Statement on Graduate Credit

College of Education and Human Services

What constitutes graduate credit? How is graduate credit different from undergraduate credit?

Does graduate credit in the College of Education and Human Services have characteristics that are different from graduate credit in other colleges at Wright State University or other universities? The purpose of this statement is to provide an operational definition of graduate credit as it is offered in the CEHS. This statement will be useful in making decisions concerning course offerings, scheduling, faculty, and students.

Graduate Education – Graduate education involves a greater depth of learning, increased specialization and a more advanced level of instruction than undergraduate education. Selected faculty instruct carefully selected students in courses that emphasize both student self-direction and dynamic interaction with the subject matter, the instructor, and other students. Interaction involves more than simply the transmission of what is known. It focuses on the generation of new knowledge through research and/or the application of knowledge through research and/or the application of knowledge to new areas of study.

Course Level – Graduate courses in the CEHS build upon an undergraduate’s knowledge base and/or knowledge gained from experience as a practitioner. The approval process for all graduate courses should require a clear indication of the knowledge base the course presupposes, and how the course goes beyond that base. In the event that a graduate course is co-listed with an advanced undergraduate course, the approval process should require clearly defined expectations of graduate students that go well beyond the expectations of the undergraduate in the course.

Learning – Graduate courses should involve a dynamic interaction with the subject matter, the instructor, and other students. Although this can be accomplished through a variety of instructional approaches, all graduate courses should involve learning both during and outside of classroom sessions, as well as dynamic interchange with the instructor and other students. The effort expected at the Graduate level should exceed that expected at the undergraduate level, both quantitatively and qualitatively.

Scheduling – Graduate classes should be scheduled over a quarter or a semester so that there is time for students to interact with an instructor and then outside of class time to reflect on this interaction. Courses that meet for less than a full term may limit the opportunity for student thinking and understanding to develop and mature over time. At the same time, however, for some types of subject matter there are advantages that can accrue from the intensity resulting from offering the instruction in a time-shortened format. *A commonly cited formula at the undergraduate level is that there be a minimum of two hours of work outside of class for every hour spent in class. Although offering a formula of this kind for graduate education may not be appropriate, the work expected at the graduate level should exceed that expected at the undergraduate level, both quantitatively and qualitatively.

*Ohio Board of Regents Guideline

Office of Graduate Programs
Fall 2000