Credit for Prior Learning (CPL) Assessment – the various methods that colleges and universities use to evaluate and acknowledge learning that has occurred outside of the traditional academic environment. It is used to grant college credit, certification, or advanced standing toward further education or training (CAEL n.d.).

Equivalency – A determination that a CPL assessment or other earned credit is counted as the same as an offering at �鶹��ý����.

Adult Learner – Although most students are legal adults, the term “Adult Learner” refers only to those aged 25 or older.

Policy Description

�鶹��ý���� offers college credit for work and life experiences, prior to matriculation, to students who demonstrate college-level learning based on objective learning outcomes.
Some examples of opportunities for credit for prior learning include (but are not limited to):

1. An internal examination, portfolio review, performance simulation, or other structured assessment of college-level learning facilitated by faculty in the relevant department, school or program area.
2. A third party examination, such as Advanced Placement, College Level Examination Program, or New York University’s 12-Point Exam. Or, a third party certification that the University has identified as college-level learning.
3. Agreement with a third party university, such as Thomas Edison State University, for a qualified CPL review.

Typically, although these assessments measure learning that happened prior to matriculation, the assessments are offered to students while in attendance at the University. Students should confirm with the University whether any assessments undertaken before matriculation will receive credit. Guidelines for transferring prior learning credit between New Jersey colleges and universities are available:

Credit for Prior Learning Educational Principles:

�鶹��ý���� acknowledges the following educational principles:

1. Learning occurs both within formal educational settings, in the community at large, and at the initiative of the individual learner.
2. The criteria for evaluation of such learning should take into consideration the educational goals that are identified by the student and their academic program/department/school.
3. Credit for prior learning assessment can provide substantive information about the knowledge, competencies, and skills acquired from outside the academic setting.

General Credit for Prior Learning Standards

Certain requirements and restrictions are applicable to all forms of CPL:

• Students must be enrolled and fully admitted into an academic program to earn CPL. Earned CPL will apply only toward appropriate program requirements.
  • Agreements for CPL can be made prior to deposit or enrollment; however, actual credit will be awarded only once the assessment is completed, and once the student is matriculated into a program at �鶹��ý���� (in other words, once the student has committed to attend �鶹��ý���� toward a degree program).
• The number of credits awarded for CPL will typically be equal to the number of credits awarded for the equivalent course. When the equivalent course can be awarded a range of credit amounts, CPL will generally award the fewest allowable credits unless otherwise specified by the faculty assessor.
• Current matriculated students must receive prior approval from their major department chair/director/area coordinator, and the department chair/director/area coordinator that offers the equivalent course at �鶹��ý����, for any CPL assessment.
• Students who took an exam or underwent a third party CPL review prior to matriculation (typically as a student at another university who transferred to �鶹��ý����) should not assume that �鶹��ý���� will accept their credit for the same equivalency. A student in this situation should first check the list of approved equivalents. If an exam or third party review is not listed, then the student must speak to an advisor and request a Credit Adjustment if it’s determined the credit will be equivalent to requirements at �鶹��ý����.
• Departments and schools are permitted to offer internal, structured CPL assessments which will be published and viewable in a central location. No department/school is required to offer or administer an internal CPL assessment and may ask interested students to seek a review with a third party.
• All students must adhere to the University Residency Policy. CPL does not count toward the residency requirement.
• No CPL can be awarded for requirements that have already been met by the student (no double counting). No CPL can be awarded that would equate to the prerequisite of other coursework/credit that has already been completed (i.e. receiving credit for the lower level of a language after completing a higher level).
• Students are responsible for any charges related to CPL evaluations and assessments. The fee is defined by the University and payable to Student Accounts. Financial Aid should be consulted for any information on possible impacts to receive aid.
• All CPL will be notated on the transcript.

