There is a transfer evaluator at every college or university. In some of the larger schools, there may be more than one person in the position. In my case at Clayton State, I am the only person with the title of transfer evaluator, but the associate registrar also evaluates transfer credits, among other duties such as advising international students and evaluating their credits, attending meetings for readmission appeals, and authorizing CSU students for transient study.
Transfer evaluators at other institutions probably do not have other responsibilities besides evaluating credits. There are enough transfer students to keep us busy. After the evaluation is complete, I print out a transfer equivalency worksheet that specifies how each course was transferred and mail it to the student along with a letter. I also meet with students who have concerns about their transfer credits.
Who else can get involved in transfer evaluation?
At some schools, the departments are more involved with the transfer of credits that fall under the subjects they offer at the junior or senior level. I can understand the logic in this practice, since a professor of biology is much more likely to know whether a course from a private or out of state school is equivalent to his Animal Physiology class.
A transfer evaluator should have very few problems evaluating core level (freshman and sophomore) courses, even from out of state or private schools, because most basic curricula include courses in English, science, math, history, social science, and humanities. It is at the junior and senior levels that courses become more specialized and more confusing to someone who has never studying the subject beyond the introductory level.
The limitations of specialized knowledge
I can compare course descriptions, but I confess that I do not fully understand the terminology for each subject taught in college. As someone who majored in liberal arts, I know the difference between Naturalism and Romantic literature, and between Baroque art and Rococo, but I cannot tell you with any confidence what you might study in a class with a course description that includes solid state physics, ontogeny, or electronic structure and reaction mechanisms.
Because of my specialized knowledge, I can only look for similar words in course descriptions, while someone with a background in the subject can look for deeper compatibility. This is why it may be necessary for a department head to give permission for a course to transfer that was originally deemed not equivalent by a transfer evaluator. The transfer evaluator could have assigned the course as elective credit; if the student believes it should be an exact equivalent, he or she would need to consult with the appropriate department head and provide course descriptions and/or sample syllabi. If the student is not satisfied with the decision of the department head, he or she should arrange a meeting with the dean of the college.
Will it ever end?
So, until universities begin hiring a transfer evaluator for each academic discipline, this practice of department head approval will continue. It’s true that this may be inconvenient for the student, but like most other aspects of college, it’s just something that requires some time, energy, and research.
Wednesday, June 18, 2008
Tuesday, June 17, 2008
Transferring as a graduate
The registrar’s office of Clayton State University does not evaluate graduate credit. If a student is transferring in to seek another undergraduate degree, any graduate courses the student may have completed will not count towards an undergraduate degree at CSU. We do require that the student provide us with transcripts from each college he or she has attended, regardless of the level of coursework completed.
CSU is still a relatively new graduate institution. Our School of Graduate Studies opened in 2006 with the Master of Arts in Liberal Studies. We now offer four master’s degree programs: MALS, Master of Business Administration, Master of Science in Nursing, and the Master of Health Administration.
How is graduate transfer credit evaluated?
Because CSU’s graduate programs are so young, I do not know if the registrar’s office will have any part in evaluating graduate transfer credit in the future. As of now, it is a departmental responsibility. If a student is attempting to transfer graduate credit into one of our graduate programs, that credit goes to the School of Graduate Studies, and it is evaluated by the director of the student’s desired program.
Transferring graduate credit is therefore very circumstantial. The credit a student may receive depends on the type of program into which a student to trying to transfer, the type of credit the student has earns and from what type of program the credit originates, and the opinion of the director.
For example, before I applied to the Master of Arts in Professional Writing Program at Kennesaw State University, I considered taking a few graduate English courses at Clayton State then transferring them later. However, upon consulting the director of the MAPW program, he made it clear that courses such as “Gender and Sexuality in American Literature” and “Studies in Renaissance Literature” would not transfer. Although it would have been convenient for me to take these classes closer to home and delay my move to Kennesaw, I was glad to learn that these courses would not fit into my desired program before I spent money and time completing them.
