Credit Hours: Difference between revisions
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Policy 214 | Policy 214 | ||
== Introduction == | == Introduction == | ||
1.1 The purpose of this policy is to support Appalachian State University’s compliance with the Southern Association of Colleges and Schools Commission on Colleges’ (SACSCOC or “Commission”) expectations regarding credits and federal regulations governing the award of financial aid. | |||
1.2 As part of the Commission’s review of the University seeking initial or continuing accreditation, the SACSCOC conducts reviews of the University’s assignment of credit hours. Academic credit has provided the basis for measuring the amount of engaged learning time expected of a typical student enrolled not only in traditional classroom settings, but also laboratories, studios, internships and other experiential learning, and distance and correspondence education. | |||
1.3 Students, institutions, employers, and others rely on the common currency of academic credit to support a wide range of activities, including the transfer of students from one institution to another. | |||
1.4 For several decades, the federal government has relied on credits as a measure of student academic engagement for the purpose of awarding financial aid. | |||
== Scope == | == Scope == | ||
Revision as of 19:30, 30 August 2012
Policy 214
Introduction
1.1 The purpose of this policy is to support Appalachian State University’s compliance with the Southern Association of Colleges and Schools Commission on Colleges’ (SACSCOC or “Commission”) expectations regarding credits and federal regulations governing the award of financial aid. 1.2 As part of the Commission’s review of the University seeking initial or continuing accreditation, the SACSCOC conducts reviews of the University’s assignment of credit hours. Academic credit has provided the basis for measuring the amount of engaged learning time expected of a typical student enrolled not only in traditional classroom settings, but also laboratories, studios, internships and other experiential learning, and distance and correspondence education. 1.3 Students, institutions, employers, and others rely on the common currency of academic credit to support a wide range of activities, including the transfer of students from one institution to another. 1.4 For several decades, the federal government has relied on credits as a measure of student academic engagement for the purpose of awarding financial aid.
Scope
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