A member of the University of Louisiana System, the University is subject to the rules of the ULS Board of Supervisors and the Louisiana Board of Regents. The ULS Board of Supervisors has established the following policy which governs the amount and level of credit awarded for courses. Informed by this policy, the University employs sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or mode of delivery.

ULS Policy Regarding Awarding Credit for Courses

Minimum Length for Academic Courses

For each semester hour of credit, a traditional lecture or laboratory course shall strive to meet a minimum of 750 minutes. Final exam periods may be counted as class time when computing required minutes. With the growth in distance learning technologies, and increases in the number of readings/special topic courses, independent study courses, and other more flexible course presentations, the customary method of determining course length for such non-traditional courses has been reexamined. Consistent with Board of Regents policy (Seat-Time Policy for Academic Credit) all classes must be of reasonable length and include both content and contact sufficient to maintain high academic quality and standards commensurate with credit hours awarded. The basis for such certification of learning is a valid, credible assessment system that reliably determines whether a student possesses clearly identified, standards-based knowledge, skills and abilities. (ULS Board of Supervisors Bylaws, C-I, Academics, Section VII-A)

Board of Regents Policy Regarding Seat Time

The University policy regarding the amount and level of credit awarded for courses is grounded in this ULS policy; however, giving greater latitude to Louisiana public universities in determining appropriate amounts and levels of credit is the Board of Regents 2001 recommendation:

State System institutions have long recognized that college-level learning may be acquired in a variety of settings and can be documented objectively and comprehensively through written or performance examinations and other academically sound procedures. A traditional example used to determine course length has been that three semester hour classes have met for not less than 36 clock hours of instruction. With the growth in recent years in distance education, the introduction of technology in delivering instruction, and the increase in the number of readings/special topic courses and independent study courses, the nature of contact hours has changed and requires greater flexibility. All classes must be of reasonable length and include both content and contact sufficient to maintain high academic quality and standards commensurate with credit hours awarded for a "traditional" three-semester hour lecture class. The basis for such certification of learning is a valid, credible assessment system, which reliably determines whether a student possesses clearly identified standards-based knowledge, skills, and abilities. (Board of Regents Policy, approved by the Statewide Council of Chief Academic Officers, January 4, 2001)

Typically at the University, in lecture courses, a credit hour is equivalent to 50 minutes of instruction per week for each week of the semester and includes a final exam time. In laboratory courses, a credit hour is equivalent to at least 100 minutes per week for each week of the semester. The definition applies to both traditional and non-traditional modes of instruction. Total time is the same in the six or three week summer session.

Students and other University stakeholders are apprised of this policy in the University Catalog as follows:

Generally, one credit hour is assigned for 750 minutes of class meeting time or 1500 minutes of laboratory meeting time together with the necessary preparation for a semester. Variations may occur due to the nature of the course. The value of each course of instruction and the amount of work required for graduation is stated in terms of semester hours. (51)

University Curriculum Review and Credit Hours

A systematic and sound procedure to assess the amount and level of credit for courses, regardless of format or mode of delivery, begins early in the course development process. When a course is first conceived by faculty and/or program coordinators at the department level or as courses and programs are reviewed annually to determine their effectiveness, the amount and level of credit awarded is carefully considered. In the process of determining efficacy of coursework, syllabi and other course materials may be reviewed to determine if sufficient academic rigor is demanded of the students who will be enrolled in the courses. Sample syllabi have been included as supporting documentation to demonstrate this commitment.

Curriculum change and course addition forms require the department proposing the new course or course change to evaluate the amount of credit awarded for each individual course. Forms for course and curriculum changes must be approved by individual department heads, college curriculum committee members, and deans before they are forwarded to the University Curriculum Committee for its review. If the proposal affects other departments or programs or students majoring in other programs, the initiator of the change or addition must provide proof that affected departments were notified of changes or additions. These documents are disseminated to University Curriculum Committee members, who review and discuss each change before approving and forwarding to either the Academic Advisory Council or the Graduate Council, as is appropriate, through the Vice President for Academic Affairs. These councils then make their recommendations to the Vice President for Academic Affairs, who authorizes curriculum and course changes be added to the University Catalog. At each level, the course or curriculum changes are scrutinized and discussed to ensure that credit amounts and levels are appropriate.