Residency requirements
The number of hours that can be transferred into a graduate program is also dependent on the program. However, this number is drastically lower than the number of credit hours that can be transferred into an undergraduate program because graduate residency requirements are much greater.
For both the MAPW at KSU and the MALS at CSU, the maximum number of transfer credits is 9, which happens to be equal to one full time semester of graduate study. Both programs also require 27 hours in residency; therefore, three fourths of a student’s graduate coursework must be completed at the school where he or she plans to graduate.
Graduate transient status
It would be highly unusual and unlikely for a graduate student to study at another school as a transient. Because transient students must apply to the new school, the complexity of a graduate school application would make the process extremely arduous, more so than an undergraduate who wants to transient. Deadlines for graduate applications can be more than a year before the semester a student plans to enter, so a transient would have to plan way ahead. It would have to be under very special circumstances with absolute permission from the home institution. Also, the question of the transferability of the proposed transient courses would have to be confirmed by the home institution prior to transient study.
CSU is still a relatively new graduate institution. Our School of Graduate Studies opened in 2006 with the Master of Arts in Liberal Studies. We now offer four master’s degree programs: MALS, Master of Business Administration, Master of Science in Nursing, and the Master of Health Administration.
How is graduate transfer credit evaluated?
Because CSU’s graduate programs are so young, I do not know if the registrar’s office will have any part in evaluating graduate transfer credit in the future. As of now, it is a departmental responsibility. If a student is attempting to transfer graduate credit into one of our graduate programs, that credit goes to the School of Graduate Studies, and it is evaluated by the director of the student’s desired program.
Transferring graduate credit is therefore very circumstantial. The credit a student may receive depends on the type of program into which a student to trying to transfer, the type of credit the student has earns and from what type of program the credit originates, and the opinion of the director.
For example, before I applied to the Master of Arts in Professional Writing Program at Kennesaw State University, I considered taking a few graduate English courses at Clayton State then transferring them later. However, upon consulting the director of the MAPW program, he made it clear that courses such as “Gender and Sexuality in American Literature” and “Studies in Renaissance Literature” would not transfer. Although it would have been convenient for me to take these classes closer to home and delay my move to Kennesaw, I was glad to learn that these courses would not fit into my desired program before I spent money and time completing them.
Residency requirements
The number of hours that can be transferred into a graduate program is also dependent on the program. However, this number is drastically lower than the number of credit hours that can be transferred into an undergraduate program because graduate residency requirements are much greater.
For both the MAPW at KSU and the MALS at CSU, the maximum number of transfer credits is 9, which happens to be equal to one full time semester of graduate study. Both programs also require 27 hours in residency; therefore, three fourths of a student’s graduate coursework must be completed at the school where he or she plans to graduate.
Graduate transient status
It would be highly unusual and unlikely for a graduate student to study at another school as a transient. Because transient students must apply to the new school, the complexity of a graduate school application would make the process extremely arduous, more so than an undergraduate who wants to transient. Deadlines for graduate applications can be more than a year before the semester a student plans to enter, so a transient would have to plan way ahead. It would have to be under very special circumstances with absolute permission from the home institution. Also, the question of the transferability of the proposed transient courses would have to be confirmed by the home institution prior to transient study.
Converting quarter hours to semester hours
A little bit of math
It may sound like a nightmare, but transfer evaluators really just have to follow a simple formula to convert quarter hours to semester hours:
(number of quarter hours x 2)/3= semester hours
To make this formula sound simpler, it is the number of quarter hours multiplied by two thirds.
For example, a standard quarter class is worth 5 hours, so:
(5x2)/3= 3.33
5 quarter hours is equivalent to 3 semester hours.
You may wonder what happens to the other .33 hours. Sometimes it is used. For example, if a student took the 5 quarter hour class Anatomy and Physiology I at Griffin Technical College (BIO 193), it would transfer to Clayton State University as both Anatomy and Physiology I (BIOL 1151) and Anatomy and Physiology I Lab (BIOL 1151L), which comes to a total of 4 semester hours, the lecture worth 3 and the lab worth 1.
