Academic Advisement in the General Education Requirements

Am I required to complete general education requirements (GERs)?

Yes, everyone must complete 40 or 41 credits of general education requirements to reach the 120 credit hours needed to earn an undergraduate degree.  After the 40/41 credits are completed, students will continue taking courses in the degree program as well as electives. Contact departmental advisers to obtain a current plan of study.

Is there a Plan of Study for the General Education Requirements?

Yes.  General education requirements are taken during the first and second years of matriculation.

How much time does it take to complete my GERs?

The general education requirements are designed for completion in three semesters and a summer OR four full-time semesters.

Are general education requirements included in my degree plan?

Yes. All of the general education requirements are included in degree plans and, in some cases, such as Nursing, Social Work, and Education must be completed before the degree core of courses can be attempted.

Suppose I know that I cannot take courses together as recommended by the First Year Experience Academic Adviser, what can I do?

Course selections are based on several factors such as employment, family responsibilities, hours needed for study and research, as well as mode of instruction. Therefore, students have the flexibility of choosing the right combination of courses to meet their needs; however, students must complete general education requirements by the end of the second year of matriculation.

If I need to repeat a course should I repeat that course at Coppin?

Absolutely! When courses are repeated at Coppin students receive the benefit of the new grade and its quality points. Quality points are used to compute the grade point average.

I am working to complete courses ahead of schedule, how do I obtain permission to attend another college?

If the desire is to attend a community college or other local university that is not a member of the University System of Maryland students are required to obtain the permission form in the department at Coppin where the course is taught.  For example, Philosophy is taught in the Department of Humanities, therefore, students should go to the Department of Humanities which is located in the Grace Hill Jacobs Building in room 530.

Can any FYE Academic Adviser help me with my course selections?

Absolutely! Although each student is assigned to an FYE Adviser to support efficient delivery of services students will be offered the opportunity to consult with another adviser if their assigned adviser is not available when they visit the office.

If I need a permission code for a general education requirement can I obtain it in the First Year Experience main office?

Absolutely! Advisers are able to request permission codes for courses that are filled and do not have waiting lists and will issue the permission code through Coppin email as soon as it is obtained.

Should I wait until I complete all general education requirements before I get involved with the department where I major?

Absolutely not! In fact, and because of general education requirements come out of academic departments, they are students' first exposure to a degree program. Academic department faculty and staff welcome questions and inquiries about their degree programs.

When is the FYE Academic Advisement office open?

The First Year Experience and all of its resources are available to students Monday through Friday beginning at 8:30am. The Writing and Math Centers stay open as late as 6:30pm during specific times of the academic year.  Call 410-951-3555 or 410-951-3508 for scheduling information.

What other kind of help can I find in the First Year Experience department?

In addition to academic advisement and tutors who help with writing essays, reading, and writing research papers, various mathematics courses including statistics, and selected science courses students can also join the First Year Experience Student Steering Committee (SSC). The FYE Student Steering Committee act as advisors to the Director of University College, generally, the First Year Experience Program specifically. Their experiences obtaining services on and off campus, degree completion support, and partnerships which enhance the undergraduate journey are invaluable and influence program planning for University College and all of its programs. Applications for membership in the FYE Student Steering Committee are available in the FYE main office which is located in Grace Hill Jacobs Building-Room 208. The office opens at 8:30am and closes at 5:30pm. Arrangements for services after 5:30pm can be arranged by visiting the main office or by calling 410-951-4154.

The General Education Requirements (GER) serve as the core of the undergraduate curriculum. The program consists of a sequence of required courses in communications, the arts and humanities, the natural and physical sciences, mathematics, the behavioral and social sciences, health and information technology, designed to expose every undergraduate to the broad range of disciplines essential to the development of a liberally educated person. The General Education Requirements help students to develop the skills necessary for advanced study and for lifelong learning: to effectively communicate in oral and written formats; to acquire the ability to think analytically, critically, and creatively and to use the scientific method in problem solving; to proficiently use technology when conducting research; to obtain a deeper understanding of themselves, of others, and of our social and physical environment; to develop the capability to integrate their learning with past and present experiences; and to strengthen their potential for contributing to society. The Institutional Student Learning Outcomes (ISLOs) are intended to support, to inform, to provoke, to shape, and to model for students the dynamics of the eternal bond which exists between the right to an education and the responsibility to teach. Please keep reading for more information on ISLOs.

Institutional Student Learning Outcomes (ISLOs)

Coppin students' experiences and instruction over the next three to five years will be anchored within an academic framework of three universal Student Learning Outcomes (SLOs): Oral and Written Communication and Analytical Reasoning. These Student Learning Outcomes (SLOs), by definition, represent the university’s commitment to provide students with academic experiences that support their ability to write clear expository and persuasive prose; to use valid research-based arguments as support for their written or oral positions; to express their ideas in language that is both appropriate to the topic and for the target audience, and to write and speak proficiently for those various audiences. Moreover, students will be trained to apply applications of classical and/or current theories and principles from specific content areas; to use critical judgments from a combination of evidences and assumptions to reach viable conclusions; and to collect, analyze, and interpret data via computational literacy and scientific reasoning.

Oral and Written Communication and Analytical Reasoning also provide impetus for the Writing Across the Curriculum (WAC) initiative as an appropriate and timely response to the importance and functionality of media as a mainstay of human experience. Though inclusive by nature Writing Across the Curriculum is purposed to recognize that while students' 21st century modes of communication are filtered through Facebook, MySpace, blogs, email and among other modes of communication the ability to convey a clear idea and to signal that the clear idea has been received and understood is irrevocably foundational to building lives and relationships. Indeed, it is through the ability to communicate and to respond to clear ideas that students will continue to find their 'voice' as significant communicators, and as undergraduates who have been transformed into life-long learners who learn to maintain their standing among local, national, and international communities.

