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Welcome to the CSU Policy Library

California State University policies establish oversight, guidelines and procedures for nearly every aspect of the 23 campuses and the Office of the Chancellor.

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COVID Information & Resources

College of business, resources for faculty and instructors.

• 1. FAQs for general public health questions
• 2. Public health requirements
• 3. Academics and workspace public health
• 4. Faculty Remote Teaching and Teleworking Requests
• 5. Student Remote Learning Requests, Course Absenteeism
• 6. Suggested syllabus language to guide students on COVID reporting
• 7. Additional Faculty Resources
• 8. COVID resources
• 9. Teaching and Professional Development

The following FAQs and guidance is available for faculty and instructors to help answer questions about COVID and academic or classroom impacts.

These FAQs were prepared by CSU’s Teaching Continuity and Recovery Team on behalf of the Office of the Provost and Executive Vice President.

FAQs for general public health questions

Public health requirements.

  More information about public health requirements .

Masks are not required on university grounds or in vehicles used for university-related travel. Exceptions are made for medical facilities and some laboratory settings where masks are required PPE due to research activities not related to COVID.

Individuals, departments, units, offices, etc., cannot institute their own mask requirements, but individuals may choose to wear a mask. N95 masks offer some protection to the wearer and are available for departmental purchase at the PPE store .

Academics and workspace public health

How will I know if students in my classes, labs or studios are vaccinated? Faculty are not permitted to ask students about their vaccine status. Vaccine information is an individual’s private medical information.

The University is asking students, faculty and staff to either provide documentation of their vaccine status or declare an exemption and screen. This information will be kept private and shared only with very few individuals on only a need-to-know basis, generally only related to contact tracing if there is an exposure.

Faculty Remote Teaching and Teleworking Requests

Temporary vs. Semester-Long

Some instructors might request either temporary (a few days) or semester-long teleworking or remote teaching assignments for various reasons including:

• medical need
• temporary illness or exposure

Please keep in mind faculty and staff do not have to disclose to their supervisors or show proof that they tested COVID positive. Instructors simply may inform their supervisors of a need to miss work or class for a few days due to personal or health reasons.

What if an instructor requests a temporary remote teaching option because they have tested positive for COVID-19 (but feel their symptoms are mild enough they can continue to work remotely) or are caring for a child or other family member who is in isolation at home?

• Some faculty who are positive but present with mild or no symptoms might ask to record lectures or temporarily move their class to remote instruction.
• Shifts in teaching modality should first be discussed and coordinated with the department chair or head, including strategies for multiple communications with students (e.g., CSU email, Canvas, etc.) in advance of announcing to students.
• We recommend instructors take their class lists (via ARIESweb or ARIESwebLite) and email their students the plan (including details of how to access any synchronous remote lectures or engagements) in case the class temporarily shifts teaching modality.

What if the instructor does not feel well enough to teach remotely and needs other options for having their classes covered temporarily as they recover?

• Department chairs and heads will assist instructors who are too ill to teach in-person or remotely in finding solutions such as a temporary substitute, out-of-class assignments or additional options to minimize disruption of instruction, or other backup strategies.
• It is important to have flexibility and fairness in providing support and options for COVID-impacted faculty in their efforts to isolate and get well or comply with isolation requirements for themselves or family members for whom they provide direct care.
• Faculty should remind students to check communications regularly in case there is a sudden need to shift teaching modality so they do not show up to an empty classroom. They should inform students of how they will communicate (e.g., CSU email, Canvas, other).
• We recommend instructors take their class list” (via ARIESweb or ARIESwebLite) and email their students the plan (including details of how to access any synchronous remote lectures or engagements) in case the class temporarily shifts teaching modality.

What are the options for instructors who request teleworking or a remote teaching assignment for the entire semester based on a medical need (e.g., immunocompromised)?