Other times, the value that is produced by the formula is rounded up. If a student takes a course worth 7 quarter hours:
(7x2)/3= 4.66
The student would receive 5 hours of semester transfer credit.
It can be tricky if a student went to a school where the standard quarter hour class is worth 4 hours instead of 5, because 4 quarter hours is equal to only 2.66 semester hours.
In this case, the transfer evaluator must award 3 and 2 semester hours alternately for each class to provide the closest equivalency.
The differences between quarters and semesters
The University System of Georgia converted from a quarter calendar to a semester calendar beginning with the fall semester 1998. Within USG, semesters are about 16 weeks long, and there are 3 of them in an academic year: fall, spring, and a shorter summer session. A quarter is about 10 weeks long, and within an academic year there are 4 of them, which are normally called fall, winter, spring, and summer.
To complete a bachelor’s degree, students must earn 120 hours of semester credit. Under the quarter system, a bachelor’s degree required 185 hours.
To be considered full time, an undergraduate student must enroll in at least 12 hours per semester, which are normally 4 courses worth 3 hours each. Full time status under the quarter system is also 12 hours, but that number is equal to 8 semester hours.
Don’t let the numbers discourage you
The Board of Regents of the University System of Georgia claims on its Web site that the major advantage of the semester system over the quarter system is that it is less “hectic.”
It depends on individual preference as to whether or not semesters are better than quarters. Some like the shorter terms with longer hours in the classroom, others would prefer to attend a longer term without spending as much time in class each week, but a school’s calendar should not be the determining factor in whether or not a student chooses to attend.
Switching from a quarter calendar to a semester calendar should not defer a student from transferring. Many schools in Georgia that are on a quarter calendar are technical schools that can only offer certificates, diplomas, and associate’s degrees. So if a student really wants to earn a bachelor’s degree, he or she will have to make the switch. It is always possible to discuss any issues a student may have about transfer credits and quarter to semester conversion with an adviser or employee in the registrar’s office.
It may sound like a nightmare, but transfer evaluators really just have to follow a simple formula to convert quarter hours to semester hours:
(number of quarter hours x 2)/3= semester hours
To make this formula sound simpler, it is the number of quarter hours multiplied by two thirds.
For example, a standard quarter class is worth 5 hours, so:
(5x2)/3= 3.33
5 quarter hours is equivalent to 3 semester hours.
You may wonder what happens to the other .33 hours. Sometimes it is used. For example, if a student took the 5 quarter hour class Anatomy and Physiology I at Griffin Technical College (BIO 193), it would transfer to Clayton State University as both Anatomy and Physiology I (BIOL 1151) and Anatomy and Physiology I Lab (BIOL 1151L), which comes to a total of 4 semester hours, the lecture worth 3 and the lab worth 1.
Other times, the value that is produced by the formula is rounded up. If a student takes a course worth 7 quarter hours:
(7x2)/3= 4.66
The student would receive 5 hours of semester transfer credit.
It can be tricky if a student went to a school where the standard quarter hour class is worth 4 hours instead of 5, because 4 quarter hours is equal to only 2.66 semester hours.
In this case, the transfer evaluator must award 3 and 2 semester hours alternately for each class to provide the closest equivalency.
The differences between quarters and semesters
The University System of Georgia converted from a quarter calendar to a semester calendar beginning with the fall semester 1998. Within USG, semesters are about 16 weeks long, and there are 3 of them in an academic year: fall, spring, and a shorter summer session. A quarter is about 10 weeks long, and within an academic year there are 4 of them, which are normally called fall, winter, spring, and summer.
To complete a bachelor’s degree, students must earn 120 hours of semester credit. Under the quarter system, a bachelor’s degree required 185 hours.
To be considered full time, an undergraduate student must enroll in at least 12 hours per semester, which are normally 4 courses worth 3 hours each. Full time status under the quarter system is also 12 hours, but that number is equal to 8 semester hours.
