Students can take summer courses for enrichment or to make up for a past failure, withdrawal, or underload. Students can take a maximum of four courses per summer. Students must earn a grade of C- or better on a summer course to receive course credit. No more than 24 credits may be taken at outside institutions toward your MCAS degree.
Students who take summer courses offered by the Morrissey College do not need to complete a Course Pre-Approval Form or need departmental approval as long as they meet any prerequisite requirements for the course. Boston College summer courses will count toward the expected number of courses or credits required for graduation and grades will be calculated into the GPA. Students can take only online courses that have an MCAS department code (e.g., HIST, ECON, or MATH).
Students can also take summer courses at any accredited four-year college or university. Students must provide adequate documentation on the program and on the courses—such as catalog course descriptions, semester credit value, class schedule, and syllabi—and submit a Course Pre-Approval Form prior to registering for the course. In order to request that a course be evaluated to count for major or Core credit, students will need to attach a course description or syllabus with their completed form. Once the form is submitted, the relevant department will review the request before the form is sent to the appropriate Associate Dean for final approval.
Course Pre-Approval Form
Only students who have credit deficiencies previously incurred through failure, withdrawal, underload or transfer will receive credit for pre-approved courses taken outside of Boston College. These courses will count toward the expected number of courses or credits required for graduation, and grades will be calculated into their GPA.
Students who don't have any credit deficiencies will only receive enrichment credit for courses taken outside of Boston College. They can satisfy Core or major requirements with department permission, but the course credits won't count toward the 120 credits required for the degree. Courses, grades, and credits will be listed on the transcript but won't be calculated into the GPA. With the approval of their Associate Dean, students who incur deficiencies can in limited cases use enrichment courses in previous summers to make up for deficiencies incurred subsequently.
Students are responsible for ensuring that sealed, official copies of transcripts from summer courses taken outside BC are delivered to Student Services. Only courses for which a transcript grade of C- or higher is earned and for which a Course Pre-Approval Form has been properly completed and approved will be eligible for posting to the student's record.
Two and a half years ago, many professors wondered just how broken the tenure system must be if Lorgia García Peña wasn’t considered worthy.
García Peña, who came to the United States from the Dominican Republic as a child, was the only Black Latina scholar on the tenure track in Harvard University’s Faculty of Arts and Sciences, or FAS. In 2019 her department committee unanimously recommended her for tenure, and the FAS-level appointments and promotions committee endorsed that decision. But once her case reached the administration, she was denied.
That move sparked outrage, with thousands of students and faculty members across the country signing letters to Harvard’s president, Lawrence S. Bacow. On campus, Harvard students held rallies to support her.
According to an article published last year in The New Yorker, some Harvard professors saw García Peña’s work as activism and not scholarship — a common challenge, according to ethnic-studies scholars. At one point, her assigned mentor suggested she withdraw an already-submitted manuscript and change the direction of her research, The New Yorker reported. But most of the tenure process went smoothly, and many students sang her praises.
After García Peña’s tenure denial, she filed a grievance. A panel of professors alleged that she’d faced discrimination and recommended that Harvard’s administration review the decision, according to The New Yorker, but that didn’t happen. A spokesperson for Harvard told The Chronicle this week that the university doesn’t comment on tenure cases. The dean of the Faculty of Arts and Sciences did agree to a review of the tenure process, and changes to increase transparency and reduce bias are being made now.
In a new book, Community as Rebellion: A Syllabus for Surviving Academia as a Woman of Color (Haymarket Publishing), García Peña writes about how her experiences at Harvard and elsewhere in higher ed have shaped her, as a professor from a marginalized background, how she finds hope in times of struggle, and how scholars of color can act to dismantle inequitable academic structures.
García Peña arrived at Harvard in 2013, leaving a tenure-track post at the University of Georgia. While in Athens, Ga., she co-founded “Freedom University,” a project that seeks to teach and uplift undocumented students. The program began after such students were barred from attending some of Georgia’s public colleges in 2010. García Peña is now an associate professor of race, colonialism, and diaspora studies, with tenure, at Tufts University.
García Peña spoke recently with The Chronicle in her first interview with a journalist since her tenure denial. The conversation has been edited for length and clarity.
You actually didn’t start writing this book after your tenure denial at Harvard. It was after an academic conference where you said that you and other scholars felt silenced. What happened?