The remaining Student Learning Outcomes: Informational Literacy, Social Awareness, Reflective Practice, and Responsive Citizenship are strategically infused in General Education Requirements and figure prominently across the spectrum of this core curriculum. Students will become proficient in the use of technology and its appropriate applicability and will learn, for example, to use multiple information sources such as online databases, videotapes, government documents, and journals in conducting research and/or in problem solving (e.g., electronic and print periodicals, chapters in books, government documents, archival material, and microfilm) through Informational Literacy. At the same time, students will learn thru Social Awareness: the importance of understanding self and to embrace their responsibilities as engaged citizens and informed leaders in service within the community; the importance of becoming aware of and understanding economic, political, and organizational systems, and the importance of gaining an appreciation of diverse cultural heritages and global societies. These Student Learning Outcomes, Information Literacy and Social Awareness along with Reflective Practice and Responsive Citizenship further characterize the collective learning experiences found in the General Education Requirements.

In sum, Student Learning Outcomes (SLOs) are intended to support, to inform, to provoke, to shape, and to model for students the dynamics of the eternal bond which exists between the right to an education and the responsibility to teach.

General Education Program Assessment

The General Education (GE) program correlates to the CSU Strategic Plan of 2013-2020 goal 2 to transform the academic model to meet the higher education and leadership needs of Maryland’s 21st century students, citizens and businesses (CSU Strategic Plan, 2013). As part of the ongoing assessment and evaluation of the General Education program, the Provost and Vice President of Academic Affairs charged the General Education Task Force with a program review specifically related to the updated regulations of the Code of Maryland Regulations (COMAR).

The program reviews occurred during the 2011-2012 and 2016-2017 academic year. The charge from the Provost office was for the General Education Requirements (GER) Task Force to put forth recommendations which: 1) aligned GERs with the 2017 regulatory updates as stipulated in the COMAR; and 2) promote practices that provide increased flexibility in the GER requirements.

In 2015, the Curriculum Standards and Policy Committee approved as part of their bylaws, the creation of a General Education Subcommittee with a charge to evolve outcomes assessment. As part of assessing outcomes, the General Education Subcommittee was charged to review the elimination of curricular cross-linking that hindered timely completion of General Education requirements, particularly for transfer students. The GE Program Subcommittee meets monthly and submits policy recommendations, outcome assessment updates, and reports to both the University Curriculum Standards and Policies Committee and the Council of Deans.

Grading System

Declare a Major

Keep in mind, getting admitted to Coppin State University is not an automatic guarantee that you have also been admitted to a major or program. All degree seeking students must officially declare a major. Each major department or school screens and accepts its own students, (i.e., School of Arts and Sciences, School of Professional Studies, School of Nursing or School of Graduate Studies).

Grievance

A student who believes they have a legitimate complaint or dissatisfaction about their academic studies may start the academic grievance process within 15 days of learning about the grievance.

Examples of grievances include, among others:

• disputes regarding evaluation of scholarship
• suspension or dismissal from an academic major or from the University.

We encourage students to refer to the Student Handbook for next the steps to file a grievance.

University System of Maryland (USM) Academic Policies

• USM Website
• USM’s Faculty Policies
• USM's Academic Affairs Policies

Coppin State University (CSU) Academic Policies

• Allocation and Assignment of Space (PDF)
• Space Request Form (PDF)
• CSU Sexual Harassment Policy (PDF)
• Title IX Compliance
• Faculty Sabbatical Leave Policies and Application Form (PDF)
• University System of Maryland Policy on a Drug-Free Workplace

More than a degree. An education

Welcome to Coppin State University. Since 1900, we've been inspiring students to pursue the education of their dreams. We continue our legacy of academic excellence with diverse fields of study, a diverse student body and world-class faculty committed to student success.

Whatever your passion, whatever your interest, we have something to offer - all within the supportive and nurturing environment of an HBCU. Our home is in Baltimore, but our impact is worldwide. Explore what CSU can offer you, as a student or faculty member, today.

The Academic Affairs Division:

• Fosters an effective and engaging educational environment that promotes outstanding teaching, improved student learning, on-going assessment of student learning outcomes, research, scholarship, service, and other creative endeavors.
• Provides leadership for its members to grow and to discover potential talents through change shaped by knowledge embedded in historical perspectives.
• Offers premier academic programs reflective of community needs and workforce trends.
• Is accountable for teaching and learning consistent with Coppin State University’s mission, goals, and values.
• Supports student lifelong learning, critical thinking, and engaged citizenship.

Our Vision:

The Academic Affairs Division is striving to become a vibrant scholarly community that values:

• Academic quality and academic freedom
• Principles of justice and integrity
• Faculty participation in shared governance
• Advancement of faculty interests as professionals
• Educational approaches that enhance learning and serve as models in the education of diverse populations
• Commitment to teaching and research that promotes faculty and student success
• Collaboration among disciplines, programs, and external constituencies
• Recruitment of highly qualified faculty and staff
• A learning environment that promotes student persistence to graduation

Forms and Policies

For the Division of Academic Affairs and college policies, visit Academic Affairs Policies.

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COVID-19 disclaimer:

The University reserves the right to provide some or all instruction and related academic activities through alternative methods of delivery, including remote delivery. It also reserves the right to change the method of delivery before or during an academic term in the event of a health or safety emergency or other circumstance when it determines that such change is necessary or in the best interests of the campus community. Tuition and mandatory fees will not be reduced or refunded if the University changes the delivery method for any or all of an academic session.