Don’t let the numbers discourage you
The Board of Regents of the University System of Georgia claims on its Web site that the major advantage of the semester system over the quarter system is that it is less “hectic.”
It depends on individual preference as to whether or not semesters are better than quarters. Some like the shorter terms with longer hours in the classroom, others would prefer to attend a longer term without spending as much time in class each week, but a school’s calendar should not be the determining factor in whether or not a student chooses to attend.
Switching from a quarter calendar to a semester calendar should not defer a student from transferring. Many schools in Georgia that are on a quarter calendar are technical schools that can only offer certificates, diplomas, and associate’s degrees. So if a student really wants to earn a bachelor’s degree, he or she will have to make the switch. It is always possible to discuss any issues a student may have about transfer credits and quarter to semester conversion with an adviser or employee in the registrar’s office.
Monday, June 16, 2008
Transient versus transfer
Transient students have to deal with worrying about how their credits
will transfer, just like traditional transfer students, but transient
students have the luxury of discussing what will happen to their
credits prior to taking the courses.
What does transient student status mean?
A transient student is just visiting; a transfer student plans to
attend the new institution permanently. Transient students normally
take classes at the new school for one term, and then enroll at their
home institution the following term.
How a student can become a transient
The application process for transient students differs from that of
transfer students. Transients must fill out an application for admission, and provide the new school with a transient permission letter from the home institution. For transient study at Clayton State University, this letter must contain certain criteria that secure the student’s eligibility for transient status. The letter must include:
- Proof that the student is on good academic standing at the home institution, and is therefore qualified to return
- A list of courses the student has permission to take as a transient
- Recommendation for transient study and appropriate signatures
At Clayton State, transient students can attend classes on a space available basis. We hold a special transient registration period shortly before the beginning of each semester. Not all schools have this restriction, and many allow transient students to register long before classes begin.
The list on a transient permission letter is important because those are the courses the student has discussed with his or her adviser for transfer purposes back to the home institution. It is the responsibility of the student to provide his or her advisor with course descriptions from the catalog of the transient institution to prove transfer equivalency. The transient student knows how the credit will be applied at another institution, while a transfer student may not.
Transient study can be a complicated process. It’s not as simple as, “I think I’d like to take a class somewhere else this summer.” There are deadlines, policies, required documents, and research involved that make this student status quite complex. However, there are many perks to transient study. It is a good way to try out a new school, boost a grade point average, or just get a temporary change.
Being a transient student is a good way to test a school for a possible transfer. The student is still technically a student of the home institution while under transient status. If the student wishes to remain at the new school as a transfer student after the transient term, he or she would need to go through the admissions once again, with a slightly different application.
The internet is your friend
Online catalog information
I can only speak for Clayton State University, but at this point we do not offer print catalogs to students. The last catalog that was available in print version was the 2006-2007 edition. Our catalog is completely available online at http://publications.clayton.edu/catalog/. There is also an archive of past editions. Those seeking information from the catalog can click on the desired page number in the table of contents and go directly to the corresponding information. It is also possible to use the find feature to search for any topic within the catalog. Students can print out the core curriculum as well as major requirements from the catalog.
More stuff to find in the catalog
The catalog is a good source to find degree requirements other than required major courses. For example, the University of Georgia has multicultural requirement that students can satisfy by taking one course that focuses its subject matter on another culture. A list of courses that can satisfy the multicultural requirement is in the catalog.
Besides overall degree requirements for the university, the school or college of a student’s major may have its own special requirements. Students can check the catalog for any unique or additional requirements of their specific department.
Also, each institution has a residency requirement. A residency requirement is the number of hours a student must earn in residence at an institution in order to earn a degree. For a bachelor’s degree, a student must earn at least 30 hours at Clayton State University. 21 of these 30 hours must be junior or senior level courses that count towards major requirements.
