receiving institutionwill recognize general education credit for all transfer courses in which areasonable equivalency of discipline or course content exists with coursesspecified as part of general education at the receiving institution, provided thatthere is an appropriate correspondence between the associate degree and thebaccalaureate degree being sought

5. If a student has completed general education courses at a baccalaureatedegree-recommending institution within the State System, the receivingbaccalaureate institution will recognise general education credit for all coursesin which a reasonable equivalency or discipline or course content exists withcourses specified as part of general education at the receiving institution,provided that then is an appropriate correspondence of disciplinary study.

6. Lower-division programs in all state institutions enrolling freshmen andsophomores may offer introductory courses which permit the student to explorethe principal professional specializations that can be pursued at thebaccalaureate level. These introductory courses shall be adequate in contentto be fully counted toward the baccalaureate degree for students continuing insuch a professional field of specialization. The determination of the majorcourse requirements for a baccalaureate degree, including courses in the majortaken in the lower-division, shall be the responsibility of the institutionawarding the degree. However, courses classified as junior-level coursesgenerally taken by sophomores at senior institutions, even though taught ata two-year institution as sophomore-level courses, should be transferable assatisfying that part of the student's requirement in the content area.

221

Replace' II-2-235-92

7. Courses offered at the freshman or sophomore (1000 or 2000) level atbaccalaureate degree-recommending institutions may be offered at .a two-yearinstitution provided that such courses are included in the two-year institution'sapproved instructional program.

8. Other usociate degrees and certificates may be awarded by institutions forprograms which have requirements different from the aforementioned degrees,or a primary objective other than transfer. Acceptance of course credits fortransfer from such degree or certificate programs will be evaluated by thereceiving institution on the basis of applicability of the courses to thebaccalaureate .program in the major field of the student. Each receivinginstitution is encouraged to develop admission policies that will consider allfactors indicating the possibility of success of these students in its upperdivision.

9. Each baccalaureate degree-recommending institution shall list and update therequirements for each program leading to the baccalaureate degree and shallpublicize these requirements for use by all other institutions in the StateSystem. Each baccalaureate degree recommending institution shall include inits official catalog information stating all lower-division prerequisiterequirements for each upper-division course. All requirements for admissionto a university, college, or program should be set forth with precision andclarity. The catalog in effect at the time of the student's initial full-timeenrollment in a State System college or university shall govern lower-divisionprerequisites, provided that the student has had continuous enrollment asdefined in the college or university catalog.

lIL Advisory Articulation Committee Philosophy and Functions

1. An advisory articulation committee composed of members of theOklahoma State Regents for Higher Education Council on Instructionrepresenting the various types of institutions within The OklahomaState System of Higher Education shall be established to work withthe State Regents' staff to review and evaluate articulation policies andpractices and to make recommendations for improvement as needed.

2. Institutions planning on making changes in programs which will affecttransfer students, such as substantive course revision, addition or deletion ofcourses, admission requirements, degree requirements, should utilise theadvisory articulation committee as an inter-institutional communicationprocess.

Effective Date of Policy

This policy will be effective with the 1987 fall semester.

Adopted December 15, 1975.Revised May 29, 1992.

22

APPENDIX B

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ith,

Dir

ecto

r of

Adm

issi

on a

ndR

egis

trar

No

requ

irem

ent

No

inst

itutio

nal l

imit;

