Face-to-Face: A course section with required regularly scheduled in-person class sessions.
Online: A course section offered entirely online that may or may not have graded class session held via web-conferencing technologies. If such sessions are included, instructors will be flexible and attentive to student needs. Some examples of flexibility include offering alternate assignments of equivalent scope and rigor or offering multiple sessions to accommodate student needs.
Online Required Class Sessions: A course section offered entirely online that has scheduled mandatory class sessions held via web-conferencing technologies. Dates and times will be published in advance.
Laboratory: College laboratory experiences provide opportunities for students to apply scientific reasoning to evaluate and draw conclusions from empirical evidence. The number of lab hours each week per credit hour is determined as follows: 3 lab hours each week per 1 credit hour (if there is not a significant homework component); 2 lab hours each week per 1 credit hour (if there is a significant homework component).
Hybrid: A course section with regularly scheduled mandatory class sessions. Some students will register to participate in-person; others will register to participate via web-conferencing technologies.
Blended: A course section with regularly scheduled mandatory class sessions for all students. Some class sessions will be held in-person and some will be held via web-conferencing technologies.
Special: Independent Study, Internship, Directed Study, Embedded Support, etc. Please see the course description in the Academic Catalog or contact your advisor for details.
Attendance is required in all formats and all formats have assignment deadlines.
The University courses are designed and offered in a variety of course formats and course lengths in order to meet both the needs of its students and the requirements of the respective fields of study. All courses proceed through an extensive, systematic curriculum design and development process conducted by a curriculum development team. Instructional design practices employed by these teams include providing clear learning outcomes at an appropriate level of academic rigor; assuring that course content appropriately covers the domain of knowledge; identifying relevant student assignments including course learning activities; and identifying appropriate learner evaluation and learning outcomes assessment methods.
Many courses are designed and offered by faculty in an accelerated and balanced learning format, where the learning environment facilitates a faster learning rate through intensive and concentrated learning experiences facilitated by compatible teaching and learning methodologies. Correspondingly, the credit hour definition reflects the attention given to create effective accelerated and balanced learning experiences. Under these conditions, the curriculum design teams work to assure that students are afforded the time to review instructional materials, reflect on key ideas, and complete activities, assignments, and assessments presented throughout the course.
Each credit hour equates to 30 hours of student instructional activities (SIA). Student instructional activities are defined as classroom time, assigned readings, and assignment preparation for students. The length of course does not impact the number of hours of SIA. For example, the following table designates approximate hours of SIA per week, depending on course length and credit hour:
|Course Credit Hours
|Hours of SIA per week
|One Credit Hour (30 hours of SIA total in course)
|Two Credit Hours (60 hours of SIA total in course)
|Three Credit Hours (90 hours of SIA total in course)
|Four Credit Hours (120 hours of SIA total in course)
University Attendance Policy
Only properly registered students are permitted to attend face-to-face classes or access online classes. Enrollment in course(s) indicates the student’s intent to complete the course(s) in a manner prescribed in the course syllabus. Students must register for class at least one week prior to the session start date. Registered students are enrolled until they submit an Add/Drop Form to withdraw or are withdrawn by the Registrar either at the request of an instructor who defines academic progress in the class syllabus or the Financial Aid office for nonattendance. Students are responsible for logging into the course website before the start of the course in order to receive updated assignments and communication from the professor. Since attendance and active participation are essential components of learning, attendance will be taken in all classes. The following guidelines for attendance during the entire class session have been set:
- Course Session (for Face to Face Courses): The daily scheduled time for the course to meet at a physical location.
- In Attendance: A student is “in attendance” if he or she is physically present at least 85% of session time and there is evidence that the student is engaged in the planned learning activities and assignments of the course session.
- Not In Attendance: A student is “not in attendance” if he or she is physically present less than 85% of session time or there is evidence that the student is not engaged in the planned learning activities and assignments of the course session. (For example student was found to be sleeping in class would be considered “not in attendance.”)
- Special: A distinction provided to indicate that conditions related to the attendance requirements are negotiated with the course instructor. Examples may include a student’s use of the Flex-a-class option, an independent study schedule, or an alternative instructional modality approved by the course lead faculty member.
