HB0291: Require American Civics Course for Public College Degree Completion

TN Gen. Assy Bill: HB0291

Sponsor: Gant

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Bill Summary

Curriculum Development: Directs the Institute of American Civics at the University of Tennessee, Knoxville, to develop materials and curricula for a course covering American government and American history for a baccalaureate degree program.
Educational Requirement: Mandates that every student at a public institution of higher education complete the specified course in American civics before graduating with a baccalaureate degree.

Risks & Considerations

The requirement for all students at public institutions to complete a course in American government or history could lead to increased demand for faculty and resources in these areas. This may necessitate hiring additional staff or reallocating current resources, which could strain budgets.
There is a potential risk of curriculum standardization that may not align with the diverse educational goals of all students, potentially limiting academic freedom and flexibility in course selection.
The implementation of this requirement could face resistance from students and faculty who may view it as an imposition on academic autonomy and diversity of thought.
Vanderbilt University, while not directly affected as a private institution, may need to consider how this shift in public education requirements could influence the preparedness and expectations of incoming students.

Impacted Programs

Department of History and Political Science at Vanderbilt may see increased interest from students seeking to supplement their education with courses that align with the new public institution requirements.
Vanderbilt’s Admissions Office might need to adjust its evaluation criteria to account for the standardized curriculum that incoming students from public institutions will have completed.
The Center for Teaching could play a role in developing strategies to integrate similar civic education components into Vanderbilt’s curriculum, ensuring competitive alignment with public institutions.

Financial Impact

Public institutions may require additional funding to support the development and implementation of the mandated curricula, potentially affecting state budget allocations and financial priorities.
Vanderbilt University might experience indirect financial impacts if the new requirements influence student enrollment patterns or if there is a shift in state funding priorities that affects grant opportunities.
There could be opportunities for Vanderbilt to collaborate with public institutions in developing and sharing resources or expertise related to American civics education.

Relevance Score: 3 (The bill presents moderate risks involving compliance and potential shifts in educational focus.)

Key Actions

Vanderbilt’s Financial Aid Office should evaluate the implications of the “Speak UP, Tennessee Scholarship Act” which provides scholarships for students demonstrating artistic excellence in spoken word poetry. This evaluation will help in aligning Vanderbilt’s scholarship offerings and outreach efforts to attract talented students in this field.
The Tennessee Higher Education Commission changes, including the addition of the executive director to the selection process for chief executive officers, should be monitored by Vanderbilt’s administration. Understanding these changes will be crucial for strategic planning and leadership alignment within the university.
Vanderbilt’s Office of Institutional Research should prepare to contribute to the required reports on tuition discounts and waivers. By providing comprehensive data and analysis, Vanderbilt can ensure its interests are represented in state evaluations of financial support and student outcomes.

Opportunities

The introduction of the “Speak UP, Tennessee Scholarship Act” offers an opportunity for Vanderbilt’s Department of English and Creative Writing to develop programs and workshops that support spoken word poetry. This could enhance the university’s reputation as a leader in the arts and attract prospective students interested in this field.
The expanded authority of the Tennessee Higher Education Commission presents an opportunity for Vanderbilt’s Leadership to engage with state education policymakers. By actively participating in discussions and decision-making processes, Vanderbilt can influence policies that affect higher education governance and funding.
The focus on evaluating tuition discounts and waivers provides an opportunity for Vanderbilt’s Financial Planning Office to showcase its innovative financial aid strategies. By highlighting successful outcomes, Vanderbilt can strengthen its case for continued or increased state support.

Relevance Score: 3 (Some adjustments are needed to processes or procedures to align with new scholarship opportunities and changes in higher education governance.)

Average Relevance Score: 2

Timeline for Implementation

N/A: No explicit timeline or deadline is provided in the text.

Relevance Score: 1

Impacted Government Organizations

University of Tennessee, Knoxville – Institute of American Civics: This unit is mandated to develop curricula and materials for an American civics course, directly impacting its role in shaping higher education content.
Public Institutions of Higher Education in Tennessee: All public universities in the state are affected because the legislation requires that every student complete a course incorporating American government and history before earning their baccalaureate degree.

Relevance Score: 1 (Only 1 or 2 agencies are directly affected by this measure.)

Responsible Officials

Institute of American Civics, University of Tennessee, Knoxville – Tasked with developing the materials and curricula for the required course in American government or history.
Public Institutions of Higher Education in Tennessee – Responsible for implementing the requirement that each enrolled student complete the course before obtaining a baccalaureate degree.

Relevance Score: 2 (Directives impact the implementation at the institutional level, typically managed by mid-level educational administrators.)