At the end of 2018, I had gone to a Dominican-studies conference. And this is just an example, because I’ve seen these dynamics in other conferences, but there was a lot of resistance to change. For those of us who are interdisciplinary scholars, being in institutional spaces — be it a conference or department — there’s always a push and pull, because there is this traditional way of understanding knowledge and knowledge-making, and then there is this other way. I tend to answer questions rather than follow a discipline.
At this conference, one group of us — all women — were trying to push for a different structure that would allow for newer voices, younger people, and more inclusive leadership. It was very clear that we were not heard. So we decided to put together our own conference — a symposium that was, in many ways, the antithesis of what we had just been through.
After the symposium, I began to write what I thought was going to be a long letter to my graduate students. I wanted to share a little bit of what my path was and what working together with these two other women had done for me, in terms of thinking about the academy and the work we do as hopeful — as a site of hope rather than only as a site of struggle. I’ve had so many conversations with students over the years: How do we do this? How do we survive this? That was the impulse originally. Then the whole thing with my tenure happened. I just kept writing.
You wrote about how, when you were at Harvard, you realized that the university thought of you as “the one” scholar in Latinx studies. You noticed that some of your colleagues in the field perceived that your success was limiting theirs. What consequences does that have?
There isn’t a critical mass of scholars in any of these institutions doing this work. Most of these institutions have one or two people, and it never moves beyond that. The ripple effect of that is, you have people competing for the same jobs. But there is only one job, right? An English department will hire one scholar of ethnic literature.
The institution is making us see each other as competition — “if this person gets that, then I won’t get it” — because there’s only going to be one of us. This varies from institution to institution. I think it’s particularly pronounced in places, like Harvard or Yale, that already operate under this logic of “We are special, and we are unique, and therefore if you are the chosen one, you are even more unique.”
You said you weren’t prepared for the silence of your colleagues after your tenure denial. What do you think was driving that?
Complicity. They didn’t feel responsible, if they weren’t the ones denying me tenure. But in structures of exclusion, people who are benefiting from the systems have to think about their role in it. How is it that you are able to obtain tenure and I’m not?
You never questioned the inequalities. You never questioned the fact that someone else is doing stuff that you don’t have to do. I was an affiliated faculty to five different units at Harvard, and I was in two departments, and I had 24 graduate students. The amount of labor that I was doing was much more than the average faculty member.
When you are someone who is benefiting from my labor directly, and you’re not questioning what your role is in that, and you’re silent after an injustice, you’re part of the problem. That’s always heartbreaking for me, because the only way that we can have actual change is if everyone recognizes their role, as small as it can be, in creating the problem, or at least in sustaining it.
You wrote that scholars of color sometimes need to withhold their labor. How do you go about making the decision of “Do I do this or do I not?”
Ethnic studies is coming to save academia, if universities allow it.
I’m still learning to say no. That’s a lesson that a lot of us are still learning, especially women. I think a lot about what the impact of what I’m being asked to do would have on the students. Is this something that would, in some way, make the project that I’m invested in better? Or is it just labor that is meant to make me some sort of poster child for the university? And it isn’t always clear. For me, it’s really about creating spaces for students, especially first-generation students of color.
You want to create those spaces for students, but it also takes a lot of work, and you’re not necessarily rewarded for that. It seems as if you’re torn.
Every day. And it’s not just students; it’s also your field. You have people writing in from universities asking you to evaluate tenure cases. I get, on a weekly basis, at least five requests to evaluate books or articles. There are all of these things you don’t get paid for. But you do it, because I worry that if I don’t evaluate this manuscript on Black Latinidad, they will send it to somebody who’s unequipped to do it. When you’re in a small field like I am, you start to think about the impact that your saying no to this tenure case will have on the person who’s being evaluated.
Why do so many institutions, as you see it, not commit to ethnic studies?
Oh, that’s a very easy answer. The goal of ethnic studies is basically to dismantle and abolish the university as it is. We have all of these conversations about curriculum and hiring and retention and diversifying the faculty. But people still want to do things the way that they’re used to doing. And the way that we’re used to doing academia is Eurocentric, it’s anti-Black, it’s colonial, it’s misogynist, and it’s elitist, and it needs to change. Otherwise, we’re doomed. Ethnic studies is coming to save academia, if universities allow it.
