Navigating Undergraduate Education: Exploring the Functions of the Office of Undergraduate Studies

The Office of Undergraduate Studies (OUS) plays a crucial role in shaping the academic experience for undergraduate students. This article delves into the multifaceted functions of such an office, using the Office of Undergraduate Studies at the University of Maryland as a primary example, while also considering broader contexts and perspectives.

Leadership and Oversight

The Office of Undergraduate Studies serves all undergraduate students at the university, and the faculty and staff that support the undergraduate mission of the campus. It is the primary division at the University of Maryland responsible for leadership and oversight of undergraduate curricular and co-curricular education. Associate Provost and Dean William A. leads the office.

Curricular and Co-Curricular Education

The Office of Undergraduate Studies takes responsibility for both curricular and co-curricular education. This involves not only the academic coursework but also the programs and activities that complement classroom learning.

Academic Common Market (ACM)

The Office of Undergraduate Studies manages programs like the Academic Common Market (ACM). The last ACM certifications the University of Maryland, College Park accepted were those specifying spring 2013 as the first term of enrollment in the certified major. The University of Maryland, College Park will not accept ACM certifications for later semesters.

Undergraduate students approved for participation in an Academic Common Market (ACM) major and enrolled in their certified majors as of fall 2012 or earlier may continue to receive benefits as long as they are continuously enrolled full time in the ACM approved major, maintain permanent residency in their certifying state, a 2.0 overall grade point average, and satisfactory progress toward the degree. Undergraduate students admitted for fall 2012 who deferred their admission to spring 2013 or fall 2013 will be treated according to the rules for undergraduate students admitted fall 2012. They must be approved for participation in an Academic Common Market (ACM) major and enrolled in their certified majors as of the semester to which they deferred. They may continue to receive benefits as long as they are continuously enrolled full time in the ACM approved major, maintain permanent residency in their certifying state, a 2.0 overall grade point average, and satisfactory progress toward the degree.

Graduate students approved for participation in an Academic Common Market (ACM) major and enrolled in their certified majors as of fall 2012 or earlier may continue to receive benefits as long as they are continuously enrolled full time in the ACM approved major, maintain permanent residency in their certifying state, a 3.0 overall grade point average, and satisfactory progress toward the graduate degree. Graduate students admitted for fall 2012 who deferred their admission to spring 2013 or fall 2013 will be treated according to the rules for graduate students admitted fall 2012. They must be approved for participation in an Academic Common Market (ACM) major and enrolled in their certified majors as of the semester to which they deferred. They may continue to receive benefits as long as they are continuously enrolled full time in the ACM approved major, maintain permanent residency in their certifying state, a 3.0 overall grade point average, and satisfactory progress toward the degree.

Undergraduate students, who receive ACM certification for spring 2013 and who are admitted to and enrolled in their approved ACM inventory majors for spring 2013, may receive benefits as long as they are continuously enrolled full time in the ACM approved major, maintain permanent residency in their certifying state, a 2.0 overall grade point average, and satisfactory progress toward the degree. Students may not pursue multiple degrees while receiving ACM benefits. Undergraduate students admitted for spring 2013 who deferred their admission to fall 2013 or spring 2014 will be treated according to the rules for undergraduate students admitted spring 2013. They must be approved for participation in an Academic Common Market (ACM) major and enrolled in their certified majors as of the semester to which they deferred. They may continue to receive benefits as long as they are continuously enrolled full time in the ACM approved major, maintain permanent residency in their certifying state, a 2.0 overall grade point average, and satisfactory progress toward the degree. Students may not pursue multiple degrees while receiving ACM benefits.

Graduate students, who receive ACM certification for spring 2013 and who are admitted to and enrolled in their approved ACM inventory majors for spring 2013, may receive benefits as long as they are continuously enrolled full time in the ACM approved major, maintain permanent residency in their certifying state, a 3.0 overall grade point average, and satisfactory progress toward the graduate degree. Students may not pursue multiple degrees while receiving ACM benefits. Graduate students admitted for spring 2013 who deferred their admission to fall 2013 or spring 2014 will be treated according to the rules for undergraduate students admitted spring 2013. They must be approved for participation in an Academic Common Market (ACM) major and enrolled in their certified majors as of the semester to which they deferred. They may continue to receive benefits as long as they are continuously enrolled full time in the ACM approved major, maintain permanent residency in their certifying state, a 3.0 overall grade point average, and satisfactory progress toward the degree. Students may not pursue multiple degrees while receiving ACM benefits.

ROTC Programs

The Office of Undergraduate Studies often oversees or collaborates with programs like the Reserve Officer Training Corps (ROTC).

