MARYLAND HIGHER EDUCATION COMMISSION ACADEMIC
PROGRAM PROPOSAL
NEW INSTRUCTIONAL PROGRAM
SUBSTANTIAL EXPANSION/MAJOR MODIFICATION
COOPERATIVE DEGREE PROGRAM
WITHIN EXISTING RESOURCES or
REQUIRING NEW RESOURCES
Towson University
Projected Implementation Date
Award to be Offered
Title of Proposed Program
Method of Delivery
Location
Suggested HEGIS Code
Suggested CIP Code
Department of Proposed Program
Contact Name
Name of Department Head
Contact E-Mail Address
Contact Phone Number
President/Chief Executive Approved
Signature
Date Endorsed/Approved by Governing Board
Date
Introduction
Provide a description of the program, including each area of concentration (if applicable).
Indicate the location delivery for the program, including the method of delivery, e.g. traditional
face-to-face delivery or using electronic technologies.
Mission
A prime element in receiving program approval from the USM Board of Regents and from
MHEC is mission consistency of the proposed new program. Quoting relevant sentences from the
Institution's mission state and making a clear argument of how the proposed program supports the
mission facilitates the approval process.
Discuss how the proposed program addresses minority student access and success, and the
institution’s cultural diversity goals and initiatives. Provide evidence that the perceived need is
consistent with the Maryland State Plan for Postsecondary Education
Characteristics of the Proposed Program
Because MHEC will also be looking at issues related to unreasonable program duplication that
would cause demonstrable harm to another institution and to any violation of the State's equal
educational opportunity obligations, it is helpful that this section emphasize the uniqueness of the
program and the existence of State need and/or student demand. The remaining information
provided in this section typically reflects the following:
Curriculum
1) Educational objectives and expected student learning outcomes
2) General requirements for degree, including:
a. Total number of credits and their distribution
b. Identification of concentrations and related curricular requirements
c. List of courses with title, number, credit hours, and course descriptions
d. Description of thesis and/or non-thesis option for graduate programs
e. Impact on student's information literacy and technology fluency skills
3) If proposing a distance education program, provide evidence of the Principles of Good
Practice
4) Discuss procedures for evaluating courses, faculty, and student learning outcomes.
Justification
1) Student audience to be served by program and enrollment estimates for five years
2) Need for the program in terms of meeting present and future needs of the region and the State
in general.
 Present quantifiable and reliable data projecting market demand and the availability
of openings in the job market to be served by the proposed program (five years).
Source: https://mwejobs.maryland.gov/
2

Complete the following tables on the current and projected supply of prospective
graduates (five years). Data on comparable programs at Maryland institutions are
available using the Trends in Degree and Certificate Programs Degree Report and
Trends in Enrollment by Program Report available at :
http://www.mhec.state.md.us/publications/research/index.asp
Fall Enrollment in Similar Programs
Institution
Year 1
Year 2
Year 3
Year 4
Year 5
Source: MHEC Trend in Enrollment by Program
Degrees Awarded in Similar Programs
Institution
Year 1
Year 2
Year 3
Year 4
Year 5
Source: MHEC Trend in Enrollment by Program


Identify similar programs in the State and/or same geographical areas and discuss
similarities and differences to the proposed program. To identify programs use the
following link:
http://www.mhec.state.md.us/utilities/search_school.asp
Discuss the proposed program’s potential impact on the uniqueness and institutional
identities of Historically Black Institutions (HBIs) and the potential impact of the
proposed program on the implementation or maintenance of high-demand programs
at HBIs.
Demonstrable Number and Quality of Program Faculty
Provide a brief narrative demonstration the quality of program faculty. Complete the following
table:
3
Faculty Resources
FTE
Highest
Degree
Earned/Field
of Study
Rank
Status
(Full-time
or Parttime)
Courses
Teaching
Existing
Faculty
Instructor 1
Instructor 2
New Faculty
Instructor I
Faculty resources must address minimum requirements detailed in COMAR 13B.02.03.11 (1) at
least 50% of the courses within the program shall be taught by full-time faculty; and 2) at least
1/3 of the courses offered in an off-campus program shall be taught by full-time faculty of the
parent institution.