University System of Georgia requirements found in the catalog
To earn an associate's or bachelor’s degree from a University System of Georgia institution, students must pass or exempt both the reading and writing portions of the Regent’s exam. Students can exempt the exam through SAT or ACT scores, grades in English 1101, or scores on the advanced placement English exam. The exact criteria for exemption are in the catalog.
Other requirements that are unique to the University System of Georgia are the legislative requirements. There are four portions of this requirement:
Besides the catalog…
Important information is in other sites within the university’s website other than the catalog. By going to a particular department’s website, students can find information on such subjects as major requirements, faculty contacts, advisement, sample syllabi, and course offerings. This information can be vital to a transfer student who needs advisement or transfer credit overrides.
I can only speak for Clayton State University, but at this point we do not offer print catalogs to students. The last catalog that was available in print version was the 2006-2007 edition. Our catalog is completely available online at http://publications.clayton.edu/catalog/. There is also an archive of past editions. Those seeking information from the catalog can click on the desired page number in the table of contents and go directly to the corresponding information. It is also possible to use the find feature to search for any topic within the catalog. Students can print out the core curriculum as well as major requirements from the catalog.
More stuff to find in the catalog
The catalog is a good source to find degree requirements other than required major courses. For example, the University of Georgia has multicultural requirement that students can satisfy by taking one course that focuses its subject matter on another culture. A list of courses that can satisfy the multicultural requirement is in the catalog.
Besides overall degree requirements for the university, the school or college of a student’s major may have its own special requirements. Students can check the catalog for any unique or additional requirements of their specific department.
Also, each institution has a residency requirement. A residency requirement is the number of hours a student must earn in residence at an institution in order to earn a degree. For a bachelor’s degree, a student must earn at least 30 hours at Clayton State University. 21 of these 30 hours must be junior or senior level courses that count towards major requirements.
University System of Georgia requirements found in the catalog
To earn an associate's or bachelor’s degree from a University System of Georgia institution, students must pass or exempt both the reading and writing portions of the Regent’s exam. Students can exempt the exam through SAT or ACT scores, grades in English 1101, or scores on the advanced placement English exam. The exact criteria for exemption are in the catalog.
Other requirements that are unique to the University System of Georgia are the legislative requirements. There are four portions of this requirement:
- U.S. History
- U.S. Constitution
- Georgia History
- Georgia Constitution
Besides the catalog…
Important information is in other sites within the university’s website other than the catalog. By going to a particular department’s website, students can find information on such subjects as major requirements, faculty contacts, advisement, sample syllabi, and course offerings. This information can be vital to a transfer student who needs advisement or transfer credit overrides.
How to prepare for the transfer
Things to consider before you transfer
Every student has his or her reasons for wanting to switch schools. Maybe you didn't want to go there in the first place, maybe you had a bad experience, perhaps this major really isn't right for you, or maybe you want to be closer to someone or something (i.e. the beach). Whatever your reason for thinking about a transfer, there are several important things to consider before applying to that new school:
One helpful exercise a student can do is creating a course plan. Study the requirements of the new major, and then write the courses you have taken already that you think would satisfy each requirement. Create a plan of courses to take each semester until all the requirements are satisfied. If you present this type of work to an adviser, not only will you be his or her new favorite student, but also the adviser can approve your plan, tell you why certain things won't work, and/or give you ways to improve the plan.
Possible upsets
Even with the proper research, there may be some snags along the way. When I transferred to the University of Georgia from Gordon College, I was confused as to why one of the areas I completed at Gordon did not transfer as complete. The requirements for these areas are not identical at both schools, and I really did not want to take another math or science course. One of my biology classes had been placed into general electives instead of the appropriate math/science area of the core curriculum. I simply went to the college of my major, asked who I needed to speak with (who happened to be someone in the Graduation Certification Office), and got her to override the credit into the right place. Yes, this was a bit of a chore and I would rather it have been done the right the first time, but it was relatively easy. I just explained to her that I had already completed the area at another USG institution, she gladly granted the override that moment.