People in higher ed talk about how “we are committed to becoming an antiracist institution.” What you’re saying is, They say that, and then …
It’s lip service. I call bullshit. So we have the murder of George Floyd. We have, the next day, all of these universities issuing statements about their support for Black faculty, including Harvard, at the same time that they’re firing me — the only Black Latina on the faculty. Their commitment to race and equity does not go beyond writing documents that nobody reads.
There are efforts in higher ed to try to diversify the scholarly pipeline: postdoc programs, fellowships, cluster hires. Do you think those efforts will work?
They can have a positive impact. A lot of universities are quite good at the cluster hire. But then they make no efforts once the people are there to support them, to retain them, to tenure them, to promote them. We have to understand that not everyone arrives at the university — faculty and students — the same way. Some people get to academia, and they’re the fourth-generation professor in their family. Others are learning on the go.
We continue to talk about race, but we don’t talk about class, when it comes to faculty in particular. I had a very challenging time when I started as a professor at the University of Georgia because I was in so much debt. I was coming from many, many years of making under the poverty line, and I had a newborn baby. All of a sudden, everything is based on reimbursement, and you’re supposed to max out your credit cards. If you’re 30 years old and a new professor, you don’t know how to talk about those things.
To go back to what happened at Harvard — now that some time has passed, has your perspective on that experience changed at all?
Not really. If anything, distance just makes it more and more clear that what I went through was terrible. And I don’t mean just the tenure denial. Tenure denial was the climax of what I would define as an eight-year abusive relationship.
It’s still hard for me to even drive by Harvard Square. I live in Boston, so that’s not easy to avoid. It’s still heartbreaking when I walk into one of my former colleagues at Whole Foods, and they look the other way because they are ashamed, or because they don’t want to be associated with me. I have graduate students who are finishing their Ph.D.s, and I was the one who mentored them and got them to that finish line. But I can’t go to their graduation because I can’t be in that space. That’s hard.
You can’t just forget it.
I still have students for whom I am the main adviser, who are writing dissertations with me. They’re Harvard students. It’s a really fucked-up position to be in, because my choices are: I abandon students that I have been working with for five, six, sometimes seven years, or I do this free labor for Harvard. I have to sit in rooms with colleagues, rooms at Harvard in which I am in a dissertation defense or in a Ph.D. exam. It’s triggering.
Well, it looks like some students will be trading “Late Night Talking” for late-night studying. On July 16, Louie Dean Valencia, an associate professor at Texas State University, announced he will be teaching an upcoming course on Harry Styles and his reigning cultural influence. Valencia even claimed this is “the first every university” course on Styles’ work.
Okay, that sounds absolutely iconic. Where do I sign up? Class on Styles sure sounds like they’d beat an anxiety-riddled algebra test any day.
Valencia made the announcement on Twitter where he said the Spring 2023 course would analyze what Styles’ career says about modern celebritydom. “It's official, official. I'm teaching the world's first ever university course on the work of #HarryStyles is happening Spring 2023 at @TXST University,” Valencia tweeted alongside a smiley face emoji. “This is what tenure looks like. Let's gooooo!”
Per a course flier also attached to Valencia’s tweet, the course is titled “Harry Styles and the Cult of Celebrity: Identity, the Internet, and European Pop Culture.” (In case you’re wondering, according to an email screenshot also attached to his tweet, the class will be held on-campus Mondays and Wednesdays at 11:00 a.m. CST. )
The flier also stated the course will “understand the cultural and political development of the modern celebrity as related to questions of gender and sexuality, race, class, nation and globalism, media, fashion, fan culture, internet culture, and consumerism.”
Valencia appeared to do a little press tour in light of his course announcement going viral. In an interview with NBC New York on July 19, he said it’s important students see their interests reflected in their curriculum. “I've always wanted to teach a history class that is both fun, but also covers a period that students have lived through and relate to," he said.
As for the class syllabus, Valencia told NBC New York that students will dissect music from both Styles’ time in One Direction and his solo albums. Styles has released three solo records: 2017’s Harry Styles, 2019’s Fine Line, and Harry’s House in May of this year. The course will also discuss Styles’ transition to and rising status as a leading actor.
He also told CNN on July 19 that the course was partly a result of his students always talking about Styles. "I can't tell you how many conversations I've had with students over the last two years that started with a shared love of Harry's music, but that quickly went into larger societal questions about gender, sexuality, race, sustainability because of Harry's art," he said.
