Texas Tech University System implements new course review standards

The Texas Tech University (TTU) System has recently unveiled a new framework for reviewing course content across its five universities, a move aimed at ensuring compliance with state and federal laws while clarifying the expectations for faculty. The announcement comes on the heels of Senate Bill 37, passed during the 89th Texas Legislative Session, which granted politically appointed governing boards—like the Board of Regents of the TTU System—new authority to oversee university curriculum.

The legislation, authored by then-Senator Brandon Creighton—now the Chancellor of the TTU System—empowers these boards to review course material for compliance with state bans on topics related to diversity, equity, inclusion (DEI), and gender identity.

“The mission of the Texas Tech University System is to educate the next generation of Texas leaders and to drive innovation that strengthens our state and nation,” Creighton said in a statement. “These new guidelines reflect that mission by giving our faculty clarity, consistency, and guardrails that protect academic excellence. The purpose of this framework is to support both strong academic freedom and the accountability needed to maintain excellence."

At its core, the TTU System framework seeks to balance two sometimes competing priorities: academic freedom and compliance with state regulations. The guidelines aim to clarify what faculty can and cannot include in their courses, while also offering a structured process for review when questions arise.

Key Goals of the TTU System’s Framework

The new framework from the TTU System emphasizes three primary goals:

Clarity for Faculty: By outlining specific expectations, the guidance seeks to provide faculty with clear parameters for what is permissible in course content.

Consistency Across Institutions: The TTU System spans five universities, including Texas Tech in Lubbock, TTU Health Sciences Center in Lubbock and El Paso, Midwestern State University in Wichita Falls, and Angelo State University in San Angelo. Consistent standards ensure students across these campuses receive education aligned with both legal requirements and institutional priorities.

Accountability and Public Trust: According to TTU System Board of Regents Chairman Cody Campbell, these measures help maintain Texans’ trust in higher education. “The Board welcomed the clarity provided by Senate Bill 37, which reaffirmed the Regents’ role in curriculum oversight,” Campbell said. “This new framework strengthens accountability, supports our faculty, and ensures that our universities remain focused on education, research, and innovation—core commitments that position the TTU System for continued national leadership.”

The TTU System asserts that the framework not only enforces compliance with laws on race- and sex-based discrimination but also preserves the right of faculty to teach, analyze, and debate ideas within legal bounds.

What Faculty Need to Know About the Course Review Process

The TTU System has released a detailed Course Content Review Process for faculty to follow. This process outlines how instructors can submit materials for departmental, university, and regental review. The goal is to ensure that all course content aligns with state standards and federal regulations, while still allowing academic inquiry within prescribed limits.

Under the framework, faculty must verify that course content does not include or advocate ideas that:

Suggest one race or sex is inherently superior to another.

Claim an individual is inherently racist, sexist, or oppressive because of race or sex.

Advocate discrimination or adverse treatment based on race or sex.

Determine moral character or worth by race or sex.

Attribute collective responsibility or guilt to individuals for the actions of others of the same race or sex.

Suggest meritocracy or a strong work ethic is inherently oppressive.

The policies further clarify that promoting activism on race or sex-related issues is not considered academic instruction and falls outside permissible classroom content. The framework also asserts that, under Texas and federal law, there are only two genders, and any course content related to sexual orientation or gender identity must go through the review process. Noncompliance may lead to disciplinary actions in accordance with university policy and state law.

Steps in the TTU System Course Content Review

The TTU System has provided a flowchart to guide faculty through the review process. While simplified here, it can be broken down into a few stages:

Faculty Self-Assessment: The faculty member determines whether the content is relevant and necessary for instruction. If deemed unnecessary, the content is removed.

Professional Relevance Check: If the content is relevant, the faculty member evaluates whether it is required for professional licensure, certification, or patient/client care.

Departmental Review: If content is not required for professional purposes, it is submitted for review by the department chair, dean, and university provost.

Provost Review: The provost evaluates whether the content should remain and submits a justification to the chair and vice chair of the Regents’ Academic, Clinical and Student Affairs (ACS) Committee. The provost can also decide to remove content if it is unnecessary.

Final Approval: If approved, the content remains in the curriculum, and the relevant faculty leadership and regents’ committee are notified.

This step-by-step process is intended to offer faculty clear guidance while ensuring that all courses comply with SB 37’s restrictions.

Implications for Faculty and Students

While the TTU System framework is presented as a tool for clarity and consistency, its practical implications may be significant. Faculty are required to carefully vet all course materials to ensure compliance, even for topics that are commonly taught in higher education. This may limit the ability to explore or present certain ideas freely, particularly those related to DEI, gender identity, or critical race theory.

Faculty are still able to examine or critique controversial ideas, but they cannot present these concepts as endorsed or require students to affirm them. This distinction creates a tightrope for instructors who aim to foster critical thinking while avoiding legal or institutional repercussions.

From the student perspective, this framework could reshape classroom discussions, particularly in courses that traditionally address social justice, gender studies, or contemporary societal issues. While the system emphasizes academic freedom within legal bounds, students may notice a narrowing of topics that instructors feel comfortable discussing in depth.

Broader Context and Legislative Background

Senate Bill 37 has been part of a broader national trend in which state legislatures seek to regulate university curricula, particularly around DEI and gender topics. Critics argue that such measures risk restricting academic freedom and undermining comprehensive education, while supporters contend that they promote accountability and prevent politically motivated indoctrination in publicly funded institutions.

For the TTU System, the challenge is balancing legal compliance with its mission: “educating students, advancing research, and preparing the next generation of Texas leaders.” By codifying review procedures, the system hopes to maintain institutional integrity and public trust while navigating a politically charged landscape.

Leadership Statements and Faculty Support

Chancellor Creighton emphasized the value of faculty in maintaining the strength of the TTU System. “The strength of any university rests on the caliber, dedication, and integrity of its faculty,” he said. “The Texas Tech University System is fortunate to have talented faculty who understand the importance of their work and the lasting impact it has in shaping the lives and futures of our students.”

Similarly, Board of Regents Chairman Cody Campbell highlighted that the new framework strengthens accountability while supporting faculty. By providing clear guidance and a structured review process, the system aims to minimize confusion and ensure courses remain focused on education, research, and innovation.

Final Thoughts

The TTU System’s implementation of SB 37 reflects a growing trend in higher education: increased oversight of curriculum by state-appointed boards. The new guidelines provide faculty with clear expectations and a structured review process, which may help avoid legal conflicts while maintaining certain academic freedoms.

At the same time, these policies underscore the tension between legislative oversight and the traditional role of universities as spaces for open inquiry. Faculty and students alike will need to navigate this landscape carefully, balancing critical engagement with compliance requirements.

Ultimately, the success of the framework will depend on how well it supports educators while maintaining transparency and trust with the public. For a university system tasked with educating future leaders, achieving this balance is both a challenge and a necessity.