• If an employee has a qualifying medical exception (their own – not related to a family member), they should apply for an accommodation through Office of Equal Opportunity process under Americans with Disabilities Act .
• Public Health Emergency Leave is a possibility for a COVID-related need for an employee or an immediate family member, if the employee qualifies for this leave. This leave is provided under a governmental executive order declaring the pandemic; it will not be available indefinitely and  it will run out. However, it can be used as intermittent leave or a block of leave to address COVID-related needs. This one-time allotment of leave allows up to 80 hours and is prorated. ( Note: check with CSU Human Resources for the latest availability of this option; this leave may expire by dates set by state executive order. )
• The Family and Medical Leave Act may be an option for those who qualify (e.g., an employee’s own health or a family member’s). This federal leave also has a limit for a year, up to 12 weeks, and is not paid. An employee’s accrued sick or annual leave may be applied, however.

How has CSU typically approached faculty requests for teleworking or remote teaching assignment for the entire semester based on personal reasons not covered by illness or medical accommodations?

CSU offers a world-class residential experience through in-person instruction in classrooms, labs and studios. Options to teach remotely for faculty during a full semester are very limited and tied to institutional mission, the needs of students and programs. Any instructor who is approved for resident instruction remote teaching in a semester should keep in mind that such an approval is for the current semester only and not a guarantee for future semester assignments.

• Department chairs or heads have prioritized assignments and requests based on availability of remote sections, program type, and student need.
• Chairs or heads should consult with their deans to ensure an equitable process for consideration of applications is in place, and that all faculty requests are responded to with an email or letter to explain why the request was granted or not granted. 

Student Remote Learning Requests, Course Absenteeism

Students do not have to disclose to their instructors or show proof that they tested COVID positive.

Students simply may inform their instructors of a need to miss class for a few days due to personal or health reasons.

Faculty will need to rely upon the honor system and communicate that to students and encourage them to stay home if they test positive or are caring for a child or family member with COVID.

What if a student requests a temporary remote learning option for a fully in-person class because they have tested positive for COVID-19 or are symptomatic?

• Faculty are not expected to extend teaching of their class to multiple modalities in a course, but please extend flexibility and compassion in supporting students’ learning when feasible.
• Some faculty will find it easy to record their lectures for students or invite them to join the class remotely, and we encourage you to extend such flexibility, if possible.
• Please make allowances for students to turn in assignments late, make up missed work and exams to support their efforts to isolate, recover from illness.

What if a student requests remote learning for an in-person course for either a disability or personal preference?

• If a student has a documented disability (as federally recognized and mandated) and wants to inquire about online accommodations, please refer the student to the guidance offered at the Student Disability Center website .
• If a student expresses a general preference for virtual or remote coursework, please instruct them to consult with their academic advisor or departmental representative who might be able to assist them with alternatives. Options might include an online version of the course or an alternate online course offered through CSU, if these options exist within their major.
• We continue to encourage faculty compassion and flexibility with students who are working with Student Disability Center.
• Faculty are not required to accommodate individual student requests outside of a documented disability managed through the Student Disability Center, but we encourage great compassion and flexibility to support students who face adversity. For example, especially during the first few weeks of the semester, some students might have loved ones at home for whom they are caring who are in isolation.

Suggested syllabus language to guide students on COVID reporting

All students are directed to report any COVID-19 symptoms to the university immediately, as well as exposures or positive test results from a medical provider or home test.

• If you suspect you have symptoms, or if you know you have been exposed to a positive person or have tested positive for COVID (even with a home test), you are directed to fill out the COVID Reporter .
• If you know or believe you have been exposed, including living with someone known to be COVID positive, or are symptomatic, it is important for the health of yourself and others that you complete the online COVID Reporter . Do not ask your instructor to report for you.
• If you do not have internet access to fill out the online COVID-19 Reporter , please call (970) 491-4600.
• You may also report concerns in your academic or living spaces regarding COVID exposures through the COVID Reporter . You will not be penalized in any way for reporting.
• When you complete the COVID Reporter for any reason, the CSU Public Health Office is notified. Students who report symptoms or a positive antigen test through the COVID Reporter  may be directed to get a PCR test through the CSU Health Network’s medical services for students.