Beyond his career achievements, Styles hasn’t shied away from using his platform to champion causes he cares about, including support for the LGBTQ+ community. “Self-expression, and comfort with oneself, is a big part of Harry's message — along with treating people with kindness, Valencia told CNN. “A lot of people, myself included, feel like they've grown up with him — and so there is a connection.”
It wouldn’t be a surprise to hear if the transfer rate to TSU skyrocketed next year. Seriously, just the thought of San Marcos — which is the city where Texas State resides — becoming a city of Styles scholars is so interesting. Ugh, lucky Bobcats.
The degree involves studying courses to the value of 12 units, over three years, plus LSE100. Half of these are in accounting and finance, and half in related disciplines. You will have the opportunity to specialise to a certain degree in various fields within accounting and finance.
In your first year, you will take introductory courses in accounting and finance, economics, mathematics and statistics. In addition, you will also take LSE100. You may also be able to take an outside option depending on your other choices.
(* indicates half-unit course)
Elements of Accounting and Finance
Will introduce you to the preparation, uses and limitations of accounting information and to some issues in finance and investment.
There are two versions of this course: EC1A3 and EC1A5. Students will be advised about the most appropriate version to take depending on academic background or future course choices.
There are two versions of this course: EC1B3 and EC1B5. Students will be advised about the most appropriate version to take depending on academic background or future course choices.
Quantitative Methods (Mathematics)*
Develops the basic mathematical tools necessary for further study in economics and related disciplines.
Quantitative Methods (Statistics)*
Develops elementary statistical tools necessary for further study in management and economics.
Optional courses to the value of one unit
Elementary Statistical Theory
Provides a precise treatment of introductory probability theory, statistical ideas, methods and techniques.
An introductory-level course if you wish to use mathematics seriously in social science, or in any other context.
A half unit, running across Michaelmas and Lent Term in the first year, LSE100 is compulsory for all LSE undergraduate students, and is designed to build your capacity to tackle multidimensional problems through research-rich education.
In your second year, you will take an accounting course and a Principles of Finance course. Depending on your academic background you'll take a minimum of two economics courses. Please note that the format of the LSE100 course is under review.
Accounting Theory and Practice
Provides an in-depth knowledge and understanding in accounting theories and practices underlying major accounting issues.
Principles of Finance I
Examines companies' longer term investment decisions, and the ways in which these may be financed in the financial markets.
Principles of Finance II
A more quantitative course examining companies' longer term investment decisions, and the ways in which these may be financed in the financial markets.
Courses to the value of one unit from the following:
There are two versions of this course: EC2A3 and EC2A5. Students will be advised about the most appropriate version to take depending on academic background or future course choices.
There are two versions of this course: EC2B3 and EC2B5. Students will be advised about the most appropriate version to take depending on academic background or future course choices.
Introduction to econometrics to teach students the theory and practice of empirical research in economics
Students will be advised whether they are able to take this course depending on academic background or future course choices.
Outside options to the value of one unit
In your third year, you will take one compulsory accounting course, one compulsory finance course and will choose between two further accounting courses. You will take an outside option to the value of one unit from an approved list, and choose two accounting courses from a choice of five.
Contemporary Issues in Financial Accounting*
Considers the key areas of topical interests in financial accounting and the impact of accounting regulation on financial statements, in an international context.
Results Accountability and Management Control for Strategy Implementation*
Considers both the decision-facilitating and decision-influencing roles of management accounting.
Corporate Governance, Risk Management and Financial Audit*
Introduces core concepts and practices of auditing, and provides a critical analysis of auditing practices and their role in organisational governance.
Corporate Finance, Investments and Financial Markets
The course will cover a broad range of topics, with both a theoretical and an empirical emphasis. These include courses in corporate finance, investments and performance evaluation and international finance.
Two courses from a range of accounting options, to a total value one unit
Outside options to the value of one unit
For the most up-to-date list of optional courses please visit the relevant School Calendar page.
You must note however that while care has been taken to ensure that this information is up-to-date and correct, a change of circumstances since publication may cause the School to change, suspend or withdraw a course or programme of study, or change the fees that apply to it. The School will always notify the affected parties as early as practicably possible and propose any viable and relevant alternative options. Note that the School will neither be liable for information that after publication becomes inaccurate or irrelevant, nor for changing, suspending or withdrawing a course or programme of study due to events outside of its control, which includes but is not limited to a lack of demand for a course or programme of study, industrial action, fire, flood or other environmental or physical damage to premises.