Air Force ROTC (AFROTC)

The Air Force Reserve Officer Training Corps (AFROTC) provides students the opportunity to earn a commission as a second lieutenant in the United States Air Force while completing their undergraduate degree. AFROTC is designed to be a 4-year experience, but the schedule can be compressed (minimum of 3 years) for highly qualified candidates. A full four-year program is composed of the two-year General Military Course (GMC) and the two-year Professional Officer Course (POC). Students wishing to pursue a military career must successfully meet all cadet standards each semester including a Leadership Laboratory (ARSC059) course and fitness regimen. Non-scholarship GMC students incur no military service obligation and may elect to discontinue the program at any time. After successfully completing the 2-year GMC portion of the program, cadets apply for positions as POC in a selection process. After a summer Field Training program, POC continue development of leadership skills and the study of United States defense policy.

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In addition to detachment-specific scholarship opportunities, freshman and sophomore students may be eligible for the In-College Scholarship Program, Type 1 and Type 2. Type 1: Reserved for Commanders’ In-College Scholarships (CICS) offered to cadets pursuing a technical major. It pays 100 percent tuition and authorized fees at any public or private institution with an Air Force ROTC detachment. Type 2: This is awarded to all cadets selected through the In-College Scholarship Program (ICSP) and pays up to $18,000 per year in college tuition at any public or private institution with an Air Force ROTC detachment. Scholarship payment is further capped at up to $9,000 per semester or up to $6,000 per quarter. General Charles McGee Leadership Award (CMLA): This in-college scholarship is awarded to all individuals not already on scholarship who receive an enrollment allocation and thus are selected to commission into the Air or Space Force; this scholarship starts at the beginning of a student’s junior year. Housing Benefit: Any CMLA awardee will be allowed to convert their award for a $10K-per-academic-year “housing scholarship” used for on-campus housing. *Scholarship information is subject to change.

Army ROTC

The four-year program is composed of the Basic Leadership Course and the Advanced Leadership Course. The first two years (Basic Course) consist of a general introduction to military customs and courtesy, soldier skills, communication skills, personal development, and introductory leadership skills. Students enrolled in the Basic Course incur no obligation and may discontinue the program at any time. In the final two years (Advanced Course), students concentrate on developing leadership skills in organizations. Students must have permission of the Director of Army ROTC to enroll in the advanced course. The two-year program is available to students with two years remaining in their university studies. The academic requirements for this program are identical to the Advanced Course in the four-year program, and students are eligible to receive the same benefits. Prerequisites for the Advanced Course must be fulfilled prior to enrollment.

Basic Camp: Students may attend a five week adventure challenge course at Fort Knox, Kentucky. Basic Training: Constructive credit will be awarded for students who have completed Basic Training prior to starting their junior year. Service Academy or Senior ROTC: Two year attendance at a service academy or successful completion of two years in a sister service Senior ROTC training can qualify for constructive credit. Army ROTC Scholarships are available for four, three or two years on a competitive basis. The scholarships are based solely on merit, not financial need. Scholarship awardees may apply benefits for either Room and Board or Tuition and Mandatory Fees. All ROTC classes are open to any student for college credit, whether or not they are considered a cadet in the Army ROTC program. *Scholarship information is subject to change.

Naval ROTC (NROTC)

Director: Captain John T. The Naval Reserve Officers Training Corps (NROTC) Program was established to educate and train qualified young men and women for service as commissioned officers in the US Navy (unrestricted line), or in the Marine Corps while completing their undergraduate degree. The NROTC Scholarship Program fills a vital need in preparing mature young men and women for leadership and management positions in an increasingly technical Navy and Marine Corps. The UMD NROTC Program was established to educate and train qualified young men and women for service as commissioned officers in the United States Navy and Marine Corps. The NROTC Scholarship Program plays an important role in preparing mature young men and women for leadership and management.

Living-Learning Programs

The Office of Undergraduate Studies often supports living-learning programs.

Carillon Communities

Carillon Communities is a living-learning program in which first-year students leverage design thinking and teamwork to explore the Big Questions that matter to our world.

College Park Scholars

College Park Scholars is a nationally acclaimed living-learning program that offers academically talented students the interpersonal benefits of a small college paired with the intellectual advantages of a major research university. Each of its 13 programs is based on a theme that allows students to explore complex issues from an interdisciplinary perspective. In Scholars, students live together with others in their program, and they take one or two classes together each semester. Classwork includes hands-on learning opportunities and co-curricular experiences, such as program field trips and Scholars-wide activities. (Several program faculty also lead global learning experiences during the winter term or summer semester.) Finally, program faculty maintain offices in the Cambridge Community residence halls, where Scholars students live.