Assessment Standards for an Internal CPL Assessment:

A student’s learning is assessed in accordance with the appropriate competencies, standards and best practices established by the Council for Adult and Experiential Learning (CAEL). These assessments and methods are regularly reviewed by the faculty in a department/school/program area with subject matter expertise.
Multiple assessment methods are used to assess a student’s prior learning. A department/school/program area will require one or more of the following:

• A. Interview/dialog with assessor
• B. Performance simulation
• C. Portfolio
• D. Standardized examination
• E. Subject -based essay
• F. Tangible product (e.g. work-based)
• G. Testimony from qualified observers
• H. External credential/certification

A department/school/program area’s method of assessing prior learning must be consistent in application and review for each prospective student. Rubrics developed for such assessment must be consistent with the rigor and outcomes expected for college-level work.

Standards Regarding Third-Party Examinations

�鶹��ý���� accepts a number of exams administered by other organizations for academic credit. Generally, �鶹��ý���� will post equivalencies for commonly accepted exams on the website. Most exams require a specific score to receive credit, and the credit and equivalencies awarded may vary widely. It is important to check the website or speak to an academic advisor to learn more.

A database of other, less common exams, that may be accepted can be found on the .

Some of the exams accepted include:

• Advanced Placement – Certain scores are required for certain exams (typically a 3 or 4 is required), and credits earned can vary. Certain majors or other programs may require completion of a course at �鶹��ý���� to continue along the curriculum, even if a student achieves a score on AP that would enable one to receive credit.
• College Level Examination Program – It is important to check equivalencies for CLEP before committing to taking an exam. Certain majors or other programs may require completion of a course at �鶹��ý���� to continue along the curriculum, even if a student achieves a score on CLEP that would enable one to receive credit.
• New York University Language Proficiency Testing (specifically, the 12-Point Test) – The NYU 12-Point Test offers the opportunity for students fluent in a second language to receive credit for their knowledge. �鶹��ý���� does not accept the NYU 4-Point Test. The NYU 16-Point test may only be accepted at the discretion of a specific program when there is no other reasonable plan to fulfill specific academic requirements. Taking an NYU 12-Point Test is not recommended for students who have already completed coursework in that language, since students cannot receive credit for any level of expertise equivalent to or below the level of credit the student has already received.
• International Baccalaureate – Certain majors or other programs may require completion of a course at �鶹��ý���� to continue along the curriculum, even if a student achieves a score on IB that would enable one to receive credit.

Standards for Seeking CPL from Thomas Edison State University

TESU is New Jersey’s state university designed for adult learners and has built a robust CPL program. Many universities across the state partner with TESU for their expertise in this area. �鶹��ý���� helps students receive CPL assessments from TESU. Students should meet with an advisor to begin this process, if interested.

This policy is for undergraduate students

Undergraduate students who have completed a minimum of 60 undergraduate credits taken at �鶹��ý���� by the end of the semester prior to their commencement may be recognized for graduation honors.

Grades of A through D- (passing grades that contribute to the GPA) must be earned for a minimum of 45 credits.

Exception: School of Nursing students who have completed a minimum of 32 undergraduate credits at �鶹��ý���� by the end of the semester prior to their commencement may be recognized for graduation honors.

The following standards will be applied to graduates:

• Cumulative GPA of 3.700 – 3.799 cum laude
• Cumulative GPA of 3.800 – 3.899 magna cum laude
• Cumulative GPA of 3.900 – 4.000 summa cum laude

Cooperative Education (co-op): A structured, paid, full-time faculty- or site-supervised work learning experience. Co-ops are components of an academic program curriculum that allow students to make a connection between their studies and the world of work. These experiences typically last several months to a year and alternate with academic study. The positions must meet the University’s work-learning criteria.

Internship: A short-term paid or unpaid work experience providing the employer with skilled workers and giving students exposure to a potential career and/or work environment. An internship may be credit-bearing. The positions must meet the University’s work-learning criteria.