You must also note that places are limited on some courses and/or subject to specific entry requirements. The School cannot therefore certain you a place. Please note that changes to programmes and courses can sometimes occur after you have accepted your offer of a place. These changes are normally made in light of developments in the discipline or path-breaking research, or on the basis of student feedback. Changes can take the form of altered course content, teaching formats or assessment modes. Any such changes are intended to enhance the student learning experience. You should visit the School’s Calendar, or contact the relevant academic department, for information on the availability and/or content of courses and programmes of study. Certain substantive changes will be listed on the updated undergraduate course and programme information page.
While concerns of student cheating are nothing new, the pandemic-forced shift to a virtual environment and online exams, has made it a top issue for academics. Faculty members are altering their exams, chairs are fielding complaints from instructors and students, and academics across the board are trying to figure out how best to encourage and ensure academic integrity.
The American Chemical Society (ACS) Approval Program put the Topic front and center at its spring chair convening, both in answer to the widespread concern and to accentuate its guideline emphasizing ethics as an intentional part of instruction in undergraduate chemistry programs (section 7.6 of the ACS Guidlines and Evaluation Procedures for Bachelor's Degree Programs). Academic leaders from across the country not only aired the issues they are facing, but also shared and discussed the steps they and their faculty members are taking to promote a commitment to the fundamental values of academic integrity — honesty, trust, fairness, respect, responsibility and courage — for both online and in-person courses.
Solutions for a growing problem
A major issue addressed during the main convening discussion, as well as in the convening’s four breakout sessions, was Chegg and similar online services that provide students with access to test mock test that have been previously uploaded by other students. Although students have historically shared old exams, Chegg and similar websites provide instantaneous answers to any paying customer, making them simple portals that students can use, especially in an online setting, noted Michelle Brooks, Ph.D., senior manager of the ACS Approval Program. “I don’t think the idea is new to the pandemic; it’s just the accessibility of it.” As long as a student can afford the service, she added, “everybody can get the answers to exams.”
To combat the temptation to use test-bank websites, or to look up an answer online participants at the convening discussed a variety of approaches. Some include:
While all of those suggestions can help alleviate cheating, they aren’t easy to implement. “I think the biggest takeaway from my breakout session, and it came up multiple times, is that most people know best practices to reduce integrity violations in the classroom, or on exams and assignments, but the problem is that every one of those things takes significant amounts of time to implement, which means either reduced curricular time in the classroom or additional time outside of the classroom on the part of the faculty,” said Eric Davis, Ph.D., associate chemistry professor at Whitworth University in Spokane, Washington, who helped lead the session on academic integrity in the classroom. “The question becomes: Where do we strike the balance between discouraging cheating, and leaving enough time for ourselves both personally, and within the course to get through the material?”
An option that several chairs mentioned was to move away from the traditional midterm-and-final testing regime and to a multiple-quiz format. One proponent was Kristy Mardis, professor and acting chair of the Department of Chemistry, Physics and Engineering Studies at Chicago State University, who co-led the breakout session on assessment methods to discourage academic dishonesty. “For lower-level chemistry courses, for instance, I will put together a series of three-question, 15-minute quizzes, and the students have to ace all of them,” she described, noting that each student can take a quiz multiple times until he or she passes. “It’s a way to make sure the students know the material vs. giving them partial credit, but without them gaining that basic skill. And since the quiz has such a short time limit, students can’t really ‘chegg’ it.”
Mardis said the multiple-quiz format doesn’t require any more of her time than the midterm-final approach, but she acknowledged that it is not appropriate for every course. “It’s different in a general chemistry vs. a more advanced class where the problems are much longer and more complicated. I can’t imagine writing 15 quizzes for an advanced chemistry class!”
Academic leaders, particularly those from some of the larger institutions, mentioned that their faculty members are retaining midterms and finals, but trying to combat cheating with linear exams combined with a time limit. Both are designed to reduce the opportunity for students to live-chat and share answers during the test. Such exams may decrease dishonesty, but they have their downsides, contended Vahe Bandarian, associate chair of the University of Utah Department of Chemistry, who co-led the session on remote education and academic integrity. “One thing I have always told my students to do – and something most of them have been instructed to do throughout their schooling – is to go through the test quickly, answer the questions that are easiest for them, and then go back to the more challenging questions later. With a linear exam, however, we are not only changing the rules, but also putting some students at a real disadvantage, especially those who have a weakness in certain areas, such as math,” he remarked. “I think we should consider the equity issue that comes to play with linear exams, notably in big classes at larger universities likely to have students with a wide range of skill levels.”