som

esp

ecif

ic p

rogr

am li

mits

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Uni

vers

ity o

f K

ansa

s--M

ain

Cam

pus

913-

864-

2700

KS

Pear

l Rov

aris

,A

dmis

sion

Cou

nsel

orN

o re

quir

emen

t4

hour

s lim

itFu

nded

the

sam

e as

all o

ther

cla

sses

Iow

a St

ate

Uni

vers

ity51

5-29

4-41

11IA

Ver

n H

awki

ns,

Reg

istr

ar's

off

ice

No

inst

itutio

nal r

equi

rem

ent

Lim

ited

to th

e nu

mbe

r of

elec

tive

hour

s al

low

ed in

agi

ven

prog

ram

--ca

n fi

ll al

lel

ectiv

es w

ith P

EA

Fund

ed th

e sa

me

asal

l oth

er c

lass

es,

plus

stu

dent

s pa

yan

act

ivity

fee

thro

ugh

thei

rR

ecre

atio

n Pr

ogra

m

33

,Tf

til 6 1-4

>4

In

INST

ITU

TIO

NST

CO

NT

AC

T

PHY

SIC

AL

ED

UC

AT

ION

AC

TIV

ITY

CO

UR

SES

RE

QU

IRE

D F

OR

DE

GR

EE

PHY

SIC

AL

ED

UC

AT

ION

AC

TIV

ITY

EL

EC

TIV

ES

AL

LO

WE

D T

O C

OU

NT

TO

WA

RD

S D

EG

RE

E

FUN

DIN

G O

FPH

YSI

CA

LE

DU

CA

TIO

NA

CT

IVIT

YC

OU

RSE

S

Uni

vers

ity o

f Io

wa

319-

335-

3500

IAK

im P

aint

er,

Gra

duat

ion

Ana

lysi

s O

ffic

e4

hour

s re

quir

edN

o lim

it; h

owev

er, P

EA

cou

rses

rece

ive

a gr

ade

of S

/U w

hich

,w

hile

ful

fills

the

4 ho

urs

requ

irem

ent,

does

not

cont

ribu

te to

GPA

.

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Uni

vers

ity o

f N

ebra

ska-

Om

aha

402-

554-

2800

NE

Shir

ley

Petr

owsk

i,C

olle

ge o

f A

rts

and

Scie

nce

No

requ

irem

ent

4 ho

urs

limit

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Uni

vers

ity o

f M

ichi

gan-

-Ann

Arb

or31

3-76

4-18

17

MI

Dr.