Policy Description

This policy is for Undergraduate students only:

Internships for Credit:
Students who believe a work experience can be considered for internship credits should contact the Career Services office in the designated school to discuss eligibility, how many credits can be earned for the experience, and how those credits can be applied towards degree completion.

Eligibility/Requirements for Internship Credit:

• 2.0 minimum grade point average (GPA)
• 30 earned credits
• Must be a NEW learning experience
  • Students currently employed with an organization must provide the University with evidence that substantial new learning will take place during the internship semester. (e.g. promotion, different position within the organization, evidence of a new project that compromises at minimum 50% of work time)
• Must take place during the same semester of the application. The University will not retroactively award academic credit for an internship that has already been completed.
• Must last a minimum of 8 weeks.
• Undergraduate students may earn up to 12 credits from a combination of internship courses.
• A student cannot be self-employed or work for a family member.
• Restrictions apply to work in an employer’s private residence.
• Prior to enrollment and if applicable, a student must accept the Consent Agreement, Statement of Ethical Conduct, the Remote Policy and/or the Covid Waiver.
• The Career Services Director, faculty or designee can determine academic credit eligibility and allocation. This is not determined by a student or an employer.

The following internship hours to credit conversion chart is applicable only for all sections of COED; including, but not limited to 401, 402, and 403. The number of credits earned, and hours worked, shall be indicated prior to the beginning of the internship, and cannot be changed unilaterally during the internship experience:

• 140 hours over the course of a semester = 3 credits
• 190 hours over the course of a semester = 4 credits
• 235 hours over the course of a semester = 5 credits
• 280 hours over the course of a semester = 6 credits
• 330 hours over the course of a semester = 7 credits
• 375 hours over the course of a semester = 8 credits
• 420 hours over the course of a semester = 9 credits
• 470 hours over the course of a semester = 10 credits
• 515 hours over the course of a semester = 11 credits
• 560 hours over the course of a semester = 12 credits

Cooperative Education:
For requirements and eligibility for cooperative education experiences, and information on how to set up these experiences, students should contact their advisor, program director, or Career Services office.

�鶹��ý���� recognizes that some applicants, including refugees, asylum seekers, and individuals affected by natural disasters or political crises, may face challenges in providing official academic transcripts. Traditional admission processes often rely on official academic records, which may be inaccessible due to extraordinary circumstances.

To uphold �鶹��ý����’s commitment to equitable access to education, this policy establishes alternative credential evaluation pathways to ensure that qualified applicants are not unfairly excluded due to factors beyond their control. This policy does not apply to applicants who are unable to obtain official transcripts solely due to financial holds or administrative blocks at their previous institutions. These applicants are subject to �鶹��ý����’s standard admissions policies and should work with their former institutions to resolve any outstanding obligations.

This policy applies to:

• Refugees and asylum seekers who cannot access official academic documents.
• Students affected by natural disasters or political crises preventing transcript retrieval.
• Displaced international students whose home institutions are unable to provide records.

Alternative Evaluation Pathways

To support students facing transcript barriers, �鶹��ý���� will implement the following measures:

1. Competency-Based Assessments and Placement Exams
   • Where transcripts are unavailable, �鶹��ý���� may offer subject-specific placement tests or competency-based assessments.
   • These assessments ensure students are placed in courses that match their academic level.
2. Provisional Admission with Academic Monitoring
   • Students admitted under this policy will receive provisional status for one semester.
   • Their academic performance will be evaluated to determine full admission.
   • Dedicated advisors and academic support services will assist in their transition.
3. Collaboration with Credential Evaluation Networks
   • �鶹��ý���� will work with organizations such as World Education Services (WES), the National Association of Credential Evaluation Services (NACES), and AACRAO to verify educational backgrounds.
   • �鶹��ý���� may also partner with refugee advocacy organizations and foreign ministries of education to reconstruct academic credentials when necessary.
4. Self-Reported Academic History and Supporting Documentation
   • In rare or severe cases, applicants may submit a self-reported record of coursework and grades.
   • If available, unofficial documents, letters of recommendation, or standardized test scores can supplement the application.
   • Specialized accreditations may require additional verification (see list of discipline-specific accreditations)