Staying focused
The best thing a student can do besides research is asking questions, lots of questions. If someone gives you an answer you don't like, or if they don't know the answer, ask if there is someone else you can speak to or if they know which department you could contact for more accurate information.
Every student has his or her reasons for wanting to switch schools. Maybe you didn't want to go there in the first place, maybe you had a bad experience, perhaps this major really isn't right for you, or maybe you want to be closer to someone or something (i.e. the beach). Whatever your reason for thinking about a transfer, there are several important things to consider before applying to that new school:
- Why do you want to transfer? Is that a good reason?
- What are you going to study at the new school? How will the courses you already have fit into your new curriculum?
- Does your school already offer your major of choice? If so, are your other reasons for transferring really worth the hassle?
- What else have you learned about the new school that makes you want to go there? Have you visited the campus?
One helpful exercise a student can do is creating a course plan. Study the requirements of the new major, and then write the courses you have taken already that you think would satisfy each requirement. Create a plan of courses to take each semester until all the requirements are satisfied. If you present this type of work to an adviser, not only will you be his or her new favorite student, but also the adviser can approve your plan, tell you why certain things won't work, and/or give you ways to improve the plan.
Possible upsets
Even with the proper research, there may be some snags along the way. When I transferred to the University of Georgia from Gordon College, I was confused as to why one of the areas I completed at Gordon did not transfer as complete. The requirements for these areas are not identical at both schools, and I really did not want to take another math or science course. One of my biology classes had been placed into general electives instead of the appropriate math/science area of the core curriculum. I simply went to the college of my major, asked who I needed to speak with (who happened to be someone in the Graduation Certification Office), and got her to override the credit into the right place. Yes, this was a bit of a chore and I would rather it have been done the right the first time, but it was relatively easy. I just explained to her that I had already completed the area at another USG institution, she gladly granted the override that moment.
Staying focused
The best thing a student can do besides research is asking questions, lots of questions. If someone gives you an answer you don't like, or if they don't know the answer, ask if there is someone else you can speak to or if they know which department you could contact for more accurate information.
About me and my job
My Background
I began college as a joint enrollment student at Gordon College in Barnesville, Georgia my senior year of high school. This seemed like the smartest choice; instead of studying like crazy in advanced high school classes, I took it easy in a community college, with no dress code! I could wear a hat indoors and leave after I turned in the test! At 17, these were very important differences between college and high school. Also, I was almost guaranteed an A and credit for the class, as opposed to a B and a possible pass on an advanced placement exam.
What the joint enrollment program really did for me was make me choose a senior university and major sooner than I would have had I spent my senior year in high school. This is not necessary a negative thing; I had a very wide range of interests, so the core curriculum appealed to me. I enjoyed literature, drama, social sciences, history, art history, and pretty much everything except math, in which I only took one course my entire undergraduate career. After I finished my sophomore (really freshman) year, it was time to start junior level classes and study mostly one subject.
I spent hours reading the catalogs of senior universities online. This is how I found the Board of Regents of the University System of Georgia's policies on inter-system transfer credit. So I stopped trying to place the courses I had completed at Gordon into the core curriculum of other schools when I realized my core would be complete no matter where I transferred within the system. A wave of relief washed over me.
I chose the University of Georgia and found the perfect major for my various interests, Comparative Literature. With this course of study, I examined the music, art, theatre, history, and customs of many different cultures through literature. Two years later, in August 2007, I was a happy graduate with that one burning question that plagues many liberal arts majors, "What do I want to do now?"
How I found this job
Since I graduated a year early, I wasn't exactly ready to leave the world of academia, so I thought it would be a good idea to apply for staff jobs at colleges. Most of these positions require a bachelor's degree, and many of them aren't major specific.
I applied to several positions at different local schools such as admissions counselor, financial aid associate, and transfer evaluator. I used my story of my experience as a transfer student in my interview. I also had to explain how my major prepared me for this type of work. There is a lot of research involved in finding course descriptions to determine equivalency, and I shared how much research my major required. I was offered the position after a second interview.
