A Note from SACSCOC President Stephen L. Pruitt

Higher education is at an important moment of reflection and innovation. Institutions across our membership are exploring new ways to ensure that students can access high-quality degrees that are both meaningful and attainable. Rising costs, evolving workforce needs, and changing student pathways are prompting institutions to rethink how academic programs are designed and delivered.

The traditional expectation for a bachelor’s degree in the United States has long been approximately 120 semester credit hours completed over four years. That structure has served higher education well by providing a clear and widely understood standard for students, employers, and graduate programs. At the same time, institutions are increasingly asking an important question: Are there circumstances where a carefully designed program might achieve its educational goals in a different way?

The SACSCOC policy on Reduced-Credit Undergraduate Degrees was developed in response to those conversations. The goal is not to replace the traditional bachelor’s degree, but to provide institutions with a structured pathway to explore innovation responsibly.

Reduced-credit degrees may offer opportunities for institutions to:

• Reduce the cost of a degree for students
• Accelerate time-to-completion
• Respond to regional workforce needs
• Create new pathways for applied and specialized careers

But innovation in higher education must always be paired with clarity, quality, and transparency. For that reason, SACSCOC expects institutions proposing reduced-credit degrees to demonstrate that the program:

• Aligns with their institutional mission
• Maintains appropriate academic rigor
• Preserves the breadth and depth expected of bachelor-level learning
• Communicates clearly to students and the public about the nature of the credential

In other words, the question is not simply whether a program is shorter, but whether it is purposeful, well-designed, and aligned with the needs of students and communities.

Our role as an accrediting body is to ensure that institutions have the space to innovate while maintaining the public trust that accreditation represents.

The Frequently Asked Questions that follow are intended to provide clarity for institutions considering this option and for the many stakeholders who rely on accreditation to ensure quality and transparency in higher education. Additionally, you can link to the SACSCOC policy and guidelines for reduced-credit bachelor’s degrees.

Stephen L. Pruitt
President
Southern Association of Colleges and Schools Commission on Colleges

Frequently Asked Questions

1. What is a Reduced-Credit Undergraduate Degree?

A Reduced-Credit Undergraduate Degree is a bachelor-level program requiring fewer than 120 semester credit hours but more than 89 credit hours. These programs typically require between 90 and 100 credit hours and allow institutions to explore new approaches to time-to-degree while maintaining the academic expectations of a bachelor-level credential.

2. Why did SACSCOC develop this policy?

Higher education institutions are increasingly exploring ways to reduce student costs, shorten time-to-degree, respond to workforce needs, and create innovative academic pathways. The policy provides a structured framework that allows institutions to innovate while maintaining the clarity, quality, and public trust expected of accredited degree programs.

3. Are reduced-credit degrees intended to replace traditional bachelor’s degrees?

No. The 120-credit-hour bachelor’s degree remains the traditional and widely recognized standard in American higher education. Reduced-credit degrees represent an additional option for institutions where the academic goals of a program can be achieved through a more focused curriculum.

4. What types of programs are most appropriate for reduced-credit degrees?

These programs are generally expected to be offered in specialized or workforce-related disciplines that prepare graduates for direct entry into employment, such as information technology, cybersecurity, healthcare, advanced manufacturing, and other applied professional fields.

5. What is the minimum number of credit hours allowed?

Reduced-credit undergraduate degrees must require more than 89 semester credit hours. Programs below this threshold would generally fall into certificate or other non-baccalaureate credential categories.

6. How are reduced-credit degree proposals reviewed?

Institutions must submit a Substantive Change prospectus describing the purpose of the program, workforce demand, curriculum design, learning outcomes, and alignment with institutional mission. Peer reviewers evaluate whether the program maintains appropriate academic rigor and bachelor-level learning outcomes.

7. What role do faculty play in developing these programs?

Faculty involvement is essential. Institutions must demonstrate clear institutional control and faculty responsibility for program development, curriculum design, and academic quality.

8. How should the curriculum be structured?

Institutions should design an intentional curriculum framework rather than simply removing electives. Programs should clearly define general education outcomes, major coursework, and student learning outcomes that are assessed throughout the curriculum.

9. Will reduced-credit degrees still include general education?

Yes. Institutions must demonstrate a proportional breadth of general education learning outcomes including critical thinking, communication, and problem-solving skills.

10. Can reduced-credit degrees serve as a pathway to a traditional bachelor’s degree?

In some cases, yes. Institutions may design reduced-credit degrees that are embedded within traditional bachelor’s programs or that create pathways from associate degrees to the reduced-credit degree.

11. How will students and employers know the degree is different?

Reduced-credit degrees must use distinct naming conventions. The SACSCOC Executive Council of the Board of Trustees has approved two distinctive degree names for use by member institutions: the ‘Reduced-Hour Bachelor of (Discipline)’ or ‘Abridged Bachelor of (Discipline)’ to ensure transparency.

12. What information must institutions communicate publicly?

Institutions must clearly explain the goals of the program, expected time commitment, differences from traditional degrees, cost comparisons, and potential educational or employment pathways.

13. Will reduced-credit degrees qualify students for graduate school?

Possibly, but not always. Some graduate and professional programs require a 120-credit bachelor’s degree. Institutions must clearly communicate this possibility to students.

14. Can institutions offer both reduced-credit and traditional degrees in the same discipline?

Yes. If both are offered, institutions must clearly explain the differences between the programs and the pathways available to students.

15. What outcomes should institutions track?

Institutions should monitor outcomes such as student debt levels, retention and completion rates, employment outcomes, student learning outcomes, and student satisfaction.

16. What is the guiding principle behind this initiative?

The guiding principle is that innovation should expand opportunity for students without compromising academic quality, transparency, or the integrity of the bachelor’s credential.