Students are expected to prepare a course schedule that allows one enough time to be fully present in class, and to travel from one class to another. In rare cases in which students must enroll in two overlapping courses to stay on track in their major program, in consultation with an advisor, department administrator, or instructor, a student may request permission to take both courses with a specified agreement to leave one course early or arrive at one course late. The course overlap form requires approval of the instructor of both courses, approval of the respective dean(s) and chairperson(s)/or director(s) responsible for the instructional areas, and a clear agreement with each instructor that resolves the overlap in scheduled time (leaving early, arriving late, missed work, etc.).

I. Departmental Personnel Advisory Committees (DPACs) and Search Committees (SCs)

Departmental Personnel Advisory Committees (DPACs) function as recruitment committees to aid with recruitment of faculty and department chairpersons. The DPACs role in faculty recruitment is outlined in . DPACs are used to fill all full-time and part-time faculty positions.

Search committees (SCs) are formulated to fill managerial and professional positions. SCs are used for full-time and part-time non-teaching professional and administrative positions. The Vice President for Human Resources must approve any requests for exceptions.

These policies and procedures apply to both DPACs and search committees. The term “search committee” will be used throughout the instant policy to refer to both DPACs and SCs.

II. Appointment and Composition of the Search Committee

Search committee members shall be selected by the unit or division head.

Search committees are responsible for ensuring that candidate recruitment, screening and hiring processes conform to the University’s EEO/AA policies, and are otherwise equitable, unbiased and accessible. To that end, search committees shall be composed of individuals reflecting the University’s diverse population (e.g. race, gender, national origin, ethnicity, etc.). It is suggested that committees include four to five members.

Hiring managers are uniquely positioned to understand the department’s needs, and to identify candidates who may be best suited to satisfy those needs. Accordingly, hiring managers may, but are not required to, chair a search committee.

Search committees are expected to familiarize themselves with, and to use, recruitment strategies that optimize outreach to diverse, qualified candidates.

III. Responsibilities of the Search Committee

Search committees will select candidates to interview, and participate in those interviews, leading to an eventual recommendation to the hiring manager and/or unit/division head.

The purpose of this Policy is to set forth policies and procedures concerning consensual romantic, amorous, or sexual relationships between �鶹��ý���� Employees and Students. This Policy also sets forth the policies and procedures concerning consensual romantic, amorous, or sexual relationships between �鶹��ý���� Employees.

All Employees should be aware that consensual romantic, amorous, or sexual relationships with Students must be avoided. Students’ academic success should not be the result of, or affected by, influences attributable to a consensual romantic, amorous, or sexual relationship with a �鶹��ý���� Employee. Such relationships can generate conflicts of interest, compromise academic and professional reputations, and promote an atmosphere unconducive to learning and professional development, and risk real or perceived coercion or exploitation of Students. The purpose of this Policy is to preserve professionalism and minimize discomfort, nepotism, and/or distraction in the workplace.

II. Applicability

This Policy applies to all �鶹��ý���� Employees, Graduate/Teaching Assistants, and similar positions. This Policy is to be applied within the context of the New Jersey Uniform Ethics Code Section on Nepotism. This Policy does not apply to non-consensual romantic, amorous or sexual relationships, which shall be governed by the University’s Sexual Harassment/Sexual Assault Policies and Procedures, the New Jersey State Policy Prohibiting Discrimination in the Workplace, and/or applicable federal, state, and local laws.

Violations of this Policy may result in corrective action, up to and including, dismissal, per applicable law and any applicable collective bargaining agreement(s).