Honors College Living-Learning Programs

Students in the Honors College may earn an Honors College Citation on the transcript by completing coursework and satisfying all requirements in an Honors Living-Learning Program. Honors Living-Learning Programs include: ACES, Design Cultures & Creativity, Gemstone, Honors Humanities, Integrated Life Sciences, Interdisciplinary Business Honors, Honors Global Communities, and University Honors. In addition to joining an Honors College Living-Learning Program, Honors students may apply to one of over 40 Departmental Honors Programs offered by the academic departments and colleges on campus to take full advantage of advanced, discipline-based Honors coursework and research opportunities in their major area of study. Most departmental honors programs begin in the sophomore or junior year.

First Year Book Program (FYB)

Each year since 1993, the University has selected a book for all first year students. The goal of the First Year Book Program (FYB) is to provide a shared intellectual experience for all new students along with the opportunity to discuss the book from a variety of disciplines.

Global Studies Minor Program

The Global Studies Minor Program provides opportunities for students from any discipline or major to study how evolving global connections affect the well-being of people throughout the world. The program is comprised of a number of specialization tracks which address issues from the perspective of different disciplines. All students choose one course from a set of "signature" courses outside of their chosen track for exposure to major global issues addressed by the other Global Studies minors. The minors provide an opportunity for an experiential component within a student's elective courses, including a study abroad experience. Small classes and outstanding teachers encourage discussion and foster innovative thinking across academic disciplines.

Individual Studies Program (IVSP)

The Individual Studies Program (IVSP) is a degree-granting academic program administered through the Office of Undergraduate Studies. The program enables students to design their own interdisciplinary majors leading to the Bachelor of Arts or Bachelor of Science degree. Students draw primarily from the University of Maryland's course offerings to form an academic concentration not otherwise available to them at the institution. A written proposal defining the student's major and outlining the curriculum is required to apply to the program. Students must seek the guidance and approval of a Faculty Mentor prior to having their proposal reviewed by the Individual Studies Faculty Review Board. If approved, the courses agreed upon by the Faculty Review Board become the basis for the student's major requirements. These listed requirements from numerous academic departments, along with the general education requirements, are analogous to the academic requirements given to students who select from the university's traditional majors.

Individual Studies students must complete a senior capstone project and are encouraged to engage in internships, research projects, independent studies, and study abroad to supplement their work in the classroom. Drawing from real-world experience as a supplement to the academic curriculum is generally encouraged. While IVSP allows students the opportunity to create a unique academic program focused on a specific area of study, using courses from multiple academic departments, it does not substitute for or replicate the educational goals of existing university programs, including the Limited Enrollment Programs (LEPs). Developing a successful IVSP proposal takes time and involves several meetings to review and edit the draft proposal. Interested students should contact the IVSP staff and begin the application process early in their academic career. Complete a detailed plan of study (proposal) that is approved by their Faculty Mentor and then approved by the Individual Studies Faculty Review Board.

Undergraduate Research

Many universities have a special center or office dedicated to undergraduate research. On some campuses, they are tremendously helpful. On others, it may be more of a hindrance than a help. Some campuses don’t have one. The scopes of these undergraduate offices vary, depending on how well they’re funded, and what level of buy-in they have from the administration and faculty.

Often, what these offices do is murky and there is disagreement about the best use of the resources of the offices. These conflicts arise from fundamental differences in the purpose of undergraduate research on campuses. It is mostly established that undergraduate research enhances the educational enterprise, and coursework that includes genuine and novel inquiry results in better learning. Some administrators and faculty have this as a primary goal, as a way of increasing retention, decreasing time to graduation, and promoting “best practices.” Some, on the other hand, see undergraduate research as an enterprise to prepare students for graduate school, and as having inherent value regardless of its effect on other aspects of academic life on campus.

Research means that original scholarship is being conducted. If students are involved in research projects that are not intended to make new discoveries, then these in fact are not research projects. Moreover, scholarship itself is only useful if shared with the academic community. If a student develops new knowledge but that knowledge isn’t disseminated to the community of researchers in that field, then the research project was not a success. If a student research project doesn’t eventually make it to press, then it is not clear if it was genuine research. It was clearly research training. So, are undergraduate research centers supposed to promote undergraduate research training, or undergraduate research itself? This distinction is tied to the heart of the notion of what happens on a teaching-centered institution. Is faculty research just there to keep the teaching instrument sharp, or are faculty expected to be active scholars?

Many institutions use vague accounting, listing the number of students reported to participate in projects. More concretely, other metrics include the number of publications with undergraduate authors, the number of students employed to do research in the summer full-time and part-time during the academic year, or the long-term professional outcomes of the students. Others will count the number of dollars spent on student research; some administrators will be counting indirect cost recovery. So, perhaps when building such an undergraduate research center, focusing on the mission is a critical starting point. You can’t get everyone to agree, but you need to clarify what the center is doing, and also why it is doing it.