My favorite part of the job is working with students and sharing my knowledge with them. I love to hear, "You have been so helpful," and, "Thanks, I didn't know that."
I began college as a joint enrollment student at Gordon College in Barnesville, Georgia my senior year of high school. This seemed like the smartest choice; instead of studying like crazy in advanced high school classes, I took it easy in a community college, with no dress code! I could wear a hat indoors and leave after I turned in the test! At 17, these were very important differences between college and high school. Also, I was almost guaranteed an A and credit for the class, as opposed to a B and a possible pass on an advanced placement exam.
What the joint enrollment program really did for me was make me choose a senior university and major sooner than I would have had I spent my senior year in high school. This is not necessary a negative thing; I had a very wide range of interests, so the core curriculum appealed to me. I enjoyed literature, drama, social sciences, history, art history, and pretty much everything except math, in which I only took one course my entire undergraduate career. After I finished my sophomore (really freshman) year, it was time to start junior level classes and study mostly one subject.
I spent hours reading the catalogs of senior universities online. This is how I found the Board of Regents of the University System of Georgia's policies on inter-system transfer credit. So I stopped trying to place the courses I had completed at Gordon into the core curriculum of other schools when I realized my core would be complete no matter where I transferred within the system. A wave of relief washed over me.
I chose the University of Georgia and found the perfect major for my various interests, Comparative Literature. With this course of study, I examined the music, art, theatre, history, and customs of many different cultures through literature. Two years later, in August 2007, I was a happy graduate with that one burning question that plagues many liberal arts majors, "What do I want to do now?"
How I found this job
Since I graduated a year early, I wasn't exactly ready to leave the world of academia, so I thought it would be a good idea to apply for staff jobs at colleges. Most of these positions require a bachelor's degree, and many of them aren't major specific.
I applied to several positions at different local schools such as admissions counselor, financial aid associate, and transfer evaluator. I used my story of my experience as a transfer student in my interview. I also had to explain how my major prepared me for this type of work. There is a lot of research involved in finding course descriptions to determine equivalency, and I shared how much research my major required. I was offered the position after a second interview.
My favorite part of the job is working with students and sharing my knowledge with them. I love to hear, "You have been so helpful," and, "Thanks, I didn't know that."
Friday, May 30, 2008
How to be an informed student at your new school.
Do you wonder what will happen to your credits when you transfer to another school? Maybe you are attending a community college and need to transfer to a senior university, or perhaps you simply want a change of scenery or major. If you are a transfer student within the University System of Georgia, I can help you stop wondering. I work as a transfer evaluator in the Registrar's Office at Clayton State University, a senior unit of the University System of Georgia.
The University System of Georgia has a common core curriculum. I do not use the word "common" to mean "identical." There are slight differentiations for each institution. The core curriculum consists of about 60 credit hours and is divided up into six sections, areas A-F. Generally, students spend their freshman and sophomore years satisfying core curriculum requirements.
According to the Board of Regents of the University System of Georgia, if students complete an area of the core curriculum at one USG school, they complete it at another even if the requirements are different. For example, if you complete area D at Gordon College by taking one course in biology, one course in chemistry, and one course in computer science, then you transfer to Clayton State where we require a two-course science sequence (biology I and II, chemistry I and II, etc.), you would not be required to take the second course in either subject.
This rule can be bent if your change your major after transferring. If you get an associate's degree in English, then you transfer to a senior university to pursue a chemistry major, chances are good you'll need to take some extra math and science classes to satisfy prerequisites for your new major. However, if your new major is not radically different from your first, such as switching from sociology to psychology, you may not have any deficiencies in your core.
My last advice is to use the catalog. Look at the course requirements for your major, be aware of prerequisites and policies, and be prepared to ask your advisor questions instead of simply allowing him/her to tell you what you need to take. In a perfect world, advisors are always right. In the real world, they may be inexperienced or unfamiliar with your particular program, so it is up to you to be informed enough to meet you desired graduation date.
Katherine Tippins
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