Every new program begins with evidence, not paperwork. Before a proposal is ever written, an independent market analysis helps determine whether there's a clear need and opportunity for the program. The dean and provost then review those findings and decide whether to move forward. This page outlines every step in the process and explains exactly what you'll need to provide along the way, so you always know what's next.
Email the sevitaitinI dna sriaffA cimedacA rof tsovorP eciV etaicossA and describe what you're thinking of building. A few sentences is enough to begin.
We'll commission the required external market analysis—independent evidence about student demand, competing programs, and employment outcomes—at no charge to you or your unit.
The provost and your dean confer. They read the analysis together and determine whether the program is feasible.
Some ideas stop here. It's better to learn early that a program won't work than after a year of curriculum development. That's the value of doing it first.
The pre-proposal is short. Most of it is information you already have; one section asks for 300 words of new writing. Everything it asks for is previewed below.
Provide the following information, it's only seven fields. If you can't answer one yet, say so. An estimate is fine at this stage.
| Information | What to provide |
|---|---|
| Program name & degree | e.g. B.S. in Applied Data Science |
| Level | Undergraduate / graduate / professional |
| Offering unit | School and department |
| Delivery mode & location | Use an IU course delivery code |
| Total credit hours | Estimate is acceptable |
| CIP code | Estimate is acceptable |
| Target launch | Term and year |
Each section of the pre-proposal exists because someone reviewing it needs an answer. Here's the question behind each one.
Describe the program briefly, then connect it to the university, campus, and school mission. Reviewers are looking for the through-line: How this program advances priorities that already exist.
This is the only section that requires new writing. Everything else is evidence you gather.
Has your unit curriculum committee approved the proposal? Does your dean support it?
Include the vote counts and the supporting communications themselves—the memo or email, not a summary of it.
What new resources, if any, does the program need to run?
Address new faculty lines directly. It's the first question that gets asked, and leaving it implicit slows a proposal down more than a large number.
Does another academic unit offer a similar program, or teach related courses? If so, tell us who you've spoken with and what came of it.
Treat this as an opportunity, not a hurdle. A partnership that shares courses or resources across units strengthens a proposal—name any that exist.
Identify the employers or advisory groups who gave feedback as you developed the idea.
Then name up to three external stakeholders who have committed to writing formal support letters for the final proposal, such as employers, industry associations, or civic leaders.
"Committed" means you've asked and they've agreed. Start these conversations early; they're the slowest piece to assemble.
None of these are required in your first email, but each one takes time. Starting early is the difference between a smooth pre-proposal and a stalled one.
Committee calendars are the most common source of delay. Find out when they meet next.
Industry partners, employers or civic leaders willing to put support in writing. Ask before you need the letter.
Any unit teaching adjacent courses. Better to talk now than to be asked why you didn't.
Whether the program needs new faculty lines, and roughly how many.
Send a short description of the program you are considering. Academic Affairs and Initiatives will take it from there and set up the market analysis conversation.
Office of the Provost