- Course Session (for Online Courses): The full week (Monday-Sunday) of planned and structured activities and assignments of the course.
- In Attendance: A student is “in attendance” if there is evidence that the student is engaged in the planned learning activities and assignments of the course session.
- Not In Attendance: A student is “not in attendance” if there is evidence that the student is not engaged in the planned learning activities and assignments of the course session. (For example, student not participating in online communication during the week would be considered “not in attendance.”)
- Special: A distinction provided to indicate that conditions related to the attendance requirements are negotiated with the course instructor. Examples may include an alternative instructional modality approved by the course lead faculty member.
Students withdrawing from one or some of their active courses, but not from all courses, must either submit an Add/Drop Form or utilize their personalized Web page, my.franklin.edu to withdraw from a course. After the first week of class, a withdrawal will result in a grade of “W” (Withdrawn) on the student’s academic record but will not be calculated in the grade point average. Tuition charges and/or refunds are based on the date the student drops a course online or submits an Add/Drop Form to the University. The amount of federal financial aid the student is eligible to receive may be adjusted if the student does not begin or complete all registered courses in the trimester.
Students withdrawing from all of their active courses must initiate the official withdrawal process by completing the online Withdrawal from All Active Courses form. Withdrawal requests must be initiated by completing the online form; no paper withdrawal forms, voicemail messages or email requests will be accepted. Upon completion of this form, students will be contacted by a University representative to confirm their intention to withdraw and verify their understanding of any potential academic and/or financial consequences. The date the student requests the withdrawal will be considered the date of the determination of withdrawal and used to calculate tuition charges and/or refunds. However, the student’s last day of academically related activity or class attendance will be considered the withdrawal date used to determine the amount of federal financial aid the student has earned for the trimester.
A student who stops attending (defined as the equivalent of two consecutive week absences) or participating in a course and does not initiate the official withdrawal process will be considered an unofficial withdrawal from that course by the University unless the student confirms in writing his or her intent to attend in a subsequent module within the term. Based on evidence of excessive absences, non-participation, or missed exams as defined in the course syllabus, a faculty member may initiate a student’s withdrawal through the Registrar’s Office. The date of determination of unofficial withdrawal for all students will be effective no later than the 14th day after the last day of attendance even if the actual status change occurs on a subsequent date.
A Z-grade is assigned to a class where an administrative withdrawal (failure) grade has been given for non- attendance. Z-grades may have an impact on the awarding of a student’s financial aid and the student may be withdrawn if the student has all Z-grades or all unearned grades for the trimester. The University policy for the assignment of the Z-grade, based on the attendance terminology defined above, during variable course lengths is as follows:
|# of weeks in the course
|# of course sessions that a student can be absent before failing* due to lack of attendance
*These refer to unexcused absences only.
In courses that allow for more than one absence, students absent for the equivalent of two consecutive weeks are considered to have stopped attending and will be dropped from the course with an assigned 'Z' grade. A student must attend at least 85 percent of a course session and be engaged in planned learning activities of the course session to be considered present. For example, a student can only be 9 minutes late to a 55-minute course, 12 minutes for a 75-minute course, and 14 minutes for a 90-minute course before being too late to be considered present.
Tuition charges and/or refunds will be based on the date of the date of determination of withdrawal. However, the student’s last day of attendance will be considered the withdrawal date used to determine the amount of federal financial aid the student has earned for the trimester.
A student who never begins attendance in a course within the first two weeks of class and does not initiate a course drop or an Official Withdraw will be administratively dropped from the course by the University and considered a ‘No Show’ for the course and will not be assigned a grade. Any federal student aid funds disbursed for a dropped class for which the student is a no-show may be returned or recalculated. When necessary, funds will be returned as soon as possible, but no later than 45 calendar days from the date of the determination of withdrawal. Title IV funds are not disbursed if the student does not start any course in the trimester.
Confirmation of Future Enrollment
If a student withdraws from a course, but intends to return to another course later in the trimester, a confirmation of intended future enrollment must be submitted through the student’s myFranklin portal or by indication on the Add/Drop form provided by a member of the Student Services team at the time of official withdrawal. If confirmation is not submitted or the student does not return after submitting a confirmation, the student will be considered an unofficial withdrawal. If the student wishes to change a previously submitted confirmation, the student will have no more than five (5) business days from the date of the original confirmation to submit the notification to the University.