III. Definitions

“Authority” or “Influence” refers to the ability to impact decisions related to a Student’s academic, athletic, employment, extracurricular, financial, or residential experience at the University. Such experience includes but is not limited to, grades, course registration, financial aid, funding, research opportunities, professional development, hiring, evaluation or discipline, transfers, formal mentoring or advising, employment of a student as a research or teaching assistant, honors or degrees, disciplinary action, playing time, acceptance or removal from a team or program, course or internship participation or supervision, access to Students’ records, or physical access to Students’ residence, recreation spaces, activities, and/or other location or premises.

“Employee” refers to �鶹��ý���� faculty, academic professionals, staff, executives, administrators, community directors, coaches, academic advisors, volunteers, and all similar positions.

“Graduate/Teaching Assistant” refers to a graduate or undergraduate Student holding a position of authority that involves the exercise of, or can reasonably be expected to involve the exercise of, influence, academic authority, or disciplinary authority over another Student. This includes but is not limited to positions as a research supervisor, grader, community director, graduate coordinator, or graduate student worker.

“Student” refers to any individual who is currently registered and enrolled in at least one credit-bearing course at the University. For the purposes of this Policy, when an individual is enrolled as a student in a University academic program (whether part-time or full-time, undergraduate, graduate, or a certificate program), the individual’s status as a University Student is primary. For the purposes of this Policy, an individual’s status as a University Employee, committee member, volunteer, assistant, or other position shall always be secondary to that individual’s status as a University Student.

IV. Policy

A. Relationships

i. Employee-Student Relationships

Employees of the University are prohibited from engaging in consensual romantic, amorous, or sexual relationships with any Student who the Employee knows or should have known is a Student.

ii. Graduate/Teaching Assistant- Student Relationships

Graduate/Teaching Assistants are prohibited from engaging in consensual romantic, amorous, or sexual relationships with Students enrolled in a course at the same College or School within which the Graduate/Teaching Assistant is employed.

iii. Supervisor-Subordinate Relationships

Employees who hold a supervisory, managerial, or executive-level position are prohibited from engaging in a consensual romantic, amorous, or sexual relationship with a direct report or anyone in their reporting line. This prohibition includes but is not limited to Employees who can reasonably be expected to exercise employment authority or influence over the Employee with whom they are in a relationship. Such authority or influence includes but is not limited to decision-making power with regard to hiring, evaluation, discipline, promotion, transfer, demotion, reassignment, appointment, salary adjustment, supplemental pay, additional assignments, etc.

iv. All other Employee-Employee Relationships

A consensual romantic, amorous, or sexual relationship between two Employees of equal standing or Employees who have no direct supervisory or reporting relationship over one another is permitted but must be reported to the Division of Human Resources within sixty (60) calendar days of the relationship’s formation so appropriate records may be kept to ensure compliance with this Policy.

B. Applicability of Policy after Student Graduation

Following a Student’s graduation from �鶹��ý����, Employees and Graduate/Teaching Assistants are prohibited from engaging in a consensual romantic, amorous, or sexual relationship with a Student over whom they held a position of authority or influence during the Student’s final academic semester at the University for a period of three (3) months following the Student’s graduation.

C. Exemptions

The prohibitions in this Policy do not apply to consensual romantic, amorous, or sexual relationships between Employees or Graduate/Teaching Assistants and Students that predate: a) the adoption of this Policy; b) the Employee’s or Graduate/Teaching Assistant’s employment or appointment by �鶹��ý����; or c) the Student’s registration with �鶹��ý����. However, in such cases, the Employee must comply with all relevant provisions of the New Jersey Uniform Ethics Code and the Employee must still disclose the relationship as required by this section.

Any Employee who is a spouse or domestic partner of a Student or other Employee or who is involved in a consensual romantic, amorous, or sexual relationship exempt from (or otherwise not covered by) the prohibitions of this Policy is prohibited from evaluating the academic or job performance of that Student or employee, employing hiring or supervising that Student or Employee, or otherwise exercising access, authority, supervision or influence over that Student or Employee. The Employee must comply with all relevant provisions of the New Jersey Uniform Ethics Code.

