Policy Number: AUS-02.AC.P001

Sponsor: Office of the Provost

Effective Date: September 3, 2021

I. POLICY PURPOSE

1. This policy articulates The American University of Science's ("AUS," "the University") fidelity to its foundational ethos, objectives, and academic integrity by prescribing the criteria for academic credit hours in strict accordance with federal guidelines set forth in Sections 600.2 and 600.4 of the Higher Education Act, as amended on July 1, 2020, and conforms to the regulatory requirements of 34 CFR 668.8(k) and (l) within the Code of Federal Regulations. This enactment underscores the University's adherence to national educational mandates and its commitment to uphold the highest standards of academic rigor and compliance.

2. This policy articulates the framework for the allocation of academic credit hours across all credit-bearing offerings at both the undergraduate and graduate echelons. It governs an array of pedagogical engagements, encompassing lectures, seminars, laboratory engagements, integrated lecture-laboratory experiences, studio practices, directed studies, internships, externships, and modalities of distance education. The policy is universally applicable, irrespective of the modality of delivery (on-campus, online, off-site) and encompasses a spectrum of instructional methodologies (direct engagement, virtual platforms), synchronicity of instructional delivery (synchronous, asynchronous), pedagogical approaches (flipped classroom, hybrid models), and temporal academic structures (standard semesters, quadmesters, intensive summer sessions, condensed academic terms, and short-duration courses spanning weeks or weekends).

II. POLICY APPLICABILITY

This directive mandates compliance across the entire spectrum of the University’s academic community, explicitly encompassing students across undergraduate, graduate, and postgraduate levels, as well as the comprehensive cadre of academic faculty and staff and any individuals engaged in the provision of educational instruction or the oversight of academic curricula.

III. POLICY STATEMENT

A. Definitions

1. Instructional Time: Credit hours assigned to academic courses are derived from a comprehensive evaluation of instructional time, integrating both direct classroom engagement and supplementary academic pursuits. This evaluation includes all scheduled instructional sessions and designated examination periods, facilitating a broad array of assessment forms, from conventional exams to take-home assignments and final academic projects. Importantly, the calculus for credit hours rigorously excludes non-instructional intervals such as vacations, homework, travel, and orientations, anchoring the credit hour metrics firmly in actual teaching interactions.

   1. This instructional time bifurcates into Academic Engagement Time and Academic Preparation Time:

      1. Academic Engagement Time encapsulates the student’s active participation in scheduled educational engagements with instructors, either synchronously or asynchronously, quantified in contact hours (50 minutes each).

      2. Academic Preparation Time accounts for student endeavors outside these direct interactions, including preparatory activities, study, and reflection, also quantified in preparation hours (50 minutes each).

   2. Course Workload: instructional time constitutes a comprehensive aggregate of Academic Engagement Time plus Academic Preparation Time, collectively referred to as Course Workload, forming the foundational basis for the precise allocation of credit hours.

   3. In the nomenclature adopted by AUS, "AUS Semester Credit(s)" is concisely denoted as ASC(S). Furthermore, "AUS Undergraduate-level Semester Credits" and "AUS Graduate-level Semester Credits" are abbreviated respectively as AUSC(S) and AGSC(S), facilitating standardized reference and documentation within academic contexts.

2. U.S. Department of Education Credit Hour Policy and Definition:

   Electronic Code of Federal Regulations, Title 34: Education, Part 600 – Institutional Eligibility under the Higher Education Act of 1965, as amended, Subpart A – General, Section 600.2 stipulates the following:

   Credit hour: Except as provided in 34 CFR 668.8 (k) and (l), a credit hour is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that is an institutionally established equivalency that reasonably approximates not less than (1) One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester or trimester hour of credit, or ten to twelve weeks for one quarter hour of credit, or the equivalent amount of work over a different amount of time; or (2) At least an equivalent amount of work as required in paragraph (1) of this definition for other academic activities as established by the institution including laboratory work, internships, practical, studio work, and other academic work leading to the award of credit hours.

   Source: eCFR (https://www.ecfr.gov/cgibin/retrieveECFR?gp=1&SID=b209720cc245666fe4a9ac1010a918fa&ty=HTML&h=L&mc=true&r=SECTION&n=s e34.3.600_12)

3. Instructor: the Instructor of Record, along with appointed designees—comprising Teaching Assistants (TAs) of Record, guest lecturers, substitutes, and analogous educational roles—represents the foundational instructional framework tasked with curriculum delivery, student evaluation, and adherence to pedagogical excellence. This assembly includes all individuals vested with the authority to facilitate instructional activities, assess academic performance, and ensure the integrity of the educational process as mandated by the University.

