Academic Affairs Policy Name of Policy: Regis University Credit Hour Allocation and Definitions Original Author(s): Karen Adkins, Associate Dean RC; Marie Friedemann, Associate Dean CPS; Susan Scherer, Associate Dean RHCHP, Chris Fleming, Associate Dean Learning Design, Cathy Gorrell, Director of Registration Approved By APPC (if required): June 19, 2013 Approved By Provost: June 19, 2013 Revision Date (if applicable): 9/2/2015 Revisions Proposed By: Janna Oakes, Asst. Provost for Research and Accreditation Rationale For Revisions: As a result of recent HLC Federal Compliance training, it was noted that a required element of the US Dept. of Education’s Federal Definition of the Credit Hour is not explicitly stated in that policy. The USDoE’s Federal Definition of the Credit Hour states: Federal Credit Hour Definition: 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 activities as established by an institution, including laboratory work, internships, practica, studio work, and other academic work leading toward to the award of credit hours. 34CFR 600.2 (11/1/2010) It is the underlined piece above that HLC expects to see from institutions when it conducts a formal review of the assignment of credit hours as now required as part of the Federal Compliance Review that is conducted in conjunction with each institution’s comprehensive evaluation for reaffirmation of accreditation. Three out of the four original authors responded that they are amenable to the slight modifications reflected below in the original text to ensure that the above highlighted expectation is explicit. The fourth original author is on sabbatical and did not respond. Revisions Approved By APPC (if required): September 2, 2015 Revisions Approved By Provost: September 2, 2015 Regis University has had substantially the same definition of a credit hour since the mid-1930s that is both circular, and entirely dependent on seat time. This definition no longer reflects the variety of course offerings at the University, particularly those in accelerated and online programs. Regis needs a definition of the credit hour that reflects the variety of learning models at the University, while addressing academic standards. Jesuit education is characterized as person-centered and academically rigorous in the search for truth and an understanding of justice. Any relevant definition of credit hour must be consistent with these principles. Therefore, the definition of the credit hour is based on time spent in mentored learning activities that are directed toward student learning outcomes. All Regis University courses have designated student learning outcomes. To merit three credits, a course must have enough mentored learning activities that are directed toward achieving the learning outcomes. Three-credit courses require a minimum of 30 hours of mentored learning activities and must result in evidence of actual student learning. All Regis courses require learners to complete individual studying, reading and writing in addition to mentored learning activities, but these activities are not counted toward credit hours. (This paragraph is used for the bulletin.) “Mentored learning activities” is an explicitly broad concept, designed to encompass the variety of learning work faculty and students do inside and outside the classroom. The principle is simply that both faculty and students are actively engaged (not necessarily simultaneously) in the activity, and both parties are necessary to the activity’s completion. This concept extends beyond seat time in a classroom to encompass moderated blog discussions, ‘flipped classroom’ activities, faculty-student conferences on work, faculty feedback regarding ongoing work, etc. Mentored learning activities do not, however, include a student’s study or review time, or time students spend actually writing up papers and assignments as faculty members are not actively involved in this work. This definition is developed primarily as a guide for individuals developing new courses (particularly those faculty members new to teaching in higher education). Individual departments will be the best judges of course credit work, and sharing of teaching practices will allow faculty to develop appropriate course activities. For the purposes of assigning credit hours consistently within Regis University, the following procedures apply. Mentored course activities (defined above) will be counted towards credit hours. No attempt will be made to count out of class hours. Time will remain the primary unit of measurement of the credit hour, but will be focused on the amount of time students spend in mentored activities. Mentored activities will be counted from the course syllabi and/or course outline materials. Courses must include measurable student outcomes in addition to mentored student activities. Courses must result in evidence of actual student learning that is consistent between delivery modes and accelerated class models. The following describes the credit hour assignment for various activities: A clock hour is equivalent to 50 minutes. Mentored course work (on the ground, on-line or blended): 1 credit = a minimum of 10 mentored learning hours (3 credits = a minimum of 30 mentored learning hours) Laboratory : 1 credit = 20 mentored learning hours ( a ratio of 2:1 compared to course work) Internships: 1 credit =40 hours of supervised field placement Clinical and Student Teaching practica credit hours are assigned in accordance with practice standards and requirements of accrediting bodies or licensing agencies. Independent Studies: Regular meetings with a faculty member to monitor completion learning outcomes within pre-existing syllabus. The signature of the Regis University Provost is required on all official policies arising out of or directly affecting the Academic Affairs. Any delegations of this authority must be in writing and signed by the Provost. No sub-delegations shall be permitted. _________________________________ ____________________ Patricia A. Ladewig, PhD, Provost Date  On- the ground classes are fully face to face mentored learning activities  On-line classes have mentored activities that are asynchronous.  Blended classes are a fusion of mentored real-time, synchronous learning experiences and asynchronous learning experiences. If the intent is for a blended course to qualify learners for full VA housing allowance, at least 75% of the course must be not only synchronous, but in the classroom.