For the latest information about the university’s COVID resources and information, please visit the CSU COVID-19 site . 

Additional Faculty Resources

Covid resources.

• Faculty and staff mental health resources
• Resources for all teaching modes (includes tips for working with students in isolation)
• Resources and policies you may wish to share with your students
• COVID-19 Reporter

Teaching and Professional Development

• Colorado Department of Higher Education Equity Toolkit
• The  Teaching Effectiveness Framework , which includes extensive resources for  Developing and Evaluating Teaching
• Resources for  Promoting Academic Integrity  in your courses
• A new  Teaching Effectiveness Initiative  designed to recognize instructors who invest in growing teaching effectiveness
• Professional development offerings , including our  Best Practices in Teaching courses  

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• Through curricular and co-curricular programs, students at CSU develop knowledge and skills to engage as respectful citizens in a diverse society, recognize the implications of their many choices, and become ethically responsible individuals. The policies that follow reflect CSU’s continuing commitment to uphold the highest standards of ethical responsibility and conduct.
• Classroom Behavior
• Student Health Insurance Requirement
• First Year Residence Hall Requirement
• Academic Integrity/Misconduct
• CSU Student Conduct Code

Classroom Behavior  

The classroom instructor is responsible for controlling the conduct of the class and the demeanor and behavior of the students in exercising classroom discipline, subject to accepted departmental, college, and University standards and practices. CSU policy permits only enrolled students, persons authorized by the instructor, and administrative personnel to be admitted to instructional areas during scheduled periods. CSU policy and Colorado state law also prohibit all forms of disruptive or obstructive behavior in academic areas during periods of scheduled use or any actions which would disrupt scheduled academic activity. Use of classrooms and other areas of academic buildings during nonscheduled periods is permitted only in accordance with departmental, college, or CSU practices.

Any person or persons in unauthorized attendance or causing a disturbance during scheduled academic activity shall be identified by the instructor and asked to leave. Persons refusing such a request may be removed by the CSU police and are liable to legal prosecution and/or disciplinary action.

Student Health Insurance Requirement  

Domestic students taking six or more resident instruction credits, and all INTO and international students enrolled in any credit level, are required to have health insurance. Eligible students will be automatically enrolled in the CSU Student Health Insurance Plan unless they waive coverage by showing proof of private health insurance.

First Year Residence Hall Requirement  

Experience and research has demonstrated that students who live on campus adjust to college life faster, have higher GPAs, and are more likely to graduate than students who live off campus. For this reason, all newly admitted first-year students without previous college experience, who are single, under 21 years of age, and not living with their parents in the Fort Collins area, are required to live their first two consecutive semesters in a residence hall . Credits taken concurrent with high school and/or credits attained through Advanced Placement (AP) do not apply toward living experience.

Academic Integrity/Misconduct  

The foundation of a university is truth and knowledge, each of which relies in a fundamental manner upon academic integrity and is diminished significantly by academic misconduct. Academic integrity is conceptualized as doing and taking credit for one’s own work. A pervasive attitude promoting academic integrity enhances the sense of community and adds value to the educational process. All within the University are affected by the cooperative commitment to academic integrity.

Course instructors and departments shall work to enhance a culture of academic integrity at the University.

Each course instructor shall state clearly in their course syllabus that the course will adhere to the Academic Integrity Policy of the Colorado State University General Catalog and the Student Conduct Code. The TILT Academic Integrity website provides examples of possible wordings for the course syllabus .

By the end of the second week of the course and/or in the course syllabus, the course instructor shall address academic integrity as it applies to their course components, such as homework, written assignments, lab work, group projects, quizzes, and exams. Examples of items to address include, but are not limited to, the use of class notes, study sheets, and solution manuals; appropriate uses of sources, Internet or otherwise; receiving assistance from others; and the use of prior work.

The course instructor shall decide which course components will use an honor pledge. For those course components, the course instructor shall provide the opportunity for students to sign an affirmative honor pledge. The honor pledge shall include one of the following statements and may be expanded according to instructor, department, or college practices and policies:

HONOR PLEDGE: I have not given, received, or used any unauthorized assistance.