Library Requirements
Describe and provide assurances that the library resources available and/or the measures to be
taken to ensure resources are adequate to support the proposed program.
Facilities, Infrastructure and Instructional Equipment
Provide an assurance that physical facilities, infrastructure and instruction equipment are
adequate to initiate the program, particularly as related to spaces for classrooms, staff and faculty
offices, and laboratories for studies in the technologies and sciences. If the program is to be
implemented within existing institutional resources, describe and assess the adequacy of existing
equipment and facilities to meet the program’s needs.
Resources and Expenditures
Commitment is to requiring no new general funds from the State, but grants, partnerships, and
reallocated Institutional funds used to support the program should be explained in narrative form
in this section. Confirmation of grants and partnerships via letters or memorandums of
understanding helps to support the case for non-tuition revenue sources. Additionally, any special
equipment, library, or facilities identified in the expense table might be addressed here as opposed
to briefer footnoting in Tables 1 and 2.
Institutions typically can provide the departments developing programs with references to sources
both on and off campus to help in completing the resource and expenditure tables. There are
campus-specific definitions of full- and part-time students for research and comprehensive
institutions, for example, as well as different projections for how many in-state and out-of-state
students and full-time and part-time students might be expected to enroll in a particular new
program. Explanatory footnotes for assumptions made in projecting student and faculty FTE and
4
for any special resource or expenditure data noted are encouraged to add clarity and
understanding to the proposal.
TABLE 1: RESOURCES
Fill in items highlighted in blue only
Resources Categories
1. Reallocated Funds
(Year 1)
1
2. Tuition/Fee Revenue
2
(Year 2)
(Year 3)
(Year 4)
(Year 5)
0
0
0
0
0
0
0
0
0
0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
a. Annual Full-time Revenue of New
Students
Number of Full-time Students
Annual Tuition Rate
Subtotal Tuition
Annual Fees
Subtotal Fees
Total Full-time Revenue of New Students
b. Annual Part-time Revenue
Number of Part-Time Students
Credit Hour Tuition Rate
Annual Fees Per Credit Hour
Annual Credit Hours Per Student
Subtotal Tuition
Subtotal Fees
Total Part Time Revenue
3. Grants, Contracts & Other Sources3
4. Other Sources
TOTAL (Add 1 - 4)
__________________________________________________
1
Whenever reallocated funds are included among the resources available to new programs, the following
information must be provided in a footnote: origin(s) of reallocated funds, impact of the reallocation on
the existing academic program(s), and manner in which the reallocation is consistent with the institution's
strategic plan.
2
This figure should be a realistic percentage of tuition and fees which will be used to support the new
program. Factors such as indirect costs linked to new students and the impact of enrolling continuing
students in the new program should be considered when determining the percentage.
3
Whenever external funds are included among the resources, the following information must be provided
in a footnote: source of the funding and alternative methods of funding the program after the cessation of
external funding.
5
TABLE 2: EXPENDITURES
Fill in blue shaded areas only.
Expenditure Categories
1. Total Faculty Expenses
(Year 1)
(Year 2)
(Year 3)
(Year 4)
(Year 5)
$0
$0
$0
$0
$0
(b + c below)
a. #FTE
b. Total Salary
c. Total Benefits
2. Total Administrative Staff Expenses
(b + c below)
a. #FTE
b. Total Salary
c. Total Benefits
3. Total Support Staff Expenses
(b + c below)
a. #FTE
b. Total Salary
c. Total Benefits
4. Equipment
5. Library
6. New or Renovated Space
7. Other Expenses
TOTAL (1-7)
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
$0
$0
$0
$0
$0
6