Turning the Tables
Participants at the convening also debated how they might be able to use connectivity and internet accessibility to educational advantage. “We had an interesting discussion in our breakout session on academic integrity in the classroom about whether student use of test banks is an act of academic dishonesty, and many of us came to the conclusion that it’s not, because once a test paper leaves your hands and goes back to the student, the student can do whatever they want with it,” remarked Susan Oxley, Ph.D., chair and associate professor of the St. Mary’s University Department of Chemistry and Biochemistry in San Antonio, Texas. “The group also felt that it really is up to the faculty member to concede that these resources are out there and consider how to make this a more equitable situation so all students have the same access to these resources, and think about entering a fruitful conversation with students about how to use old exams as a study aid and learning tool, rather than just memorizing specific questions.”
Proactive measures are a good idea, noted Rachael Kipp, Ph.D., associate professor and chair of the Division of Physical Sciences at Suffolk University in Boston. “The people in our breakout session on academic integrity and equity wanted to be rigorous about preventing cheating, but didn’t want to use things like lockdown browsers because they set the wrong tone in the classroom, one that suggests we’re assuming the students are cheating. Instead, we talked more about positive strategies.” Possible ways to help disincentivize cheating included using open-book and open-note tests; organizing study groups; and talking to students one-on-one, she said. “In other words, take precautions but instead of spending all your time looking for the cheaters, use that time to support the people who are there to learn.”
Some of the participants mentioned building exams with online access in mind and perhaps creating tests that were fully open-access, so that students are permitted to consult such a wide range of online resources that cheating would have marginal if any benefits.
Laying the foundation
Beyond encouraging students to be honest while doing their assignments and taking exams, the educational leaders at the convening noted the importance of laying the groundwork for academic integrity.
Most noted that they typically include the Topic in two or three departmental meetings each semester or term, and have upped that number during the pandemic, but the way they engage students varied from institution to institution, and sometimes faculty member to faculty member. A number reported that they relied on a section in a student handbook to inform students about plagiarism and cheating, with a few requiring freshmen to sign a pledge to remain honest during their educational careers. Several described individual faculty members who included a sentence or two on the syllabus for each course, added a statement to exams, distributed handouts in class, or ran class activities around honest and dishonest behaviors.
Besides explaining academic integrity to students, the groundwork for all institutions – both small and large -- should also include developing a centralized response to cheating, Bandarian said. “I would be willing to bet that most administrators haven’t sat down and looked at their academic code-of-conduct statements in the context of an electronic environment, and therefore do not have a specific reporting structure within the university to handle it. That means the complaints don’t go very far.”
When an administrative policy is in place, however, faculty and students alike recognize that the university takes academic integrity seriously and will quickly, efficiently and equitably deal with violations, Bandarian asserted. “If students know the university is going to follow up, they might think twice before they do it. At the same time, it is a boost for the morale of the faculty who otherwise might think the university doesn’t really care (because they don’t see any resolution on complaints), and for those honest students who otherwise would feel like they are falling behind because they aren’t cheating but everyone else is.”
No easy answers
While the convening didn’t solve the ever-evolving problem of cheating, it did provide considerable food for thought about both reactive and proactive approaches to deal with it. “The whole discussion was encouraging,” remarked Mahalia Randle, ACS Scholarship Program Manager, who co-led the session on academic integrity and equity. “It highlighted that there is a lot of space for the conversation to continue, because cheating isn’t a new concept. And given everything that is going on now, this seems to be a great time for department chairs and faculty to really think about academic integrity, especially from the equity lens.”
Post-baccalaureate, degree-seeking students are those individuals who have previously earned a baccalaureate degree from a regionally accredited institution and are seeking a new degree at UNG.
Post-baccalaureate, degree-seeking students will have their transfer coursework posted as a block of hours from their previous institution/s. To help meet prerequisites, transfer courses at the 1000 & 2000 level may be individually placed on a student record.
All grades completed as a part of the degree will be listed as “CR”, (credit, no grade).
Any additional undergraduate coursework earned after the primary degree will be listed individually with the grade earned.
Post-baccalaureate, degree-seeking students that have met all CORE curriculum requirements in Areas A-E must still meet all course and program prerequisites.