HONOR PLEDGE: I will not give, receive, or use any unauthorized assistance.

A course instructor may offer the student the opportunity to write out the pledge if deemed practicable. Students may be given the opportunity to include an honor pledge along with electronic submissions of their work. A student’s decision to forego signing the honor pledge shall not be used as evidence of academic misconduct and shall not negatively impact a student’s grade.

Academic misconduct (see examples below) undermines the educational experience at Colorado State University, lowers morale by engendering a skeptical attitude about the quality of education, and negatively affects the relationship between students and course instructors.

Students are encouraged to positively impact the academic integrity culture of CSU by reporting incidents of academic misconduct.

Course instructors are expected to use reasonably practical means of preventing and detecting academic misconduct. Any student found responsible for having engaged in academic misconduct will be subject to academic penalty and/or University disciplinary action.

Examples of academic misconduct include (but are not limited to):

• Cheating: Cheating includes using unauthorized sources of information and providing or receiving unauthorized assistance on any form of academic work or engaging in any behavior specifically prohibited by the instructor in the course syllabus or class presentation.
• Plagiarism: Plagiarism includes the copying of language, structure, images, ideas, or thoughts of another, and representing them as one’s own without proper acknowledgment, and is related only to work submitted for credit. Also included is the failure to cite sources properly; sources must always be appropriately referenced, whether the source is printed, electronic or spoken.
• Unauthorized Possession or Disposition of Academic Materials: Unauthorized possession or disposition of academic materials includes the unauthorized selling or purchasing of examinations, term papers, or other academic work; stealing another student’s work; and using information from or possessing exams that an instructor did not authorize for release to students.
• Falsification: Falsification encompasses any untruth, either verbal or written, in one’s academic work.
• Facilitation of any act of Academic Misconduct:   Facilitation of any act of academic misconduct includes knowingly assisting another to commit an act of misconduct.

(Academic Integrity policies appear in the Graduate and Professional Bulletin, the Faculty and Administrative Professional Manual, and the Honor Code of the Professional Veterinary School and the School of Public Health as applicable.) 

Procedures for Dealing with Academic Misconduct  

Instructors shall adhere to the following procedures when they allege that academic misconduct has occurred:

If a course instructor has information that suggests a student has engaged in academic misconduct in their course, prior to assigning any academic penalty, the course instructor shall notify the student of the concern and make an appointment with the student to discuss the concern. The student shall be given the opportunity to give their position on the matter. After being given this opportunity, if the student admits to engaging in academic misconduct, or if the course instructor judges that the information supports the allegation of academic misconduct, the course instructor may then assign an academic penalty. The course instructor may choose to refer the case to Student Conduct Services in the Student Resolution Center for a hearing before deciding on a penalty. The course instructor shall notify the student in writing of the infraction and the academic penalty to be imposed. A copy of this notification shall be sent to Student Conduct Services. Examples of academic penalties include assigning a reduced grade for the work, assigning a failing grade in the course, removing the Repeat/Repair option for that course, or other lesser penalty as the course instructor deems appropriate.

If, after making reasonable efforts, the course instructor is unable to contact the student or is unable to collect all relevant information before final course grades are assigned, they shall assign an interim grade of Incomplete and notify the student in writing of the reason for this action.

If evidence of academic misconduct is discovered after the final course grades have been submitted, the course instructor shall follow the above procedure in properly notifying the student and providing an opportunity for the student to give their position on the matter before making a decision about any academic penalty. The course instructor must notify the student in writing of the infraction and any academic penalty subsequently imposed. A copy of this notification shall be sent to Student Conduct Services.

If the course instructor so requests, Student Conduct Services will conduct a hearing to determine if the Student Conduct Code has been violated. If the Hearing Officer determines that a violation has occurred, they may impose sanctions in addition to the academic penalty.