4. Methods of Delivery: encapsulate the spectrum of pedagogical strategies utilized for disseminating course content to students, comprising a comprehensive array of delivery mechanisms. Such methodologies span traditional in-person instruction, online or distance learning modalities, and hybrid approaches that amalgamate direct classroom interaction with digital educational platforms, among others.

5. Distanced/Online Teaching and Learning: AUS's online courses rigorously adhere to the institution's distance education standards, requiring a consistent minimum of combined instructional engagement and supplementary academic work for credit attribution, regardless of the delivery mode or mechanism. Faculty obligations extend to providing frequent and meaningful interactions with students, upholding the educational rigor uniformly across different teaching modalities. In the digital learning milieu, instructional time diversifies to include consumption of synchronous or asynchronous lecture content, active participation in online forums moderated by faculty, and engagement in mandatory academic exchanges, thus ensuring a comprehensive and interactive academic experience.

6. Course Types: categorize the various pedagogical structures through which academic content is conveyed, covering an extensive repertoire of instructional methodologies. This classification includes, but is not limited to, lecture formats, seminar discussions, laboratory sessions, studio practices, independent research projects, internships, externships, and other specialized educational arrangements, each designed to achieve distinct learning outcomes and facilitate diverse academic interactions.

7. Course Levels /Course Numbering: this schema delineates the hierarchical structure of academic programs, differentiating between undergraduate and graduate/post-baccalaureate classifications via numerical assignment. Courses numbered between 10000 and 49999 are identified as undergraduate-level, whereas courses numbered 50000 and higher are recognized as graduate or post-baccalaureate-level offerings. Importantly, the schema allows for cross-level enrollment, enabling students to register for courses outside their designated academic tier, contingent upon securing approval from the appropriate instructor or departmental authority.

8. Zero Credit Courses: within AUS, a distinct category of academic offerings, termed Zero Credit Courses, exists to offer educational experiences devoid of credit hour attribution. These courses are engineered to deliver significant learning and developmental opportunities, thereby augmenting the academic landscape without contributing to the credit hour totals required for degree completion. This approach allows students to explore diverse educational dimensions, fostering intellectual growth and skill enhancement in a non-credit framework, thereby enriching the academic journey without impacting the formal credit accumulation process.

B. Principles

1. At The American University of Science (AUS), the assignment of credit is intricately linked to the composite of Course Workload, Academic Engagement Time with instructors, and Academic Preparation Time required. Conventionally, for each semester course, it is stipulated that students invest two units of Academic Preparation Time—encompassing preparation, study, and reflection—for every unit of Academic Engagement Time, whether conducted synchronously or asynchronously. Notably, the specific balance between Academic Engagement Time and Academic Preparation Time is subject to variation based on the distinct Course Type and Instruction Method.

2. The process of determining the appropriate allocation of semester credit hours involves a thorough evaluation of several key elements, including Academic Engagement Time, Course Workload, Academic Preparation Time, Course Type, and precise assessment metrics, in conjunction with verifying the alignment of credit level with academic intensity (i.e., ensuring undergraduate courses numbered 10000-49999, or graduate courses numbered 50000-and-above, reflect the corresponding academic level). The Office of Academic Affairs is charged with the custodianship of the guidelines governing semester credit hour determination, with any notable amendments to these guidelines necessitating approval from the Provost.

3. The coherence between the Course Workload, semester credit hours conferred, and the explicitly defined learning outcomes of the course is paramount. The Provost, who bears ultimate accountability for the legitimacy of semester credit hour assignments, typically delegates this responsibility to the Faculty Senate, alongside the individual Faculties and Schools. To facilitate this, each Faculty or School is required to convene a Course Review Committee (CRC) responsible for the evaluation of new or revised course offerings, ensuring their compliance with the credit hour guidelines set forth by the Office of Academic Affairs. For courses presented outside the traditional Faculty or School framework, the Faculty Senate assumes this evaluative role, adhering to the prescribed guidelines.

C. Calculation of Credits

The table delineates a precise framework for the translation of instructional methods into credit hours, accommodating courses that amalgamate multiple types of instruction by stipulating that each instructional component adheres to its specific credit hour calculation. Cumulative credit hours are thus the aggregate of these discrete contributions. Calculations are systematically categorized into two overarching groups: one focusing on courses with credit hours derived from in-classroom instructional time, and the other on courses where instructional engagement occurs entirely outside the traditional classroom setting. This methodological distinction ensures a rigorous and uniform standard for credit hour allocation across the spectrum of instructional formats.