Pau

l Wri

ght,

Ass

ista

nt U

nive

rsity

Reg

istr

ar

No

requ

irem

ent

PEA

cou

rses

do

not c

ount

as

cred

it, e

xcep

t in

Kin

esio

logy

depa

rtm

ent

Fund

ed th

e sa

me

asal

l oth

ers,

plu

sst

uden

t fee

s

Mic

higa

n St

ate

Uni

vers

ity51

7-35

5-50

52M

IL

ynn

Pelti

er,

Plan

ning

and

Bud

get O

ffic

eN

o re

quir

emen

tN

o in

stitu

tiona

l lim

it; s

ome

spec

ific

pro

gram

lim

itsFu

nded

the

sam

e as

all o

ther

cla

sses

Indi

ana

Uni

vers

ity--

Blo

omin

gton

812-

332-

0211

9/93

INA

nita

Mila

n,R

ecor

der

Col

lege

of

Art

s &

Sci

ence

No

requ

irem

ent

10 h

ours

lim

itFu

nded

the

sam

e as

all o

ther

cla

sses

Purd

ue U

nive

rsity

--M

ain

Cam

pus

317-

494-

8581

INM

r. R

oy J

ohns

on,

Ass

ocia

te R

egis

trar

No

requ

irem

ent

Lim

ited

to n

umbe

r of

ele

ctiv

eho

urs

allo

wed

in a

giv

enpr

ogra

m--

can

fill

all e

lect

ives

with

PE

A c

ours

es

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Uni

vers

ity o

f Il

linoi

s--U

rban

a21

7-33

3-11

039/

93

ILC

onni

e B

ensy

l,A

dmis

sion

Rec

ords

Off

icer

No

requ

irem

ent,

exce

pt T

each

erE

d pr

ogra

m, w

hich

req

uire

s 3

hour

s of

eith

er b

asic

PE

,M

arch

ing

Ban

d, o

r H

ealth

Edu

catio

n

4 ho

urs

limit

Fund

ed th

e sa

me

asal

l oth

er c

lass

es. 3

5

3«

INST

ITU

TIO

NST

CO

NT

AC

T

PHY

SIC

AL

ED

UC

AT

ION

AC

TIV

ITY

CO

UR

SES

RE

QU

IRE

D F

OR

DE

GR

EE

PHY

SIC

AL

ED

UC

AT

ION

AC

TIV

ITY

EL

EC

TIV

ES

AL

LO

WE

D T

O C

OU

NT

TO

WA

RD

S D

EG

RE

E

FUN

DIN

G O

FPH

YSI

CA

LM

UC

AT

ION

AC

TIV

ITY

CO

UR

SES

Uni

vers

ity o

f M

inne

sota

--T

win

Citi

es61

2-62

5-53

339/

93

MN

Bob

Ham

mel

,A

ssoc

iate

Reg

istr

arN

o re

quir

emen

tN

o in

stitu

tiona

l lim

it; s

ome

spec

ific

pro

gram

lim

itsFu

nded

the

sam

e as

all o

ther

cla

sses

Uni

vers

ity o

f W

isco

nsin

--M

adis

on60

8-26

2-12

349/

93

WI

Car

ol M

yer,

Dir

ecto

r, T

rans

fer

Prog

ram

No

requ

irem

ent

No

inst

itutio

nal l

imit;

som

esp

ecif

ic p

rogr

am li

mits

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Ohi

o St

ate

Uni

vers

ity-M

ain

Cam

pus

614-

292-

6446

9/93

OH

Bre

nda

Smith

,A

dmin

istr

ativ

e Se

cret

ary,

Off

ice

of A

cade

mic

Aff

airs

No

requ

irem

ent

Lim

ited

to n

umbe

r of

ele

ctiv

eho

urs

allo

wed

in a

giv

enpr

ogra

m--

can

fill

all e

lect

ives

with

PE

A c

ours

es

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Four

-Yea

r U

nive

rsiti

es

Sul R

oss

Stat

eNC

Uni

vers

ity91

5-83

7-80

11T

XM

rs. D

orot

hy M

. Lea

vitt,

Reg

istr

ar2

hour

s re

quir

ed8

hour

s lim

itFu

nded

the

sam

e as

all o

ther

cla

sses

Wes

tern

Car

olin

a U

nive

rsity

704-

227-

7211

NC

Car

olyn

Coo

k,R

egis

trar

's O

ffic

e3

hour

s re

quir

ed3

hour

s lim

itFu

nded

the

sam

e as

all o

ther

cla

sses

Wes

tern

New

Mex

ico

Uni

vtr

505-

538-

6011

NM

Deb

bie

Sand

oval

,R

egis

trar

2 ho

urs

PEA

req

uire

d, 2

hou

rsH

ealth

theo

ry r

equi

red

No

limit

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

New

Mex

ico

Hig

hlan

dsU

nive

rsity

505-

454-

3233

NM

Dr.

Cla

renc

e Sa

nche

z,R

egis

trar

2 ho

urs

requ

ired

No

inst

itutio

nal l

imit;

som

esp

ecif

ic p

rogr

am li

mits

; ran

ge6-

8 ho

urs

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

3n37

INST

ITU

TIO

NST

CO

NT

AC

T

PHY

SIC

AL

ED

UC

AT

ION

AC

TIV

ITY

CO

UR

SES

RE

QU

IRE

D F

OR

DE

GR

EE

PHY

SIC

AL

ED

UC

AT

ION

AC

TIV

ITY

EL

EC

TIV

ES

AL

LO

WE

D T

O C

OU

NT

TO

WA

RD

S D

EG

RE

E

FUN

DIN

G O

FPH

YSI

CA

LE

DU

CA

TIO

NA

CT

IVIT

YC

OU

RSE

S

Way

ne S

tate

Col

lege

402-

375-

7000

NE

Julie

Mur

phy,

Secr

etar

y II

,R

egis

trar

's O

ffic

e

3 ho

urs

of h

ealth

man

agem

ent

cour

ses

requ

ired

, one

of

whi

chm

ay b

e an

'act

ivity

.

No

inst

itutio

nal l

imit;

som

esp

ecif

ic p

rogr

am li

mits

Fund

ed th

e sa

me

asal

l oth

er c

lass

es,

plus

act

ivity

fee

asse

ssed

for

Rec

reat

ion

Cen

ter

Cha

dron

ota

te C

olle

ge1-

800-

242-

3766

NE

Mr.