Student Response

If a student disputes a decision of a course instructor regarding alleged academic misconduct, they may request a hearing with Student Conduct Services. The request must be submitted no later than thirty (30) calendar days after the first day of classes of the next regular semester following the date that the grade for the course was initially recorded or subsequently revised. If a hearing is not requested within this time period, the decision of the course instructor shall be final.

If a hearing is conducted by Student Conduct Services, in order for there to be a finding that a student has engaged in academic misconduct, the information must demonstrate that it is more likely than not that a violation occurred (also known as preponderance of information).

The hearing shall be conducted by a Hearing Officer assigned by the Director of the Student Resolution Center (or the Director’s designee). The Hearing Officer shall give the student the opportunity to respond to the allegation made by the course instructor, and they shall give the course instructor the opportunity to respond to claims made by the student. The Hearing Officer shall make one of the following two (2) decisions:

The allegation of academic misconduct is supported by a preponderance of the information.

In this case, the Hearing Officer may impose sanctions for violations of the Student Conduct Code. The Hearing Officer and the course instructor shall confer regarding appropriate sanctions. The course instructor shall make the final decision regarding academic penalties, which may include, among other options, a reduced grade for the course and/or removal of the Repeat/Repair option, and they shall inform the student of that academic penalty. The Hearing Officer shall make the final determination regarding disciplinary sanctions, which will take into account the severity of the incident, its impact on others, and the student’s previous student conduct record, and they shall inform the student of those sanctions.

The Hearing Officer chooses to forward the case to an Academic Misconduct Review Committee for additional review prior to a resolution being determined.

Prior to forwarding the case to an Academic Misconduct Review Committee, the Hearing Officer shall inform the course instructor and the student of their concerns related to the allegations, and the course instructor and the student shall each be given a chance to respond to the Hearing Officer regarding these concerns.

In this case, an Academic Misconduct Review Committee consisting of three members shall be selected from the members of the student conduct Appeal Committee. These members of the Academic Misconduct Review Committee shall consist of two faculty members and one student. Student Conduct Services shall provide the Academic Misconduct Review Committee with the case file (including all information received by the Hearing Officer) and a summary of any concerns.

After consideration of the case, the members of the Academic Misconduct Review Committee shall make a recommendation to the Director of the Student Resolution Center (or the Director’s designee), who will then make a determination regarding whether or not a preponderance of the information supports the allegation of academic misconduct.

If the determination is that the allegation of academic misconduct is not supported by a preponderance of the information, then the course instructor shall determine a grade based on the student’s academic performance and without any consideration of academic misconduct and change any previously assigned grade accordingly.

If the determination is that the allegation of academic misconduct is supported by a preponderance of the information, then the Director of the Student Resolution Center (or the Director’s designee) and the course instructor shall confer regarding appropriate sanctions. The course instructor shall make the final decision regarding academic penalties, which may include, among other options, a reduced grade for the course and/or removal of the Repeat/Repair option. The Director of the Student Resolution Center (or the Director’s designee) shall make the final determination regarding disciplinary sanctions.

Student Appeal

If the student disagrees with the findings of the hearing, they may file an appeal with Student Conduct Services. This is done by following the procedures in the Student Conduct Code for an appeal of a disciplinary decision. If an Appeal Committee is formed, it will consist of two faculty members and one student from the pool described in Section I.4, excluding any members of this pool who have already served on an Academic Misconduct Review Committee for this case.

Transcript Notation for Academic Misconduct 

In the case of a serious infraction or repeat offense of academic misconduct that is upheld through a hearing, the Hearing Officer and the course instructor shall decide whether the student’s transcript shall be marked with a notation of “AM,” which shall be explained on the student’s transcript as a “finding of Academic Misconduct.” A notation of “AM” shall be made on the student’s transcript only if both the Hearing Officer and the course instructor agree that this penalty should be imposed. Grades marked on the student’s transcript with the designation “AM” shall not be eligible for the Repeat/Repair option.

Information regarding incidents of academic misconduct is kept on file with Student Conduct Services.

CSU Student Conduct Code  

The Student Conduct Code exists to notify students, faculty, and staff of the specific expectations Colorado State University holds related to student behavior and the rights and responsibilities that accompany being a student and participating in student organizations.