The deadline for a Franklin student to withdraw from a class is the Sunday prior to the last scheduled week of class.
These policies do not change the existing drop policy in regard to the student’s responsibility to drop classes in a timely manner for a tuition refund, nor do they relieve the student of the responsibility to drop the course by the published withdrawal deadlines. If the student misses a class after the withdrawal deadline and the absence violates the attendance policy, the student will receive a failing grade for the class. Students missing a class should review the course website for additional information and discuss their absence with the instructor.
Financial Aid Consequences: Students receiving any type of financial aid may lose part or all of such assistance if they stop attending or stop participating, or withdraw from one or more courses in any one trimester. Any over-award that results from withdrawing, nonattendance, or non-participation must be repaid before further financial assistance may be received. In considering whether or not to withdraw from, stop attending, or stop participating in a course, students receiving financial aid should first consult with the Financial Aid office.
Franklin University will provide students serving in the Uniformed Services or other federal, state, and local government agencies (e.g., FEMA, CDC, Dept. of Homeland Security, Firefighters, and/or Local Disaster Response Teams) who experience documented unexpected/unforeseen circumstances related to service in the military or public service (e.g., sudden and unforeseen deployments for disaster and emergency response), case-by-case options for either continuing their course(s) of study without negative consequences or withdrawal from course(s) with full refund of tuition and fees relative to the applicable academic term. These options also apply to those students who are the spouse, domestic partner, or dependent child of those with the aforementioned documented unexpected/unforeseen circumstances related to their service. Service members and reservists who must suspend studies or are unable to attend courses due to service requirements will be able to continue their program at the same tuition rate upon their return.
At a minimum, all courses at the University will follow these writing guidelines. Program Chairs or Lead Faculty of General Education courses do have the option of creating specific guidelines for their program or course that strengthen these minimum guidelines.
- Adherence to APA Documentation Style (To include in-text citations and reference list)
- Adherence to APA Paper Format (To include double spacing, 1 inch margins, 12 point serif font [e.g., Times New Roman, Courier], and page numbers in top right corner)
- Adherence to APA Writing Skills (To include proper grammar and correct spelling and punctuation)
Turnitin.com is used by the University to assist students and faculty in detecting plagiarism. In many assignments, the student will be required to submit a paper to Turnitin.com. By submitting the paper ahead of the assignment deadline, the student will have time to take corrective action if feedback from Turnitin indicates a similarity match. A similarity match occurs when Turnitin sees an exact or very close word-for-word match between the work submitted and a part of another paper, website, or article in its database. Faculty are encouraged to use Turnitin.com as a learning tool for students. All material submitted to the website is encrypted. The student’s paper is seen only by the student and the instructor. Any copyrights or intellectual capital that is associated with the paper remains with the student.
The University’s Academic Misconduct process is designed to preserve academic integrity by providing its students equitable opportunity to have claim(s) of academic misconduct reviewed by the Academic College Dean, and, if necessary, by the Primary Judicial Officer.
The purpose of education is to advance one’s own intellectual skills and knowledge and to demonstrate the outcomes of these efforts. An essential and shared value in higher education is presenting one’s own work and properly acknowledging that of others. Any violation of this principle constitutes a potential violation of the Academic Integrity policy and may result in a formal charge of academic misconduct. Forms of academic misconduct include, but are not limited to:
Plagiarism: the submission of another’s work, in part or in whole, as one’s own for credit without sufficient citation. Examples may include, but are not limited to:
- Repeated failure to properly cite the work of others;
- Copying material from online sources without proper citations;
- The submission of pre-existing assignments authored by others.
Recycling Assignments: the re-submission of one’s own work, in part or in whole, which was previously submitted for credit in an earlier section, course or program, without prior permission from the course instructor.
Cheating: any act involving means outside permitted university rules or course parameters to complete an exam or assignment, such as the use of unauthorized materials during an exam or assignment (e.g., books, notes, handheld devices), or attempting to obtain copies of, or answers to, an exam.