Dal

e W

illia

mso

n,D

irec

tor,

Adm

issi

on a

ndR

ecor

ds

Was

3 h

ours

, cha

nged

in F

all '

91to

2 h

ours

.2

hour

s lim

itFu

nded

the

sam

e as

all o

ther

cla

sses

Lin

coln

Uni

vers

ity31

4-68

1-50

00M

OM

rs. T

iny

Col

lins,

Ass

ocia

te R

egis

trar

4 ho

urs

of a

ctiv

e PE

req

uire

dN

o lim

it, a

s lo

ng a

s el

ectiv

eho

urs

F!D

ride

d th

e sa

me

asal

l oth

er c

lass

es

Cen

tral

Mis

sour

i Sta

teU

nive

rsity

816-

543-

4900

MO

Dus

ty R

hoad

s,A

ssis

tant

Reg

istr

ar1

hour

of

Hea

lth le

ctur

e or

PE

A,

Mar

chin

g B

and,

or

Mili

tary

Scie

nce

requ

ired

No

limit

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Nor

th A

dam

s St

ate

Col

lege

413-

664-

4511

ME

Mr.

Stu

art L

. Sea

vey,

Reg

istr

ar2

hour

s re

quir

edN

o lim

it cu

rren

tly, b

ut w

illch

ange

this

to a

lim

it of

5ho

urs

with

in n

ext t

wo

year

s

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Ken

tuck

y St

ate

Uni

vers

ity50

2-22

7-60

00K

YC

arri

e M

orri

s,R

egis

trar

's 0

.lice

2 ho

urs

requ

ired

No

inst

itutio

nal l

imit;

som

esp

ecif

ic p

rogr

am li

mits

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

John

son

Stat

e C

olle

ge80

2-63

5-23

56V

TM

r. J

ohn

Lor

d,R

egis

trar

No

requ

irem

ent

No

limit

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Eve

rgre

en S

tate

Col

lege

206-

866-

6000

WA

Kat

hy A

llen,

Eva

luat

ion

Coo

rdin

ator

No

requ

irem

ent

Do

not a

ccep

t PE

A c

redi

ts a

tal

l

P.-

0 'V

#-.3

171 6

3 C71

Xt=

1

INST

ITU

TIO

NST

CO

NT

AC

T

PHY

SIC

AL

ED

UC

AT

ION

AC

TIV

ITY

CO

UR

SES

RE

QU

IRE

D F

OR

DE

GR

EE

PHY

SIC

AL

ED

UC

AT

ION

AC

TIV

ITY

EL

EC

TIV

ES

AL

LO

WE

D T

O C

OU

NT

TO

WA

RD

S D

EG

RE

E

FUN

DIN

G O

FPH

YSI

CA

LE

DU

CA

TIO

NA

CT

IVIT

YC

OU

RSE

S

Nor

ther

n A

rizo

na U

nive

rsity

602-

523-

9011

AZ

Jeni

se M

axw

ell,

Adm

inis

trat

ive

Secr

etar

y to

Chr

is M

cKal

uski

No

requ

irem

ent

No

limit

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Uni

vers

ity o

f C

entr

alA

rkan

sas

501-

450.

5000

At

Col

leen

,A

ntho

ny S

itz's

sec

reta

ry2

hour

s re

quir

ed4

hour

s lim

itFu

nded

the

sam

e as

all o

ther

cla

sses

Tw

o-Y

ear

Col

lege

s

Sew

ard

Cou

nty

Com

mun

ityC

olle

ge31

6-62

4-19

51

KS

Gay

le B

uck,

Reg

istr

ar's

Off

ice

2 ho

urs

requ

ired

No

limit

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

El P

aso

Cou

nty

Com

mun

ityC

olle

ge91

5-59

4-20

00

TX

Pats

y G

unne

ls,

Reg

istr

ar's

Off

ice

2 ho

urs

requ

ired

No

inst

itutio

nal l

imit,

but

mos

tco

llege

s w

ill o

nly

acce

pt th

e 2

requ

ired

hou

rs

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Tar

rant

Cou

nty

Com

mun

ityC

olle

ge81

7-33

6-78

51

TX

Dr.

