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Collaboration: page 118 Kansas Board of Regents Policy and Procedure Manual APPENDIX K COLLABORATIVE PROGRAM/DEGREE PROCEDURES Proposals for collaborative programs/degrees must include the following and should be limited to two pages: (a) A brief description of the nature of the collaboration and the benefits to Kansas (b) Lists of partners in the collaboration and degrees/certificates (if any) to be conferred by each partner (c) Description of faculty load and faculty compensation for each partner (d) Tuition/fees for each partner (e) Description of student support services provided by each partner (1) Academic Advising (2) Financial Aid (3) Access to facilities (4) Transcripting procedures (f) Plans for joint use of facilities (g) Plans for joint purchase and/or maintenance of facilities (1-19-05) ------------------------------------------------------------------ 25. COLLABORATIVE PROGRAM/DEGREE POLICY page 148 The Kansas Board of Regents encourages and supports system-wide cooperative and collaborative efforts among postsecondary institutions within the State of Kansas and between Kansas institutions and out-of-state institutions, including international institutions. a. Defion of collaborative programs/degrees Collaborative programs/degrees are defined as programs/degrees developed and/or approved jointly by more than one institution; students from each participating institution may study parts of the program/degree at the collaborating institutions. In this policy, "program" refers to a formal academic course of study. Although most programs result in a degree or a major within a degree, in some cases, such as teaching endorsements, a program does not result in a major or a degree. b. Requirements for collaborative programs/degrees (1) Effective August 2005, all new collaborative programs must be reported to SCOCAO and SCOP according to the procedures described in Appendix K. The purpose of the report is to

APPENDIX D RESIDENCY RULES AND REGULATIONS Article 3--GUIDELINES FOR THE DETERMINATION OF RESIDENCY FOR FEE PURPOSES Page 88 88-3-1. Student Information. Whenever a question arises concerning a person's residence classification for fee purposes, that person shall be provided with a copy of information substantially as set forth in this regulation, together with K.A.R. 88-3-2 through 88-3-13. "Carefully read the information, statute, and regulations that follow. Then, if you believe you should be eligible for resident classification for fee purposes, complete the attached application for residence classification and submit it to the registrar within 30 days of your notification of classification as a nonresident for fee purposes. When an appeal is made by a student from a determination that the student is a nonresident, the student must pay nonresident fees at the time designated for payment of fees. If the student is found to be a resident, the difference between resident and nonresident fees will be refunded. Subject to the provisions of K.S.A. 77-601, et seq. decisions of the residence committee shall not be subject to further administrative review by any officer or committee of the university, or by the state board of regents." Responsibility "The responsibility of enrolling under proper residence classification for fee purposes is placed on the student. If there is any possible question of residence classification under the regulations of the state board of regents, it is the duty of the student when registering and paying fees to raise the question with the registrar. If a student enrolls incorrectly as a resident of Kansas and it is determined at a later date the student was a nonresident for fee purposes, the student shall be required to pay the nonresident fee for all terms during which the student was incorrectly registered." (Authorized by K.S.A. 76-730; implementing K.S.A. 76-729; effective, E-71-35, Aug. 20, 1971; effective Jan. 1, 1972; a

Meeting Educational Needs through Partnerships and Collaboration (Chapter Five) page 53 ♦ Higher education institutions will work as partners with one another and with other entities whenever appropriate to share resources and deliver programs cooperatively to enhance learning opportunities for Nebraska residents. ♦ Higher education will work effectively with elementary and secondary schools to improve teaching and learning at all levels of education and to facilitate the transition from one level of education to another.

Excerpts Include: Mission Statement: extend faculty expertise and other resources beyond the physical limits of the campuses to meet learning needs of the State, region, and national and international audiences. Culture: Collaboration and coordination across the Regent enterprise and with other institutions and organizations, both public and private, to meet the needs of Iowans. Goals: Plan and cooperate in the delivery of distance education programs among the Regent Universities and other universities evidencing quality in similar programs. Strategic Initiatives: Explore strategic opportunities for partnership among the Iowa Regent Institutions, their regional and national affiliate groups for: 2. Enriched curricula to meet opportunities, e.g., growing international markets, especially where a single institution does not have adequate resources to undertake the cost/risk. 3. A Web-based marketing and transaction system that permits students to enroll, pay for, and authorize access to distance education courses offered by all Regent Universities and their peer group institutions. Exploring opportunities to collectively and/or individually to: Improve market responsiveness through development of processes for market analysis, selection of product and promotion to targeted markets.

When the proposal involves collaboration with the other institutions there will need to be official written endorsement for the graduate certificate program from those areas where the program will exist. These institutions must offer a baccalaureate degree with requirements for the degree substantially equivalent to those at KU.

Through the summer Study Abroad program, students take classes from UNL faculty in Brazil, France, Italy or China and receive credit for special courses not available during the regular school year, such as Portuguese and the History of Science and Technology. Participants also work on independent study projects related to their majors and spend one week sightseeing and learning the country's culture. They can also take Engineering Technical Electives and get ahead in ther degree.

Excerpts Include: Introduction: UNL will continue to build on areas of academic strengths. For many of the degree programs expanded markets are the only way UNL can offer distance education programs to citizens of the state. The greatest growth opportunities are with non-thesis masters programs and graduate certificate programs. Principal Academic Emphasis: The goal is for faculty, departments and administrators to treat distance education responsibilities as part of their normal workload and not as an extra, or adjunct, responsibility, thus allowing UNL to be a stronger and more responsive university. 1. Develop distance education graduate degree and certificate programs for professionals in fields of UNL's special expertise. 2. Develop modules with specific learning outcomes to be used in credit and non-credit programs. When evaluating new distance education degree and certificate programs the following guiding principles will be used: 3. Develop courses, sets of courses or certificates in undergraduate professional programs, i.e. Journalism and Agriculture. 4. Explore the application of instructional technology to support learning of distance education and on-campus students. When evaluating new distance education degree and certificate programs the following guiding principles will be used: 7. Are there collaborative partnerships that expand resources by building relationships with other colleges and universities within the state, region or nation?

Response to Need and Demand: Most of the growth will occur in masters degree programs that have excess capacity and new degree and certificate programs that will be developed in the next four years. To increase enrollments will require aggressive target marketing of individual programs within Nebraska, the nation and the world. Targeting Nebraska alumni living outside the state is an important target audience for some distance education programs. The greatest potential for graduate student growth will be the out-of-state market. Funding Support for Distance Education: In July 2003, the NU Presidents Council adopted a policy giving the chancellors authority to set out-of-state tuition for distance education students at a higher rate than the in-state tuition. This tuition differential (difference between the in-state tuition and out-of-state distance education tuition) is returned to the campus and funds are used to support distance education programs.

TTU Division of Outreach and Distance Education Strategic Plan (August 2006) Excerpts: Goal 5. Partnerships: Build strategic partnerships and alliances. Critical Success Factors (measures of the degree of success over the next 5 years): * Establish 2 institutional, community or regional partnerships. * Establish 2 partnerships with other institutions, agencies, professional associations, businesses, or industry.

Priorities Education: To prepare our graduates to become leaders in a profession dominated by globalization, our students will have increasing opportunities for international experiences. Academic opportunities involving biology will be provided in all majors and programs, undergraduate and graduate, in recognition of the vital role played by biological science and technology in, for example, health care, the food supply, industrial processing, energy development, and environmental management. Priorities: Infrastructure We will employ the most advanced collaborative information technologies and business practices to best position ourselves to take advantage of new opportunities and to increase our operational efficiency.