Southeastern Louisiana University has a prescribed, rigorous, and faculty-driven review procedure
to assess the amount and level of credit for courses, regardless of format or mode of delivery. Beginning when the course is first proposed at the departmental level, curriculum content and level of credit awarded for the course is reviewed and approved as the proposal advances through a college-level review and, if appropriate, the Teacher Education Council and the Graduate Council. Each step in the review process is sound, and deliberations are conducted to assure that due consideration is given to assess the quality and amount of credit awarded. All forms
indicating approval at each stage of the review process must be completed and forwarded to the appropriate reviewer for approval before final consideration is given by the University Curriculum Council. Graduation requirements are specified by University and Board policy and are adhered to in order to assure quality graduates.
In addition, the Major Field Assessment (MFA) program provides for periodic, ongoing review of curricula. Pages 5-10 of the University's Guidelines for the Evaluation of Institutional Effectiveness addresses the MFA process and expectations, and responsibilities of faculty so engaged. The MFA process has widespread faculty participation and results in an effective learning environment that meets the University's mission. The results of MFA may lead to changes in courses and/or the credits awarded for courses.
In general, the University refers questions of transfer credit equivalencies for undergraduate programs (General Catalogue 2003-2004, page 49) and graduate programs (General Catalogue 2003-2004, page 260) to the appropriate college/department for assessment and approval consideration. Decisions as to credit awarded are reviewed at every level for relevance. Every course credit assessment is conducted in an organized manner. As presented in the General Catalogue, page 49, Southeastern employs sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or delivery. Courses evaluated by Southeastern for transfer credit from regionally accredited institutions will carry the grade earned at the institution where the courses were taken if the grading system used is comparable to Southeastern's grading system. However, credits earned at foreign colleges and universities will carry the grade of P. Technical and vocational credits are not accepted, nor is credit accepted for varsity sports. Finally, “the extent to which any transfer courses may be applied toward a degree at Southeastern is determined by the academic dean and department head.”
To facilitate transfer of courses among state institutions, the Board of Regents established course equivalency matrices with input by appropriate academic personnel at each state institution. These matrices provide a database of course equivalencies that are based on sound and acceptable evaluation practices. The Office of Admissions provides an initial assessment of transfer equivalencies from the data contained in the matrices, and then forwards that assessment to the relevant dean and department head for further evaluation, if warranted.
Special circumstances such as consortia arrangements, 2 + 2 agreements, and articulation agreements may result in specific policies for the awarding of transfer credit and how such credits will be counted towards a Southeastern degree. These policies are applicable only to students participating in the programs. For example, the cooperative agreement between Southeastern and the Universidad Tecnológica de Honduras (UTH) described in Comprehensive Standard 3.4.7 allows Honduran students who successfully pursue a specific English language business degree curriculum in Honduras and complete 51 hours of credit courses from Southeastern to simultaneously receive degrees from both institutions. The agreement was reached only after extensive collaboration with the faculty at UTH on course content and rigor and Southeastern periodically reviews UTH course materials to ensure compliance with standards set forth in the cooperative agreement.
As a part of engaging in sound and acceptable practices for determining the amount and level of credit awarded for courses, regardless of format or delivery, Southeastern adopted Standards for Quality Distance Education, establishing quality standards for the delivery and assessment of distance education at Southeastern. Standards for Quality Distance Education guides University faculty in the development and implementation of distance education, and as page one indicates,
decisions on course delivery are made in a manner consistent with good educational practice, to accomplish the mission and goals of the University.
Consideration is given to “course content, the needs of the learners, and the flexibility of the delivery mechanism” to insure that distance education courses are just as rigorous and meet the same level of quality as traditionally delivered courses (page 3).
There is a review process at the departmental level that requires the submission of a complete syllabus outlining course content for the distance course. Part of that review involves the determination of equivalency to the commensurate, traditionally-delivered course. Issues of depth and breadth of coverage are also reviewed.