Director of Undergraduate Studies (DUS)

Departments or programs generally delegate duties to the Director of Undergraduate Studies (DUS). However, these responsibilities and how they are delegated by a department or program also depend on the number of students and faculty in the area. The Directors of Undergraduate Studies (DUS) meet several times each fall and spring semester to discuss issues of mutual interest. An agenda is sent by the Associate Dean for Undergraduate Education before each meeting. The Associate Dean also welcomes feedback and agenda items related to undergraduate education at any time.

Key Responsibilities and Deadlines

Many of these deadlines and processes come from the Registrar and are tied to the academic calendar, including the dates for the "Opening of Classes," "Early Registration," and the "Close of Classes." Each department or program may complete actions on the timeframe that works best for that department while maintaining adherence to these final start and end dates.

Assessment

Annual program assessment update due to the CLAS Academic Assessment Coordinator by the end of June.

Planning for New Programs

Planning for a new or a substantially revised major, minor, or certificate: Speak to the CLAS Associate Dean for Undergraduate Education as soon as possible and while still in the pre-planning stage of the possible new offering to discuss feasibility, action steps, and a timeline. Resources also need discussion, with the Associate Dean for Undergraduate Education guiding this process. Also see this page about making significant curricular or structural changes and submit an intake form. As indicated above, planning for new programs or significant changes to existing programs involves many steps and, in some cases, approval from multiple parties. Often, meeting with the Undergraduate Educational Policy and Curriculum Committee (UEPCC) and/or other college committees is part of the process, and these meetings could happen any time during the academic year.

Course Revisions

Any final revisions to courses in the MAUI Course Library must be completed before the related MyUI schedule is published for students. Most changes, however, are expected to be made following the Registrar's Offerings Planner deadlines. After the schedule is published, CLAS allows only minor changes to fix typos or other small errors. Other changes interfere with students' planning and can cause errors in Schedule Builder. Revisions to courses must be completed for the Summer session and the Fall semester before MyUI Courses is live. The live date for MyUI Courses is decided by the Registrar.

General Catalog Editing

Review current General Catalog pages and consider course revisions needed for the next edition. Revise any courses that must be updated as part of the catalog editing process. This step is especially important if a department or other unit is revising a major, minor, or certificate. The catalog editing period occurs during the fall semester, and any course level edits that can be completed before catalog editing should be. In late October, the following academic year's General Catalog opens for editing. Department initiators and editors should begin reviewing catalog pages early and move them through the workflow as soon as possible. Any significant curricular revisions should be completed in time for catalog editing for that year, or they cannot be implemented until the following year. A first draft of the catalog is published in time for summer Orientation, generally by June 1 of each year. A final copy of the catalog is published by the start of the fall semester. The General Catalog closes for departmental editing in mid-December and closes for collegiate editing in mid-January.

Syllabus Review

The DEO must review each syllabus before the start of the semester to ensure that all syllabi uphold UI and CLAS policy; this review should be done soon enough to give instructors time to revise a syllabus if needed.

Textbook Orders

Textbooks must be ordered before early registration (ER) starts for the session or semester. This deadline is mandated by federal legislation, and compliance is overseen by the Registrar's Office and the UI bookstore. ER for spring generally starts in early November, and ER for fall generally starts in early April. Textbooks must be ordered before Early Registration begins. The Registrar and the UI bookstore oversee compliance of this deadline. ER for Spring and the following Summer usually begins in early November. See the Registrar's academic calendar for exact dates. Fall Early Registration usually starts in the second week of April.

Information in MyUI

CLAS strongly encourages instructors to attach either a syllabus (clearly marked as a DRAFT) or a short document with key course information to the MyUI description of any course offered for the following session before early registration begins.

General Education CLAS Core Proposals

Proposals are due in the fall semester by the first week of classes. Information on proposal requirements can be found here. There is also a spring deadline. Proposals are due by the first week of classes in spring for consideration for GE status effective fall.

Inactive Course Review

Courses not taught in the last four years are considered inactive. Early in each fall semester, each of these inactive courses is sent to its administrative home department through workflow, and departments are asked to designate each course to be kept or removed from the Course Library, with a rationale for the decision. The college then reviews each form as well and follows up with departments as needed. This process is overseen by the Registrar's Office, who also compiles a report for the Regents each year, as mandated, on courses removed and added.

First-Year Seminar Proposals

Proposals for these courses are generally due before the start of the spring semester, with the deadline overseen by the Office of the Provost.

Collaborative Programs

Several programs of study are offered collaboratively by CLAS and another college.

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