The Office of the Provost provides a variety of services and tools designed to assist academic units and administrators with self-assessment and the continual development of programs and learning space. From the annual budget process and academic space planning to the ongoing review of academic programs, these processes offer critical structure and institutional support, enabling administrators to effectively and efficiently plan for the future.
The systematic and recurring review of academic programs at Boston University is an essential element of our ongoing effort to promote critical reflection, self-assessment, and strategic planning toward our goals. The information gathered as part of the review process helps to foster academic excellence within the unit, identify methods to increase quality, and provide critical guidance for administrative decisions. The review process is led by the Associate Provost for Graduate Affairs, working in close collaboration with the academic and administrative leadership of units under review. Learn more about Academic Program Review.
The Office of the Provost facilitates space planning with the schools and colleges, establishes priorities for improvement projects, and serves as principal liaison from the academic units to Campus Planning & Operations and the President’s Committee on Space Planning & Capital Expenditures. This process is coordinated and directed by the Assistant Provost for Academic Space Planning and includes important guidelines for submitting new space and renovation requests. Learn more about Academic Space Planning.
Boston University’s annual budget development process maps out strategic financial planning for the coming year. In keeping with the President’s University-wide budget guidelines, the University Provost hosts budget hearings to discuss the evolving strategic priorities for schools, colleges, and administrative units and to develop strategies for achieving collective goals. The Provost’s annual budget process is managed by the Associate Provost for Budget & Planning in coordination with the Vice President for Budget, Planning & Business Affairs.
*As part of the fiscal response to the COVID-19 pandemic, the University has implemented a hiring freeze through FY 2021 affecting regular staff, temporary staff, postdocs, and student employees. Hiring managers may request exceptions to this policy on an individual basis by completing a hiring freeze exception form and submitting to the appropriate University administrator, as outlined in the form.
Proposals for additions and modifications to Boston University’s wide range of academic programs are subject to careful review at many levels. Successful proposals should meet the highest standards of intellectual cogency, academic need, and alignment with the school or college and University strategic plans. The eCAP system allows schools and colleges to easily submit proposals online using a standard form, upload the relevant supporting documents, as well as track and view the proposal’s status as it moves through the review process. Access the Curriculum Portal and view procedures for new degree proposals
As with BU’s academic programs, proposals for additions and modifications to academic and administrative policies are subject to careful review at many levels. Successful policy proposals should provide a compelling rationale that meets the highest standard of clarity and institutional necessity and is in alignment with the University’s and individual school and college strategic plans. Proposals under the eDAAP process are vetted by the appropriate consultative bodies are then brought forward to University Council (academic policies) or the Council of Deans and Administrative Council (administrative policies) for a vote before going to the University President for final approval. Learn more about the eDAAP process at Boston University.
Program Learning Outcomes Assessment at Boston University provides faculty a means to ask a fundamental question about the programs they design and teach: by completing a given set of courses and other requirements, do students actually acquire, in the end, the particular knowledge, skills, habits of mind, and attitudes faculty intend? If not — or if not fully enough — what pedagogical and curricular reforms can be undertaken to improve student learning? Learn more about Program Learning Outcomes Assessment.