Message from the President
Welcome to the College of Southern Maryland.
We’ve prepared this catalog with your educational and career goals and success in mind. Here you will find the courses, academic programs, and support services that can help you define your future. This catalog will allow you to explore our six guided pathways designed to lead you to a rewarding career or prepare you for transfer to a bachelor’s degree program.
You will find that CSM faculty and staff are committed to being full partners in your academic success and are ready to help you learn to the best of your ability, regardless of your age, your background, or your experiences. Our wide range of relevant programs include guaranteed transfer degrees as well as workforce-related certificate, degree, and training programs.
In addition to excellence in academic and student support, the college is an affordable education option. Our cost for residents of the tri-county region is half, sometimes even a third, of the cost of Maryland public four-year colleges.
As always, our focus remains unchanged - our students’ success.
Dr. Maureen Murphy
College of Southern Maryland
The College of Southern Maryland enhances lives and strengthens the economic vitality of a diverse and changing region by providing affordable postsecondary education, workforce development, and cultural and personal enrichment opportunities.
“Transforming lives through lifelong learning and service.”
Diversity, Excellence, Innovation, Integrity, Knowledge, Respect, and Teamwork
The College of Southern Maryland defines civility as the demonstration of respect for others through basic courtesy and the practice of behaviors that contribute toward a positive environment for learning and working. While on any college campus or facility, attending any college event, or on any college electronic/cyber space (online course, email, telephone, etc.), faculty, staff, students, and visitors can all have the expectation of civility from one another.
The college views the following ideals as fundamental to civil behavior:
- Courteous and honest communication in both face-to-face and electronic environments
- Fair and just treatment of individuals
- Freedom from harassment
- Fostering a diverse campus community
- Adherence to the values of the professions in dealings with students, colleagues and associates.
- Respectful of diverse cultures and points of view
- Refraining from vulgar and offensive language.
Members of the college community can expect these ideals are modeled consistently by trustees, administrators, faculty, and staff.
The Quality Improvement Process
The Quality Improvement Process (QIP) is the means by which the college provides focus for the talent and energy of the college community. It supports the college in making reasoned choices about the investment of resources and in understanding how effective processes align with achieving results, including student learning outcomes. Through planning, assessment, and process improvement, the QIP provides the framework within which our college community and stakeholders can shape CSM’s future.
The Quality Improvement Process (QIP) has helped to widen the scope of assessment activities to include academic units, as well as all administrative units, and to integrate results of assessment into planning and renewal and the budgeting cycle. Assessment at the College of Southern Maryland is a systematic approach to measuring and documenting the college’s effectiveness. It demonstrates that what we do makes a difference, and that CSM is accomplishing its mission and achieving its goals. It is an essential component in the college’s ongoing efforts to improve in all areas, to meet the needs of an evolving community, and to respond to changing expectations. Assessment gives the college an opportunity to demonstrate students’ learning as well as to identify areas for growth and improvement. Assessment tools and processes include all areas of the college and document the expected outcomes .
Assessment at the college focuses on student learning, program effectiveness, and college impact. With administrative support, faculty guidance, and student input, the college assesses and monitors student learning, beginning with the student entering the college and continuing through student goal achievement. Ultimate responsibility for the assessment of student learning rests with the faculty; responsibility for the assessment of program effectiveness rests within the appropriate divisions.
The Division of Learning has developed a system where assessment of student learning at various levels is automatic. The results are used to do the following: enhance learning through continual improvement of curricula, instruction, and student support activities; promote program modifications; and, provide data for the budgeting process impact the budgeting process. The departments within the Division collaborate to lead measurable and sustainable student learning outcomes assessment practices. In addition, the DOL office supports excellence in education by creating and maintaining meaningful review and assessment of student learning at the program and course levels. Using common tools, student learning outcomes assessments are reviewed by a committee of peers, the Academic Learning Assessment Committee.
Program assessment allows the institution the opportunity to reflect on its programs to improve the quality of course offerings, ensure the appropriate use of resources, and determine program effectiveness. It is the comprehensive review of a program and is designed to both foster improvement and demonstrate stewardship and accountability. The goal of assessment at the program level measures program effectiveness to improve student learning. The expected outcome of a program is the attainment of a certificate or degree, thus program assessment evaluates the knowledge, skills, and abilities of students who complete programs. All programs in the Division of Learning are on a review cycle, the review culminates with a Self-Study and an Action Plan for improvement.