Any Employee or Graduate/Teaching Assistant involved in a relationship exempt from the prohibitions of this Policy shall disclose the existence of the relationship to their Department Chair or Unit Supervisor using the University’s form of disclosure created by this Policy. The Vice President and Chief Human Resources Officer or designee, in consultation with the head of the department/unit, or designee, shall immediately take appropriate action to implement a mitigation plan so that the Employee is not in a position of authority or influence over the Student or other Employee.

D. Confidentiality

The disclosures required by this Policy will be revealed only to those �鶹��ý���� Employees with a legitimate need for the information in order to implement and manage the mitigation plan and enforce this Policy. �鶹��ý���� requires all individuals involved in the procedures set forth herein to respect the integrity of the process and the legitimate privacy interests of the parties to the extent possible. All documents created pursuant to this Policy, including the mitigation plan, will be considered confidential personnel records and maintained accordingly.

V. Procedure

A consensual romantic, amorous, or sexual relationship between two Employees of equal standing or Employees who have no direct supervisory or reporting relationship over one another is permitted but must be reported to the Division of Human Resources within sixty (60) calendar days of the relationship’s formation.

A consensual, romantic, amorous, or sexual relationship that is subject to the exemptions laid out in Section IV(c) shall disclose the existence of the relationship to their Department Chair or Unit Supervisor using the University’s form of disclosure created by this Policy. The Vice President and Chief Human Resources Officer or designee, in consultation with the head of the department/unit, or designee, shall immediately take appropriate action to implement a mitigation plan so that the Employee is not in a position of authority or influence over the Student or other Employee.

This form of disclosure is available on the Human Resources website.

The form must be completed by all Employees or Graduate/Teaching Assistants involved in relationships exempt from the prohibitions of the �鶹��ý���� Consensual Romantic, Amorous, or Sexual Relationship Policy. Such relationships include those that predate: a) the adoption of the �鶹��ý���� Consensual Romantic, Amorous, or Sexual Relationship Policy; b) the individuals’ employment or volunteer appointment by �鶹��ý����; or c) the student’s registration with �鶹��ý����.

Required information includes the names and roles of those involved in the relationship, the individual(s) who will assist in implementing a Mitigation Plan, and a summary of the Mitigation Plan. Signatures as indicated are required. The completed disclosure must be forwarded to the head of the department or unit for approval, who will forward it to the Vice President and Chief Human Resources Officer for final approval.

VI. References

• Sexual Harassment/Sexual Assault Policies and Procedures
• NJ State Policy Prohibiting Discrimination in the Workplace
• Consensual Romantic, Amorous, or Sexual Relationship Policy FAQs

Eligibility Criteria

To be eligible for a posthumous degree, the student must meet the following criteria:

• The student must be in good standing at the time of death
• The student must have completed a significant portion of the degree requirements, specifically:
  • Undergraduate students must be within 30 credits of completing all requirements for their degree
  • Graduate students must be within 9 credits of completing all requirements for their degree
• The faculty of the Department associated with the student’s primary major/degree program recommend awarding the degree.

Extraordinary circumstances

Cases that do not meet the conditions above may be considered for the conferral of a degree when extraordinary circumstances exist (i.e. the student died while carrying out a heroic deed, while performing outstanding service to the University, after completing an outstanding piece of research or creative project, etc). In such cases, the academic department/school, Dean, and Provost will be consulted prior to making a recommendation to the President and Board of Trustees.

Application Procedure

Upon receiving information about the passing of an enrolled student, the university will initiate the process of considering a posthumous degree. The application procedure will involve the following steps:

1. Notification: The university must be notified of the student’s passing by an official source such as the student’s family, a faculty member, or a university staff member.
2. Documentation: The university will require relevant documentation, including a certified copy of the student’s death certificate, academic transcripts, and any other supporting materials deemed necessary.
3. Academic Review: A designated committee, consisting of academic advisors, faculty members from the student’s program, and university administrators, will conduct a thorough academic review and render a final recommendation.
4. Approval Process: The committee’s recommendation for awarding the posthumous degree will be submitted to the appropriate university authorities for final approval. The decision to award a posthumous degree will be based on the committee’s evaluation and academic standing of the student at time of death.

