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Programs >Programs by Community-Based Learning (CBL) >Your Degree Plan

Your Degree Plan


Your Degree Plan is the linchpin of your university curriculum. It is a map that reflects your individual program goals, which you submitted when applying for admission. Your Degree Plan becomes the guide that ensures that your study includes everything necessary for the pursuit and attainment of your anticipated degree. It becomes a formal but flexible agreement between you as a student, and European-American University.

The Degree Plan is not set in stone. Revisions to it are encouraged and will most likely be a part of the Plan's ongoing process; reflecting new opportunities, growth and learning as well as possible difficulties in your learning journey. Our mentors acknowledge creative alterations as positive parts of the learning process and of the University's philosophy of student empowerment.

What will your Degree Plan include?
There are three parts to your Degree Plan:

1. The Learning Inventory, which determines the units planned for your degree.
2. Prior and Current Proposed Courses, with one-sentence descriptions and potential course titles for courses proposed for assessment.
3. Major Project Proposal (at Bachelor's level and above). An initial proposal for your final Major Project. This is designated a Senior Study at Bachelor's level, Creative Thesis at Master's level and Creative Dissertation at Ph.D. level.

Student's Guide
>>Student's Guide

The University's System of Measuring Units of Credit
European-American University supports the many academics from Ernest Boyer onwards who have suggested the replacement of the traditional Carnegie unit for measuring college credit with a system that is outcome-based. It is not difficult to see how such a replacement is fully in harmony with the University's philosophy of privileging actual learning over mere time served. Accordingly, the University awards credit for learning experiences based on a more flexible assessment process that considers what the student actually knows and can do, not the number of hours he or she has spent on a given activity. In practice, this may mean that the student will accord an experience that consists of hundreds of contact or classroom hours, but that actually involves very little learning, only a small number of credit units. The emphasis is continually on competencies and understanding, not mere seat-time. We follow the guidelines of the American Council on Education, who recommend that every fifteen hours of experiential learning should be allocated one credit hour.

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