Colorado State University expects students to maintain standards of personal integrity in harmony with its educational goals; to be responsible for their actions; to observe national, state, local laws, and University regulations; and to respect the rights, privileges, and property of other people.

The student conduct process is intended to be a learning experience which can yield growth, behavioral changes, and personal understanding of one’s responsibilities and the consequences and impacts of one’s actions. This process balances the needs and rights of students with the needs and expectations of the University and larger community. The student conduct process offers a continuum of responses to allegations of misconduct. Students are treated with care and respect while being afforded the opportunity to receive a fair hearing. Many sanctions and interventions are designed to be educational and restorative in nature, promoting the University’s mission.

The Student Conduct Code defines University intervention, resolution options and possible disciplinary action related to the behavior of both individual students and student organizations.

The Student Conduct Code is available:

• Online at S tudent Conduct Services
• In print at the Student Resolution Center, 501 West Lake St., Suite A
• Apply to CSU
• Contact CSU
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Office of the Registrar

College of business, late registration faqs.

There are four instances for which a student needs to submit a Late Registration Change Request to the Office of the Registrar:

• When a student needs to add a course or switch sections of the same course past the add deadline for that course but before the last day of classes for the term.
• When a student needs to drop or withdraw from a Restricted Drop course past the drop deadline for that course but before the full-term course drop or withdrawal deadline.
• When a student needs to increase or decrease credits on a variable credit course after the add/drop deadline.
• When a student needs to change a course’s level for the same course after the add/drop deadline (i.e., PSY 295 – Independent Study to PSY 495 –Independent Study).

When a student wants to drop or withdraw from a course past the university drop or withdraw deadline , or when a student wants to make any of the changes listed above after 2:00 pm the day on which grades are due for the term, a Registration Appeal is required instead of a Late Registration Change Request and is available at registrar.colostate.edu.

Late Registration Change Request forms submitted after the degree has been awarded will not be processed and require approval from the appropriate academic office for that student level. 

The instructor of a course or an authorized staff member in the department through which the course is being offered may complete and sign a Late Registration Change Request (obtainable in the department). The student should only complete the Name, CSUID, Email, Student Level, Semester, and Year at the top of the form, as well as the “To Be Completed by the Student” section at the bottom of the form.

A $50 late registration fee will be assessed to any student submitting a Late Registration Change Request (except when increasing variable credits). If the late add was required due to documentable extenuating circumstances or university error, a  $50 Late Fee Appeal  may be submitted to ask that this charge be removed.

To be eligible for the  College Opportunity Fund  (COF) a course must be added before the course add deadline except in the following situations:

• When a department or institutional error kept the student from registering. In these cases, the instructor or department may check the appropriate space on the Late Registration Change Request so the course will be COF eligible. Examples of these situations are when students are given overrides but did not know they needed to register for the course, when overrides are given after the restricted add deadline and before the university census date, or when the wrong override has been provided to students keeping them from registering.
• When a student is adding an internship, independent study, group study, or supervised college teaching that could not be finalized in time for the student to register by the course add deadline. In these cases, the instructor or department may check the appropriate space on the Late Registration Change Request making the course COF eligible.

Graduate students wishing to add courses or change credits on a variable credit course after the add deadline for the course must take the Late Registration Change Request to the  Graduate School  for approval. Undergraduates and Professional students must bring the completed Late Registration Change Request to the Office of the Registrar for processing.

Late Registration Change Request Forms can only be obtained by Faculty and Staff on ARIESweb home page. You will look under Banner A-Z documents and find the form filed under L. The title will be listed as Late Registration Change Request Form-Electronic. 

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CSU Global Addresses Workforce Training Needs with 11 New In Demand Programs of Study

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Aug 15, 2024, 14:00 ET

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This Winter Trimester, starting November 2024 , the University will launch a variety of new programs to meet industry needs in healthcare, information technology, financial, and operational fields.