Degree Conferment

If the application is approved, the posthumous degree will be conferred during the next commencement ceremony following the approval decision. The university will recognize the student’s family or a designated representative during the ceremony and present them with the posthumous degree diploma.

Academic Program

A distinct curriculum leading to a degree, certificate and/or other credential recorded on a student’s transcript (e.g., minor).

Program Adjustment/Program Exception

Substitution or waiver of a course and changes in credits in order to achieve equivalencies and equal access to academic programs, including required courses, restricted electives, etc., in a declared program, minor, or certificate.

Course

A unit of teaching and learning focused on a specific academic subject or area of inquiry, specified by a unique combination of title, alpha code, course number, credit hours, and instructional level. Courses may be delivered in a variety of modes including face-to-face, online, other form of distance learning, or hybrid.

Course waiver

Excuses a student from completing a particular required component (course or other academic requirement) of an academic program by taking a test, having completed the equivalent course at another accredited institution, or otherwise demonstrating sufficient knowledge demanded by that requirement.

Credits (or credit hours)

The unit measuring quantity of academic study, with one credit-hour established as 150 minutes of academic work each week for 15 weeks in one semester, which is typically accomplished by 50 minutes of face-to-face class activity each week complemented by at least 100 minutes each week of laboratory or outside assignments, but may also be accomplished through an equivalent amount of academic work.

Policy

Undergraduate and graduate academic program, certificate, minor, and other University requirements may be adjusted to:

• Equate academic courses earned by a student at an accredited institution of higher learning other than �鶹��ý���� to �鶹��ý���� courses.
• Allow a course to fulfill a requirement area or the “spirit of the requirement” without being a direct equivalent for a �鶹��ý���� course.
• Allow a student to substitute an equivalent course completed at �鶹��ý���� to a course in their �鶹��ý���� curriculum.
• Allow a student to waive a course or other program requirement.
• Adjust the number of credits required for certain components of the curriculum.
• Accommodate a student’s disability.
• Other valid purposes or program requirements not listed above.

General Requirements

To pursue an adjustment a student must first consult with an academic advisor. The advisor will initiate a Program Adjustment Request form on behalf of the student. Forms are processed by the Office of the Registrar.

An approved course substitution will apply in the degree requirement(s) but will not change the course prefix and number on a transcript.

A lower-level course substituting for an upper-level requirement is not able to count toward the required number of upper-level hours.

Changing programs may nullify earlier approved adjustments.

For courses meeting a major or program requirement, the academic unit chair/director and dean/designee must review and approve the program adjustment. When the substitute course is in a department/school other than the student’s major, that chair/director must also sign the approval.

A graduate course may be applied to an undergraduate program, but an undergraduate course may not substitute for a graduate course.

A specific substitute course or requirement must be identified for the request, rather than a range of courses.

For courses counting as General Education or another graduation requirement generally, and not a specific matching course, the provost or designee will review and approve the substitution.

Substitutions cannot be made that effectively circumvent �鶹��ý���� institutional or accreditation standards.

Multiple courses may be used to satisfy a credit adjustment for one �鶹��ý���� course.

Substitutions must be justified, addressing both the level of equivalency between the two courses and a rationale for making an exception to the requirement.

Pass/fail grades cannot be used for substitute courses

Students seeking course substitutions should consult the Residency Requirements Policy and the Undergraduate and Graduate Degree Requirements Policy.