Van

Par

ker,

Ass

ocia

te R

egis

trar

4 ho

urs

requ

ired

; 3 a

ctiv

ity, a

nd1

heal

th c

once

pts

lect

ure

whi

chre

quir

es a

s a

lab

an a

ctiv

ity o

fth

e st

uden

t's c

hoic

e

4 ho

urs

limit

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Wes

tern

Neb

rask

aC

omm

unity

Col

lege

308-

635-

3606

NE

Mr.

Pat

Lee

,R

egis

trar

Ass

ocia

te o

f A

rts

and

Scie

nce

requ

ires

2 h

ours

; Ass

ocia

te o

fA

pplie

d Sc

ienc

e re

quir

es n

one

2 ho

urs

limit

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Sant

a Fe

Com

mun

ity C

olle

ge50

5-47

1-82

00N

MT

ina

Lac

aze,

Adm

issi

ons

and

Rec

ords

Tec

hnic

ian

Req

uire

2 H

ealth

and

PE

hou

rs,

can

be a

ctiv

ity o

r no

tN

o PE

A c

ours

es c

ount

for

cre

dit

unle

ss u

sed

as th

e 2

requ

ired

Hea

lth h

ours

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

41

INST

ITU

TIO

NST

CO

NT

AC

T

PHY

SIC

AL

ED

UC

AT

ION

AC

TIV

ITY

CO

UR

SES

RE

QU

IRE

D F

OR

DE

GR

EE

PHY

SIC

AL

ED

UC

AT

ION

AC

TIV

ITY

EL

EC

TIV

ES

AL

LO

WE

D T

O C

OU

NT

TO

WA

RD

S D

EG

RE

E

FUN

DIN

G O

FPH

YSI

CA

LE

DU

CA

TIO

NA

CT

IVIT

YC

OU

RSE

S

Aus

tin C

omm

unity

Col

lege

512-

483-

7000

TX

Pat R

oger

s,D

irec

tor

of A

dmis

sion

s an

dR

ecor

ds

No

inst

itutio

nal r

equi

rem

ent;

som

e sp

ecif

ic p

rogr

amre

quir

emen

ts

No

inst

itutio

nal l

imit;

som

esp

ecif

ic p

rogr

am li

mits

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Cuy

ahog

a C

omm

unity

Col

lege

216-

987-

4000

OH

Mr.

Tim

othy

Dob

bs,

Full-

Tim

e C

ouns

elor

4 ho

urs

Hea

lth E

duca

tion

requ

ired

--3

can

be a

ctiv

ity3

hour

s lim

itFu

nded

the

sam

e as

all o

ther

cla

sses

Cas

par

Col

lege

307-

268-

2110

WY

Lyn

n Fl

itche

r,R

egis

trar

's O

ffic

e2

hour

s re

quir

ed4

hour

s lim

itFu

nded

the

sam

e as

all o

ther

cla

sses

Cof

feyv

ille

Com

mun

ityC

olle

ge31

6-25

1-77

00

KS

Mar

y L

ee,

Reg

istr

ar's

Off

ice

1 ho

ur H

ealth

Edu

catio

nre

quir

ed, b

ut n

ot n

eces

sari

lyac

tivity

--le

ctur

e ac

cept

able

No

limit

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Car

l San

dbur

g C

olle

ge30

9-34

4-25

18IL

Ms.

Car

ol K

reid

er,

Dir

ecto

r A

dmis

sion

&R

ecor

ds

No

requ

irem

ent

No

limit

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Vin

cenn

es U

nive

rsity

812-

882-

3350

INC

inda

Mar

tin,

Secr

etar

y,D

egre

e C

ompl

etio

nPr

ogra

m

2 ho

urs

requ

ired

No

limit

Fund

ed th

e sa

me

asal

l oth

er c

lass

es

Pueb

lo C

omm

unity

Col

lege

719-

549-

3200

CO

Ver

a E

stra

da,

Dir

ecto

r of

Enr

ollm

ent

Serv

ices

No

requ

irem

ent

PEA

cou

rses

do

not c

ount

as

cred

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