Facilitating Academic Misconduct: the direct or indirect enabling of others to commit an act of academic misconduct, such as sharing of assignments or taking an exam under a false identity.
Fabrication: the unauthorized falsification or invention of information, citations, or data in any academic research, assignment, or exam.
If a faculty member suspects that a student has violated the Academic Integrity Policy, the faculty member will file a written report with the Office of Community Standards within seven (7) calendar days of discovery of the incident. The report will include a summary of the allegation; names of implicated students and other participants or witnesses where appropriate; and the date, time, location, and other relevant details related to the incident.
If a student observes others potentially violating this policy, they are strongly encouraged to report the misconduct to the instructor or to report the incident directly to the Office of Community Standards.
Test Proctor Responsibility
Exam proctors are required to report incidents of suspected student misconduct to the course instructor and/or the Office of Community Standards.
The course faculty member, and/or Lead Faculty member, when appropriate, will render a judgment and recommend a penalty, if any, for the first incident of Academic Misconduct to the Primary Judicial Officer. The sanction for the first charge of Academic Misconduct may range from a warning letter, to a zero grade on the assignment or exam in question, to a failing grade in the class, depending on the severity of the incident, as well as aggravating or mitigating circumstances. The student may also be required to complete a workshop on appropriate citation and referencing, administered by the University.
A subsequent incident of academic misconduct in the same class may result in a failing grade in the class and, in combination with the first charge, may be recorded as a single incident on the student’s academic record.
A suspected violation of the Academic Integrity Policy may result in the removal of the student’s option to withdraw from the class to avoid a failing grade. The University may also place a hold on a student account during the investigation of a violation of academic integrity and/or retroactively change a grade due to the severity of the incident. If a student has withdrawn from the course prior to action initiated by the Office of Community Standards, and is found responsible for academic misconduct, they are still subject to the Academic Misconduct process, as well as any sanctioning under this policy.
For undergraduate students, a formal charge of academic misconduct may eliminate them from consideration for academic honors; specifically, Summa Cum Laude, Magna Cum Laude, or Cum Laude. A panel of University faculty will evaluate the incident of academic misconduct and will make a final determination on the student’s eligibility for academic honors.
A second formal charge of academic misconduct in a subsequent class, or a subsequent section of a previously taken class, may result in a failing grade in the class as well as disciplinary dismissal from the University. The Office of Community Standards will enter the notation “Dismissed for Academic Dishonesty” on the student’s academic record.
The entire process surrounding the academic misconduct process for the University, including reporting, the good faith discussion, sanctioning and appeals, can be found on the following web page: https://www.franklin.edu/about-us/policy-information/student-code-of-conduct
Faculty member: The faculty member with first-hand knowledge of the violation. If the faculty member is the Provost, the President will appoint an Academic Appeal Officer to process the appeal.
Good faith appeal discussion: Communication between the student and the specific faculty member that takes place after the formal charge of academic dishonesty. Communications that take place before the formal charge of academic dishonesty do not constitute a good faith appeal discussion required in Step One.
The time of the discovery of the incident: The time at which a potential violation of academic dishonesty is discovered and communicated to the Lead Faculty member.
Written appeal: The document submitted under the respective step of the appeal process which includes all information required for the appeal. If required information is missing or incomplete the appeal will not be considered to be invoked; all original time lines will constitute the actual time lines for purposes of the appeal until the requirements of the written appeal are met.
An academic grade appeal may be invoked for a final course grade.
Step One: The Faculty Member: A good faith appeal discussion with the faculty member must be initiated by the student in writing within 15 calendar days of the last day of the class. If the student believes the good faith appeal discussion has not adequately resolved the matter, the student may move forward to Step Two, submission of the appeal to the Provost, or designee.
Step Two: The Provost: The student must submit a formal written appeal to the Provost, or designee, (via email to firstname.lastname@example.org) within 15 calendar days from the date of the good faith discussion, including:
- Background information
- Student’s name and identification number;
- Course name, number, and section;
- Course term (Fall, Spring, Summer) and year;
- Faculty member’s name;
- Reason for the academic grade appeal;
- Date of good faith appeal discussion; and,
- Outcome of the good faith appeal discussion.