Assessment activities are deliberate and continuous in all courses. The goal of course assessment is to gain an understanding of the effectiveness of various instructional methodologies that facilitate student learning, improve course structure to enhance student learning, and provide evidence of student learning.
Each unit of the college undertakes annual assessment activities that take into consideration the goals, objectives, measures, and action plans of that unit. Using a common tool, each defined unit completes an assessment and is reviewed by an independent group of colleagues, the College Planning Council. The data is reviewed and improvements are recommended for future planning. CSM has developed a culture of analyzing data to gauge its performance in relation to established benchmarks. Assessment techniques are applied through the use of course, program, and unit assessment at CSM. For more information on the college’s planning, institutional effectiveness, and research program, contact the Planning, Institutional Effectiveness, and Research Department.
The College of Southern Maryland (formerly Charles County Community College) is accredited by the Middle States Commission on Higher Education, 1007 North Orange St. 4th Floor, MB #166 Wilmington, DE 19801 https://www.msche.org/institution/0155/ and the Maryland Higher Education Commission, 16 Francis Street, Annapolis, MD 21401, 410-974-2971.
The Medical Laboratory Technology program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS), 5600 N. River Rd. Suite 720, Rosemont, IL 60018-5119 https://www.naacls.org/Find-a-Program.aspx?state=Maryland&program=MLT.
The Practical Nursing and Associate Degree Nursing programs are approved by the Maryland Board of Nursing and accredited by the Accreditation Commission for Education in Nursing (ACEN), 3390 Peachtree Road, NE, Suite 1400, Atlanta, GA 30326, 404-975-5000 www.acenursing.org.
The CACHE Physical Therapist Assistant program is accredited by the Commission on Accreditation in Physical Therapy Education (CAPTE), 3030 Potomac Ave., Suite 100, Alexandria, Virginia 22305-3085; telephone: 703-706-3245; email: firstname.lastname@example.org; website: www.capteonline.org.
Business degree programs in Accounting, Business Administration, and Business Management are accredited by the Accreditation Council for Collegiate Business Schools and Programs, 11520 West 119th Street, Overland Park, KS 66213, 913-339-9356 https://acbsp.org/members/?id=18776810.
The Entry Level Driver Training is approved by the Federal Motor Carrier Safety Administration, 1200 New Jersey Ave, SE, Washington, DC 20590, 800-832-5660 https://www.fmcsa.dot.gov/.
The EMS paramedic program is accredited by the Commission on Accreditation of Allied Health Education Programs (25400 US Highway 19 N, Suite 158, Clearwater, FL 33763, 727-210-2350, www.caahep.org) upon the recommendation of Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions (CoAEMSP).
The Associate degree in Health Information Management has been reaffirmed through 2028-2029. All inquiries about the program’s accreditation status should be directed by mail to CAHIIM, 200 East Randolph Street, Suite 5100, Chicago, IL, 60601; by phone at (312) 235-3255; or by email at email@example.com.
CyberSecurity: This program has been designated as a CAE-CDE 2Y - National Centers of Academic Excellence in Cyber Defense 2-Year Education by the National Security Agency (NSA) and Department of Homeland Security (DHS).
The catalog is intended to be a fair summary of matters of interest to students. Readers should be aware that (1) the catalog is not intended to be a complete statement of all procedures, policies, rules, and regulations which may be referred to or summarized in this catalog, (2) the college reserves the right to change, without notice, any academic or other requirements, course offerings, course contents, programs, procedures, policies, rules, and regulations that may be contained in this catalog, (3) departmental procedures, policies, rules, and regulations, whether or not contained in this catalog may be applicable to students in those departments, and (4) not all policies and procedures apply uniformly to credit and continuing education courses.
The College of Southern Maryland does not discriminate on the basis of race, color, national origin, gender, disability, age, sexual orientation, religion, or marital status in its programs or activities. The associate director of Disability Services-La Plata Campus, Learning Resource Center (LR Building), Room 123, 301-934-7614-has been designated to handle inquiries regarding discrimination on the basis of disabilities. The director of Student Affairs-La Plata Campus, Administration (AD) Building, Room 220A, 301-539-4746-should be contacted for student discrimination inquiries. Human Resources-La Plata Campus, Campus Center (CC Building), Room 212, 301-934-7700-should be contacted to handle all other discrimination inquiries.
Individuals with disabilities who require special accommodations in order to participate in the college’s instructional and extracurricular programs should notify the academic support/ADA coordinator at 301-934-7614 at least one month before the class begins. Requests made after this deadline will be considered on an individual basis and addressed whenever possible.