1. Courses with Classroom Based Instructional Time

Courses incorporating in-classroom instructional time entail periods of engagement within a designated physical classroom setting, under the facilitation of an instructor, across regularly scheduled sessions. This framework extends to encompass the administration of seated examinations, alongside the requisition of final papers and projects during the stipulated examination phase. Moreover, these courses necessitate a parallel expectation of student involvement in academic activities beyond the classroom confines. Such extracurricular commitments encompass an array of scholarly tasks, including homework, preparatory work for subsequent classes, collaborative endeavors in group meetings and projects, as well as the completion of assessments such as tests and quizzes. This comprehensive instructional model underscores a dual-faceted educational obligation, amalgamating direct classroom interaction with supplementary academic engagements, thereby constituting the entirety of the course's pedagogical requirements.

a. Lecture, Seminar, Design Studio, and Discussion Courses

Credit allocation is predicated upon the completion of fifteen 50-minute instructional sessions, each accompanied by an expected two hours of student-led study per session. Furthermore, it is generally projected that the time allocated to extracurricular academic pursuits will double that of direct instructional engagement.

• Lecture (LEC): Characterized by instructor-led delivery, this format predominantly employs presentations as its primary mode of content dissemination. It integrates an array of instructional strategies, including recitations, discussions, assessments, evaluations, and diverse active learning approaches. Lecture formats may further encompass associated discussion and/or laboratory segments to augment the learning process.

• Seminar (SEM): This instructor-led, interactive framework is dedicated to the rigorous exploration and discussion of specialized subjects, often leading to the generation of scholarly output. It prioritizes deep engagement with advanced topics through focused dialogue and analysis.

• Discussion (DIS): Typically linked to a lecture, this modality is designed to afford students greater interaction with the course material and the instructor, enhancing comprehension and engagement with the academic content.

• Design Studio (DES): Under instructor guidance, this format emphasizes the practical application of design and artistic principles, employing a comprehensive suite of pedagogical techniques, including formal lectures, presentations, discussions, group critiques, individual projects, and other active learning strategies, to foster creative and technical skill development.

b. Laboratory Courses

In the academic framework of Laboratory Courses, credit assignment is intricately linked to the quantum of in-class instructional time, calibrated against the expectation of student-initiated preparatory work outside of classroom settings. For instances where external preparatory demands are minimal, a singular credit is designated to a series of fifteen instructional sessions, each extending for 150 minutes. Conversely, in scenarios necessitating considerable preparatory engagement by students, a credit is apportioned to fifteen sessions, each of 100 minutes duration, reflecting the augmented out-of-class workload.

• Laboratory (LAB): This category encompasses courses under direct faculty supervision, focused on the applied exploration of scientific or technical principles through methods of experimentation, observation, and hands-on practice within either authentic or meticulously simulated operational contexts. Laboratory settings are expressly configured to facilitate such practical inquiry, often necessitating specialized infrastructure. These courses may be structured as standalone offerings or as complementary components to theoretical coursework, with the objective of bridging conceptual knowledge with practical application.

  
  

i. Courses with little to no substantial outside preparation:

ii. Courses with substantial outside preparation:

c. Studio and Practicum Courses

Within the academic curriculum, these courses are structured to ensure a significant emphasis on in-class instruction, with the ratio of classroom to independent study time established at two to one. Each credit is contingent upon the fulfillment of fifteen 100-minute instructional periods, complemented by a requisite hour of student-led study outside the classroom for every session attended.

• Studio (STU): This course framework is dedicated to the rigorous exploration and application of design, ecological, cultural, and aesthetic principles under the meticulous guidance of faculty. It aims to meld theoretical knowledge with practical application, thereby equipping students with the necessary skills for creative and applied problem-solving within their respective fields.

• Practicum (PRC): Emphasizing the practical embodiment of theoretical knowledge, the Practicum course engages students in an immersive learning environment, whether in classroom settings, fieldwork, or professional contexts, under the vigilant supervision of academic staff. This engagement often leads to the generation of implementable proposals addressing community or design challenges, with the potential for real-world application by stakeholders. This educational approach bridges the gap between theoretical understanding and practical application, fostering a comprehensive learning experience.