- Facts – state all relevant facts in dispute with supporting documentation (including all assignments in question). For all persons/witnesses, list full name(s), contact information, and facts specific to each individual. Facts and/or documents not included will not be considered.
- Desired outcome of the appeal (be specific).
- Rationale in support of the desired outcome.
The Provost, or designee, will appoint an independent Academic Appeal Officer to review, investigate and make a decision in the case. The Academic Appeal Officer will issue a written notice of the decision to the student through University email within 15 calendar days of the date the appeal is received. If the student or the faculty member believes the Academic Appeal Officer’s decision has not adequately resolved the matter, either the student or the faculty member may move forward to the Final Step of the appeal process, submission of the second appeal to the Provost.
Final Step: The Second Appeal to the Provost: The student or faculty member must submit a written appeal (via email to email@example.com) of the Academic Appeal Officer’s decision within 15 calendar days from the date of the written decision, including:
- Student’s name and identification number
- Summary of all facts pertaining to the appeal to date (facts and/or documents not included will not be considered)
- A letter explaining why the Academic Appeal Officer’s decision is being appealed
- Desired outcome of the appeal
- Rationale in support of the desired outcome
- Attached copies of the:
- Appeal submitted to the Provost in Step Two
- Academic Appeal Officer’s written decision
The Provost, or designee, will issue a written decision to the student through University email within 15 calendar days of the date of the receipt of the appeal.
Every Franklin University student must submit a graduation application for the trimester they expect to complete their degree requirements in order to receive a diploma. The graduation application can be found through Self Service in the students’ my.franklin.edu account. For undergraduate students, the graduation application fee is $65, and $25 for each additional degree awarded in the same trimester. For graduate students, the fee is $85. For doctoral students, the fee is $150.
An additional late fee is charged for applications received after the published deadline. No applications will be accepted more than two weeks after the final published deadline. Graduation application fees are non-refundable, and non-transferable. If graduation requirements are not met in the term for which a student has applied, a new application must be completed. For more information, please visit https://www.franklin.edu/current-students/academic-resources/graduation-information.
Official transcripts from Franklin University can be requested online for a fee of $9. Online transcript requests will be processed and mailed within two business days. Unofficial transcripts are not available. There will be a $15 rush fee for official transcripts requested on demand, and the student’s signature is required. The University does note on transcripts when students are suspended or dismissed for disciplinary reasons. Additionally, the University does note on transcripts if a student attempts to withdraw from the institution with a pending conduct case involving acts of violence toward others. No transcript of any record will be issued for a student whose financial obligation to the University has not been satisfied and/or for a student in default of a student loan or who has an overpayment of Title IV funds. The student should be aware that courses/degree programs may not transfer. The transfer of course/degree credit is determined by the receiving institution.
Franklin University utilizes computer technology and electronic communication for the purpose of instruction, administration, advancement, research, and study. The campus network and technology resources were designed and implemented to support and enhance the education of students. Students are provided with technology resources in classrooms, kiosks, laboratories, and via the internet. Please note that students whose devices do not meet the minimum hardware, operating system, or software specifications other than listed below, may not have access to all University systems and will have limited support options available from the Help Desk. The following hardware and software requirements are applicable for all registered students:
Minimum Hardware and Internet Access Requirements:
- Desktop or laptop PC with dual core processor at 1 GHz or faster *Chromebooks may pose problems for online proctoring and are not recommended.
- 2 GB RAM (4 GB or higher strongly recommended)
- 40 GB or higher of available hard drive space at the beginning of each term
- 1024 x 768 minimum resolution display
- Integrated PC microphone and speakers or a headset with microphone
- Integrated webcam or a separate camera hooked up to computer
- A high-speed internet connection with a download speed of 4 Mbps or faster (Use of satellite, cellular, or public access internet may result in poor performance)
- Windows 10 or later
- Microsoft Office 2019 (Word, Excel, PowerPoint, & Access)
- Up to date versions of Internet browsers required:
- Google Chrome – recommended for Course Portal
- Mozilla Firefox/Internet Explorer/Edge – may be needed for other applications
- Virus protection – updated and scanned regularly
In order to use all of the University-supplied technology resources, students must be able to load software on the computers they will be using. Some courses may require additional software. Technology changes rapidly – as a result, these requirements are subject to change.
