The Tool Desk
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Who usually has a role in curriculum decisions?
Curriculum authority is often distributed rather than held by one office. Academic departments or faculty committees may initiate and review proposals; a provost or president may coordinate or review them; and a governing board may have final approval authority. Public institutions can add a state or system-level stage, but the precise route varies.
It also matters what is being changed. A routine course revision may follow a different process from creating a degree, reorganizing a program, changing general education requirements, or closing a program. A useful comparison follows the approval path for the specific proposal rather than assuming one rule covers every curriculum decision.
How public-university oversight can work
Public universities operate within state-specific governance arrangements. Some state laws or system policies give public boards or systems authority over specified programs, courses, standards, or institutional changes. That additional layer does not mean faculty are absent from decisions.
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Faculty review and administrative coordination
At Governors State University in Illinois, the Curriculum and Course Approval/Change Policy, last reviewed April 17, 2026, assigns the Faculty Senate University Curriculum Committee a role in recommending approval, modification, or rejection of new courses and course changes to the Provost’s Office. Program proposals—including programs, majors, minors, concentrations, and certificates—are considered by the Academic Program Review Committee. A joint Faculty Senate/Provost committee handles general education processes and assessment. Governors State University
University of Utah Policy 6-500 places overall curriculum responsibility with university faculty and primary responsibility for an academic unit’s offerings with that unit’s faculty. Administrative bodies coordinate curriculum and ensure compliance with Utah Board of Regents, accreditor, and federal requirements. This illustrates faculty responsibility alongside administrative and external compliance roles. University of Utah Policy 6-500
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State and system authority
Ohio’s administrative rules provide a different public-university example. They vest educational and academic policy authority in faculty subject to board approval; curriculum changes follow faculty or senate procedures and are subject to presidential and board review. The rules also require board action to establish, alter, or abolish educational units. These provisions describe Ohio’s framework, not a nationwide template. Ohio Administrative Code, Chapter 3335-5
For the State University of New York system, New York Education Law §355 assigns SUNY trustees central-administration and system-coordination duties, as well as specified authority concerning the establishment of programs and standards or regulations for programs, courses, and curricula at covered institutions. The section, displayed as revised July 3, 2026, is not necessarily the complete account of every approval route affecting SUNY or New York institutions. New York Education Law §355
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Texas offers another state-specific caution: provisions of the Texas Education Code describe ultimate institutional oversight and final decision authority for boards within a shared-governance framework, while characterizing faculty input as advisory in the statutory context addressed. That is evidence of variation among state frameworks, not a rule that applies to public universities nationally. Texas Education Code, Chapter 51
How private-college oversight can work
Private colleges are not necessarily free of boards, faculty governance, or public requirements. They generally operate through their own charters and governing boards, while institutional policies determine how faculty and administrators participate. Accreditation and applicable laws can also constrain curriculum across both public and private institutions.
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Faculty governance with board authority
Stanford’s governance structure shows how faculty authority can coexist with board oversight at a private university. Its Office of the President describes the Faculty Senate as the Academic Council’s legislative body, responsible for academic and research policy and review of degree programs and broad curriculum matters. Academic Council policy within the faculty’s province remains subject to Board of Trustees disapproval. Stanford University Governance
Board selection and institutional charters
Pennsylvania’s Department of Education says each institution has its own board or council of trustees and that private colleges appoint board members according to their articles of incorporation. This describes how trustee selection is governed; it does not establish that private colleges are exempt from public law or external requirements. Pennsylvania Department of Education: Higher Education in Pennsylvania
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What to check when comparing a particular major
For a specific program, use the institution’s current catalog and curriculum-governance policy to trace the relevant proposal from review to final decision. Look for these points:
Quick Recap
- Who can initiate a change? Check whether proposals come from departments, faculty committees, administrators, or another body.
- Which faculty body reviews it? Identify the relevant department, curriculum committee, faculty senate, or program-review committee.
- What does the provost or president do? Determine whether the office coordinates, reviews, recommends, or approves the proposal.
- Does the governing board act? Distinguish board review from a required final approval.
- Is there an additional system or state stage? Check whether system policy or state law applies to this kind of program or change.
- Is the proposal a course change or a larger restructuring? New degrees, program closures, general education reforms, and routine course edits may have different routes.
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