2. Experiential Learning and Individual Study

Courses characterized by instructional time predominantly external to the traditional classroom framework are delineated by student engagement in tasks under direct faculty supervision or guidance, encompassing research initiatives, project-based learning, or academically purposed field activities. In recognition of the instructional value of these extramural activities, credit allocation is systematically quantified: one academic credit is rendered for a cumulative forty hours of engaged instructional time, premised upon a sixty-minute hour standard. This calculative approach to credit assignment underscores the institutional acknowledgment of the integral role that practical, research, and field-based experiences play in the comprehensive educational development of students, extending the scope of academic learning beyond conventional classroom boundaries.

a. Field Study, Independent Study, Internship, Presentation, Project, Research, and Clinical Courses

These courses, conducted predominantly outside traditional classroom settings, are based on a credit system calculated by a 60-minute hour, exempting the necessity for additional time beyond designated instructional periods.

• Field Study (FLD): This format provides an immersive, collaborative, and interactive educational experience, largely situated in non-classroom environments, potentially incorporating traditional lecture and discussion components. Instruction and oversight are ensured by a faculty member.

• Independent Study (IND): Customized according to a mutually agreed study plan between the student and faculty, this model promotes self-directed learning under the faculty's guidance and supervision.

• Internship (INT): Offers students an autonomous, immersive professional experience, facilitating the application of academic knowledge in real-world settings, under the premise of extending learning beyond the classroom.

• Presentation (PRS): Primarily a series of guest lectures aimed at delivering content with minimal student preparation, this course may require a reflective paper or a final deliverable to synthesize learning outcomes.

• Project (PRJ): Involves collaborative engagement in a project or task-focused activity, guided and supervised by an instructor, with the majority of the effort occurring outside formal classroom environments.

• Research (RSC): Dedicated to the creation of new knowledge through detailed investigation or research, expecting the production of a significant final work, such as a thesis, report, or publication, facilitated by independent student work under faculty direction.

• Clinical (CLN): Engages students in the practical application of academic theories in professional settings, predominantly outside traditional learning spaces, supervised by clinical faculty or specialists.

b. Graduate Thesis/Dissertation Courses

Commitment to research for students enrolled in research degree programs at the Graduate School is mandated to be considerable, with the default assumption that these students maintain full-time status unless specific exemptions are approved.

• Graduate Thesis/Dissertation (GTD): A mandatory exercise for graduate research students, this process entails the origination of new insights via foundational research, leading to the formulation and defense of an academic dissertation that aligns with scholarly publication criteria, thereby marking a substantive contribution to the body of knowledge within their respective disciplines.

D. Roles and Responsibilities

1. The Faculty Senate is charged with the formation of specialized committees, composed exclusively of faculty members, to enforce and apply the guidelines developed by the Office of Academic Affairs regarding the calculation of semester credit hours for courses. Additionally, these committees are tasked with the critical assessment of the appropriateness of credit hour allocations for courses delivered outside the conventional domain of the Schools.

2. The Office of Academic Affairs maintains the custodianship of the procedural guidelines essential for the determination of a course’s semester credit hours. The Provost holds the apex authority for ensuring adherence to this policy, with the prerogative to make conclusive decisions regarding its enforcement.

3. The Provost’s responsibilities extend to supervising the system employed by both the Faculty Senate and the Schools for establishing semester credit hour allocations. This includes authorizing any amendments to the guidelines set forth by the Office of Academic Affairs for the calculation of semester credit hours for courses.

4. Schools are obliged to organize committee(s) consisting of faculty members, whose role is to implement the guidelines provided by the Office of Academic Affairs for determining a course’s semester credit hours. These committees are also responsible for evaluating the suitability of credit hour allocations for courses offered internally, ensuring compliance with the academic standards as prescribed.

E. Compliance

1. Within AUS, the faculty within each academic unit holds ultimate responsibility for the integrity and structure of the curriculum and degree program criteria. A designated curriculum committee or equivalent authority within each School or College is charged with the critical review of new and revised course proposals, degree programs, and adjustments to existing academic frameworks, with a particular focus on the scrutiny of assigned credit hours.

2. Collaboratively, the Office of Academic Affairs and the Office of the Registrar undertake systematic reviews of class schedules prior to the commencement of each academic term, ensuring the alignment of scheduled instructional time with the credits designated. Identified inconsistencies are reported back to the relevant academic entity for rectification or justification in advance of the term's start.

3. Furthermore, it is a prerequisite for course syllabi to include comprehensive details on the expected time commitment from students, which encompasses a delineation of time allocated for in-class instruction and, where applicable, expected time for engagement with course-related tasks outside the formal classroom environment.