Students have access to extensive technology resources including:
- Student course portal
- Computer laboratories
- On-campus printing capabilities
- Quick-use student kiosks
- Computerized library access
- Computerized classrooms
- On-campus wireless connectivity
The student course portal provides University announcements, access to courses, course history, email, financial aid information, and the ability to manage personal student account information. Additionally, courses include specialized technology resources to enhance the learning experience, such as online meeting rooms, document submission tools, chat rooms, and discussion boards.
Computer laboratories are located at the Franklin Main Campus. The computers in these kiosks provide access to the Internet and Microsoft Office applications. The library provides technology resources for individual student use or for collaborative use in Student Meeting Rooms (SMRs), which may be reserved.
The GPA identifies a student’s academic progress. It is determined by dividing the total number of grade points earned by the total number of trimester hours attempted (not actual hours earned). The following example shows how GPA is computed for a student who completed three 4-credit-hour courses. The GPA for the term is found by dividing the total points earned (24) by the total number of credit hours attempted (12); thus, this student’s GPA is 2.00.
|Total Points Attempted
The University recognizes that significant college-level learning can take place outside the classroom. Independent studies and internships are learning experiences structured under supervision of the faculty. Students are made aware of these opportunities by faculty in their academic major. However, interested students also may consult with their Academic Advisor.
Proficiency exams and portfolios are ways to demonstrate college level learning gained from experiences such as on-the-job training, reading or other activities. Proficiency examinations cover a greater breadth of topics in an area than portfolios, whereas portfolios cover topics in greater depth.
Preparation of a portfolio requires writing skills equivalent to ENG 120 (College Writing). Neither proficiency examination credit nor portfolio credit can be used to fulfill the residency requirement for graduation. The University offers multiple types of proficiency examinations including: The College Level Examination Program (CLEP), DSST, and Franklin University Proficiency Examination (FUPE).
Excelsior College also offers exams approved for credit.
CLEP examinations measure achievement in one course at a time; therefore, students can study for them while taking other courses or between academic trimesters. Each exam is a computerized, 90-minute, multiple-choice exam (with the exception of College Composition which is 50 multiple- choice items answered in 50 minutes and two mandatory, centrally scored essays to be written in 70 minutes, for a total of 120 minutes). Study guides for each exam are available at the local or Main Campus library, most major bookstores, and the CLEP website at www.collegeboard.com.
DSST examinations measure achievement in one course at a time; therefore, students can study for them while taking other courses or between academic trimesters. They are computerized, two hour, multiple-choice exams (with the exception of Public Speaking, which is a two hour multiple choice section as well as a 20 minute speech prep and presentation section). Please note that the Learning Commons Testing Center does not administer the Public Speaking exam. Study guides for each exam are available via the DSST website at www.getcollegecredit.com.
Franklin University continually develops proficiency examinations. FUPE examinations are available to students whose learning from experience, training or independent reading is equivalent to that gained in the classroom. Students should consult the Learning Commons website https://www.franklin.edu/current-students/learning-support/testing/proficiency-testing or current information on available examinations. Generally, if a CLEP or DSST examination is available for a subject, there will be no FUPE for the subject. A study guide for each FUPE is available via the Learning Commons Testing Center website.
Students who feel they have already gained learning equivalent to one or more courses in their degree program may request credit by composing prior learning portfolios. Because the portfolio must be prepared under specific format requirements, interested students must develop it with the guidance of an Academic Advisor and appropriate faculty. A portfolio can be submitted for a course for which a proficiency exam is available. A portfolio cannot be submitted for Capstone courses or other courses identified by Academic Leadership. The portfolio should be completed well in advance of the trimester of graduation. In portfolios, students explain what they know relative to course outcomes and how they gained the knowledge. In addition, they include proof of their learning such as work samples, certificates and other items of documentation. Once the portfolio is completed, the material is submitted to a faculty evaluator. If the knowledge explained and documented is judged to be equivalent to that of students achieving a “C” or better in the course for which credit is requested, credit is awarded. If the student does not demonstrate equivalent knowledge, credit may be denied or delayed pending satisfactory completion of specific learning objectives.