DENVER , Aug. 15, 2024 /PRNewswire/ -- As part of its mission to facilitate workplace success for learners, Colorado State University Global (CSU Global) is launching 11 new fully online programs of study beginning in the 2024 Winter Trimester. The new programs will include two graduate degrees, along with seven undergraduate certificates and two graduate certificates.

By continuing to leverage comprehensive research and industry insights, University Advisory Council feedback, and real-time job demand data, CSU Global has identified new program needs in the healthcare management, information technology, finance, operations and supply chain management, data analytics, and artificial intelligence fields to address workforce training needs and prepare learners for growing and changing job opportunities. Through an in-depth analysis of current market trends, emerging technologies, and employer needs, CSU Global has designed its programs of study centered on work-ready assignments and industry tools that equip students with the skills they require to excel in their professional careers.

As the leader in online education for post-traditional learners focused on supporting professional success, CSU Global's program-completers continue to report compelling return on investment data from their CSU Global experience. Importantly, over 90% of its program-completers are working, with a median self-reported average salary increase of $40,000 and $32,500 per year for its undergraduate and graduate program-completers respectively.

CSU Global programs launching November 11, 2024 include:

• Data Analytics
• Healthcare Analytics
• Azure and AI Automation
• Financial Analytics
• Healthcare Quality and Patient Safety
• Operations and Supply Chain Management
• Public Health Leadership
• Python and Data Analytics
• Python Application Development
• Advanced Data Analytics
• Corporate Financial Management

Selected for its rapidly-evolving needs, the healthcare care industry continues to be a focus for  CSU Global. With the addition of its Healthcare Analytics degree and undergraduate certificates in Healthcare Quality and Patient Safety and Public Health Leadership, the University offers four health administration and management-related programs, created in response to the increasing demand for data-driven insights, where professionals skilled in analytics are essential for enhancing patient outcomes and operational efficiencies. For example, the new programs will prepare students for high-demand roles such as Healthcare Data Analysts and Clinical Data Scientists. These positions not only offer competitive and living wage salaries, but also exhibit strong job growth prospects due to the expanding use of electronic health records and advanced analytics solutions. By equipping students with skills in statistical modeling, machine learning, and regulatory compliance, CSU Global ensures that graduates are well-prepared to excel in these roles while achieving their personal goals.

In addition to healthcare, programs in information technology will address the surging demand for data proficiency across various industries. By focusing on practical and in demand skills, such as Azure, AI Automation, and Python, the programs will incorporate tools and techniques that prepare students for roles that include Data Analyst and Machine Learning Engineer. By combining hands-on projects, industry partnerships, and a curriculum aligned with current trends, CSU Global ensures that graduates are ready to meet the growing requirements of the IT sector and advance in a data-driven world.

Further, the University's new finance programs will provide specialized training to provide banking, finance, accounting, and business professionals with the education needed to enhance their skills, knowledge, and abilities in the strategic financial management of corporations and the dynamic field of financial analysis.

Finally, the Operations and Supply Chain Management certificate was created for students who are interested in pursuing careers in logistics, manufacturing, retail, pharmaceutical, or any sector that involves efficient supply chain and management of operations, facilitating a competitive edge in the job market for CSU Global program-completers.

The University's strategic program development not only bridges existing workforce gaps and positions its program-completers as competitive candidates, but it does so through CSU Global's fully online learning environment where students can access learning support tools and complete coursework from anywhere in the world with an internet connection and around their busy schedules. To learn more and browse programs, visit  csuglobal.edu/academic-programs .

About Colorado State University Global Colorado State University Global (CSU Global) offers career-relevant bachelor's and master's degree programs for working adults and post-traditional learners. As the first 100% online, fully accredited public university in the United States , CSU Global is focused on student success as its number one priority. Embracing the land grant heritage as part of the Colorado State University System, CSU Global sets the standard for quality and innovation in higher education through its expert and industry-experienced faculty who are recognized as industry leaders and trained in working with adults in an online learning environment. CSU Global offers accelerated eight-week courses that start every four weeks. Visit CSUGlobal.edu to learn more.

SOURCE Colorado State University Global

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