University Curriculum Committee

Curriculum Forms

NEW for 2014-2015: All curriculum forms must be submitted electronically using CIM. Forms will be processed and approved electronically. Paper based signatures will no longer be required.

Standard Forms:

Letter of Intent

Proposal Template: New Program

Proposal Template: Changes to Existing Program

Sample Syllabus

Course Evaluation Checklist

The UCC reviews program proposals. Proposals for New Programs, Program Changes and Program Terminations, should be entered through the CIM Program System.

Proposals for New Courses, Course Changes and the Core, should be entered through the CIM Course System.

 

Course Component Definitions

  • Capstone (CPS): students complete a course designed to integrate content from several sources in a discipline or across multiple disciplines to reflect on the entire undergraduate experience or the major. Typically involves the use of skills, methodologies, and/or knowledge learning through a specific major, usually culminating in a self-directed research paper or project.
  • Clinical (CLN): students participate in client and/or client related services as part of the learning process. Course occurs in an actual clinical setting and may involve working with clients who receive professional services from students supervised by instructors. Students typically do not receive compensation for these experiences.
  • Field experiences (FLD): students participate in credit-bearing field-based experiences under direct supervision of the instructor. A majority of the time is spent out of the classroom setting, but the out-of-class experience is augmented with lecture and classroom support.
  • Independent study (IND): students complete individualized and often self-paced plans of study. The instructor and the student negotiate the details of the plan of study.
  • Informal credit activity (ICA): identifies a curricular activity on a student's schedule that does not correspond to a true course. Placeholder -- for use by Registrar's office only.
  • Internship (INT): students complete a credit-bearing structured field experience in a setting consistent with the student's educational goals. Students have "real world experiences" under the supervision of an external supervisor and a Towson faculty member. Students may be paid as part of the experience.
  • Laboratory (LAB): students meet as a group in a laboratory to engage in exercises and or investigation under the direction of the instructor or lab instructor for the purpose of applying the methods and principle of a discipline. Labs may be stand-alone (for credit) or non-credit bearing.
  • Lecture (LEC): students meet as a group in a classroom with an instructor who is responsible for the presentation of the subject matter and the conduct of the class. It may involve lecture and some back and forth exchange of ideas.
  • Lecture/Lab (LLB): students meet as a group in a classroom setting with an instructor who is responsible for the presentation of the subject matter and the conduct of the class. Associated with the class is a linked lab typically under the direction of the same (who may be supported by a secondary instructor). The lab component is for the purpose of applying the methods and principle of a discipline.
  • Performance (PFM): students meet in a group setting with an instructor to create a performance.
  • Physical Activity (ACT): students meet as a group in a regularly scheduled classroom or related facility. Knowledge associate with the proper execution of a physical activity is presented by the instructor.
  • Practicum (PRC): students participate in supervised and practical application of previously studied theory in a setting outside of the postsecondary classroom. These are typically full-time culminating experiences and may occur in multiple settings.
  • Private lessons (PRV): students enroll in credit bearing private lessons to master a particular art form.
  • Recital (RCT): students meet in an individual or group setting and work with an instructor to develop techniques culminating a performance or music recital.
  • Research (RSC): students complete an individualized, self-paced research project that is more in depth than those offered within structured courses offered as a part of the curriculum. The student and the research advisor negotiate the details of the individual plan of study.
  • Seminar (SEM): A more interactive and typically smaller course forum than a lecture. Content may include student presentations and discussions. Enrollment is generally limited for greater focus on students' critical reflection and exchange in ideas. Discussion, not lecture is the primary pedagogical format of the course.
  • Student Teaching (STT): students seeking teacher certification in one of the educational fields participate in supervised and practical application of previously studied theory in a setting outside of the postsecondary classroom. These are typically full-time culminating experiences and may occur in multiple settings.
  • Studio (STU): students meet in a group setting and work with an instructor to create a product.
  • Thesis/dissertation (THE): students complete an in-depth research project that is typically the culmination of a degree program. Allows students to deepen their understanding of a specific issue and typically involves original research. Typically required a formal proposal; faculty mentors, and usually culminates in an oral presentation followed by a question and answer session from the audience and attending faculty.
  • Travel (TST): students participate in credit-bearing travel experiences under direct supervision of the instructor. A majority of the time is spent our of the classroom setting, but the travel experience is augmented with classroom/lecture support.

 

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