Guidelines for Approval of Adjustments – Transfer Credits

Transfer students may apply courses and course credits to their new programs at �鶹��ý����, under the following conditions:

• �鶹��ý���� program adjustments may not be determined by other institutions.
• The learning objectives or spirit of adjusted courses must be equivalent.
• Considerations should include impact on the program plan of study, the skills and knowledge specified by the program learning outcomes, and industry requirements.
• Undergraduate students may transfer a maximum of 60 credits from 2-year colleges, or 90 credits from 4-year institutions, master’s level graduate students a maximum of 6 credits, and doctoral students a maximum of 9 credits from other institutions of higher learning.

Guidelines for Approval of Adjustments – �鶹��ý���� Credits

A clear relationship must exist between the courses being adjusted, indicating the learning objectives or spirit of the requirement have been or will be covered in the substitute.

Substitutions must be justified, addressing both the level of equivalency between the two courses and a rationale for making an exception to the requirement.

When there is a change in major, an approved course substitution or requirement waiver applying to a General Education requirement may continue to apply.

Allowing a Student to Waive a Course

A waiver dismisses the requirement. Generally, waivers should be avoided, but are allowed to accommodate a demonstrated level of competence in a subject.

A student requesting a waiver must present documentation to an academic advisor, Program Coordinator/Graduate program director, and Chair/Director of the student’s major, explaining how the course requirements were met. The Chair/Director may require that the student take an exam.

In some cases, waivers will not be permissible if a degree or program requires a minimum number of credits by policy, law, or statute.

Accommodating a Student’s Disability

To qualify for adjustments based on a disability, a student must first self-register with the Disability Resource Center (DRC). See the DRC Academic Adjustments Policy. Students with disabilities are expected to complete all academic requirements necessary for graduation. Reasonable accommodations will be made to ensure that requirements do not discriminate against qualified applicants.

Students must begin by working with the DRC for any proposed adjustment. The DRC will then work with the departments, provost or designee, or other approver on the student’s behalf to accommodate a disability by substitution or adjustment.

Justification by reason of disability must indicate how the substitute course is an appropriate replacement for the required course.

Adjustments for disability cannot fundamentally change program requirements or standards.

Modality

The method of instructional delivery: how (delivery mode) and when (convening method) a class will meet.

Synchronous

Happens at the time class is scheduled on NEST

Asynchronous

No set scheduled class time; assignment deadlines are determined by the instructor.

Simultaneously

At the same time

Policy

The university provides instruction in several formats or modalities. The following modalities are currently available:

Hawk2Hawk (H2H)

A traditional face-to-face (F2F) class that is held entirely in-person, on campus during the days and times listed.

Hybrid Instruction

The following instructional modalities (HawkLIVE, HawkMIX or HawkFIELD) require some in-person, on-campus class attendance, as provided by the instructor’s in-person attendance policy in the class syllabus. The hybrid modality also applies to online instruction, including HawkSYNC and HawkASYNC, as certain instruction formats may require some flexibility.

Hybrid includes the following modalities:

HawkLIVE (HLV)

Synchronous instruction held simultaneously in-person and online. Due to limitations to the number of people allowed to be present in a classroom at one time, a regular, rotating schedule is created. Students must come in or log in to their class during the days and times listed on their schedule.

HawkFIELD (HFD)

Courses that have off-campus field elements supplemented by in-class sessions for mentoring and supervision; for example, student teaching clinical activities, internships, or co-ops

HawkMIX (HMX)

A mix of online (either synchronously or asynchronously) and in person sessions with some group activities and meetings in person. A clear schedule is provided in the Schedule of Classes. The instructor will provide a clear schedule in the syllabus.

Online Instruction

The University’s online course offerings consist of two modalities.

HawkSYNC Online – Synchronous (SON):

A fully online class that meets at specific days and times and requires a student to log on to be remotely “in class” with the instructor and classmates.

HawkASYNC Online – Asynchronous (AON):

A fully online class that does not require a student to attend class on specific days and times. The instructor will create assignments and deadlines to complete and meet in one’s own time.

HawkSYNC courses may be offered with a mix of synchronous and asynchronous instruction as defined by the Schedule of Classes.