Alternative Delivery of Courses

In addition to the above procedures, internet or web-based methods of instruction are examined even further. In addition to meeting the requirements of the curriculum change process, courses delivered electronically must adhere to the University Internet or Web-based Course Policy. The steps below summarize the process for meeting the requirements for internet or web-based courses established by the policy:

• Faculty members must completely develop the course before submitting for approval by the University Curriculum Committee;

• Course content must be clearly articulated; student learning outcomes must be approved by the appropriate program coordinator, department head, and dean;

• Justification for offering the course via electronic media must be included in the request;

• Faculty using electronic media for course delivery must have participated in appropriate training. At a minimum the faculty member must demonstrate competency in appropriate technical methods and an understanding of the pedagogy as related to internet or web-based teaching.

The following list illustrates some of the components that must be included in course design of internet or web-based courses:

• Course syllabus;

• Detailed instructions for submitting assignments;

• A technical help page directing students to appropriate resources should they experience technical problems;

• A student resource page providing hyperlinks to University resources such as the library website;

• Instructor Contact Information.

• An assignment calendar or guide for completion of assignments.

• Information regarding the method used for posting grades;

• A public pages allowing prospective students access to course objectives, calendar, prerequisites, and technology requirements;

• Method for conducting Student Evaluation of Instruction;

• Instructions for completing final exam either off-site or on campus.

Transfer of Credits

The Office of Admissions reviews and awards credit for acceptable transfer courses. To guarantee that transfer courses are academically comparable and at collegiate levels, applicability of transfer credit to the student's McNeese degree program is evaluated by the student's academic department by faculty members, program directors, or department heads. The process for evaluating transfer of credit is described in detail in Comprehensive Standard 3.4.4.

Credit Examinations

In occasional circumstances, students may have gained special training or experience that could have been gained through certain college courses. In these cases, some departments may offer credit examinations by which students can earn credit. Students taking credit by examination must score the equivalent of “C” or better if credit is to be awarded. The University may also award credit through the College Level Examination Program (CLEP), Advanced Placement Program of the College Entrance Examination Board (CEEB), correspondence, extension work, and other non-traditional work as established in the catalog. McNeese does not award credit for experiential learning or professional certificates.

Credit for Military Service

According to the University catalog, students completing active military service may receive credit as follows:

A student who has completed four or more months of honorable, federal, continuous active duty may be granted up to two hours in personal fitness and conditioning and two hours in first aid. Additional credit may be given for experience in military occupations and completion of military training as recommended by the American Council on Education in the Guide to the Evaluation of Educational Experience in the Armed Services. The DD form 214 and other acceptable documents, including military training transcripts, must be submitted to verify successful completion of the courses. Credit is awarded only in areas currently offered within the University and will not duplicate credit already earned by the student. Any credit awarded is placed on a student’s transcript after one semester of attendance at McNeese. (Catalog, 54)

Maximum Non-traditional Credit Hours

Policies regarding the maximum credit hours that can be used toward associate and bachelor’s degrees are published in the Catalog and on the University home page:

• A maximum of forty-five semester hours of non-traditional credit, such as extension credit, correspondence credit, military credit, advanced placement credit, credit by examination, and CLEP credit, may be used toward a bachelor’s degree; a maximum of twenty-four hours of non-traditional credit may be counted toward an associate degree.

• To insure that credit for an extension or correspondence course will be counted toward a degree, a student must obtain approval in writing from his/her advisor and department head before registering for the course. A student must take the final examination of a correspondence course under the supervision of his department head or the Office of Scholarships and Testing.

• To insure that credit earned through CLEP will be counted toward a degree, a student should obtain the approval of his department head before registering for the examination.

• After a correspondence course is completed, the student should request the registrar of the college from which the course was taken to send an official transcript of credits to the Office of the Registrar at McNeese. In order for the student to participate in commencement exercises, credit used toward completion of degree requirements must be received at least forty-eight hours before commencement. (Catalog, 53-54)

Supporting Evidence

ULS Bylaws C-I, Academics, Section VII-A

English 101 Syllabus

English 677 Syllabus