Arrangements for proficiency examinations or portfolio credit should be planned early in a student’s career with the student’s Academic Advisor. Proficiency examinations (CLEP, DSST or FUPE) should be completed at least one trimester prior to the term in which the student expects to receive a degree. Portfolio credit submissions will not normally be arranged during the trimester in which the student intends to graduate. A student must take proficiency examinations (CLEP, DSST or FUPE) a minimum of three weeks prior to graduation but there is no guarantee that scores will be available in time. The Learning Commons Testing Center staff is not able to help with the retrieval of CLEP or DSST scores.
College credit alternatives including CLEP, DSST, FUPE, Excelsior College, and/or Portfolio Credit may be used in any combination to accumulate a maximum of 32 credit hours toward the associate’s degree or 84 credit hours toward the bachelor’s degree. Credit awarded through proficiency examination or portfolio evaluation does not reduce the hours required toward residence.
The Learning Commons staff and the Academic Advising staff serve as the main source of information to students. Current information and registration forms must be obtained from these sources prior to scheduling any examinations. All proficiency examinations may be scheduled through https://www.franklin.edu/current-students/learning-support/testing/proficiency-testing.
Students are not eligible to take a proficiency examination or to submit for portfolio credit in a course in which they have received a failing grade or a “W,” or if it is during or after the second week of a course in which they are currently enrolled. Proficiency examinations and portfolio credit are graded on a Pass/No Credit basis. Students will receive credit only once for an equivalent course, proficiency examination and/or portfolio credit.
A non-refundable fee is charged for any proficiency test or portfolio assessment and must be paid prior to the examination or submission. However, students may cancel prior to the test date. CLEP, DSST and FUPE credit applied to University programs may not transfer to another institution.
Experiential Learning is a unique learning experience that integrates academic studies with practical work experience (e.g., Internships, Practicum, Field Experiences, Student Teaching, Service Learning, etc.). To qualify, students must have the minimum GPA required of their major area of study. Grading will be on a letter grade or Pass/No Credit basis.
Practicum: A partnership between students, institutions of higher education, and employers that allow a student to observe and document how working professionals perform their job responsibilities. Students will participate to a limited extent in performing tasks under supervision by professors and on-site staff.
Field Experiences: A partnership between students, institutions of higher education, and employers that formally integrate students’ academic study with work or community service, specifically in license preparation programs such as education and social work. Students are usually given specific assignments or tasks to complete under supervision. Time in the field is tracked closely and will be audited through evidence submitted by the field partner.
Internships: A partnership between students, institutions of higher education, and employers that formally integrate students’ academic study with work or community service. Students are given significant projects or responsibilities to complete independently but with supervision. Performance in the internship position is evaluated both from the perspective of student’s institution of higher education and the student’s internship employer. Internships are generally, though not always, noted on the student’s transcript. Internships may provide students with compensation in the form of wages or salaries, stipends, or scholarships.
Student Teaching: A partnership between students, institutions of higher education, and PK-12 educational institutions that formally integrate students’ academic study with work or community service. Students are given a classroom to lead independently but with supervision. Performance in the student teaching position is evaluated both from the perspective of the student’s institution of higher education and the student’s educational institution. Student teaching is noted on the student’s transcript.
Service Learning: A partnership between institutions of higher education and community organizations designed to integrate the student’s academic study with meaningful community service and reflection to enrich the learning experience, teach civic responsibility, foster the development of a sense of caring for others, and strengthen communities. Service learning experiences are typically embedded within specific courses to allow the subject matter to be integrated on a practical level.
Individualized Courses: During your time at the University, students may find that they want to explore an academic opportunity that is not available in the predefined courses.
An Individualized Course (e.g., Independent Study, Directed Study, on-site work experiences, etc.) is individual study involving informal and/or formal (online and/or face-to-face) conferences between an instructor and a student. This might be an interdisciplinary investigation, an arts practice or performance study, or a field research project (not intended to provide credit for paid work).
An Individualized Course allows students in good academic standing to
- Pursue a more in-depth and comprehensive study of a specific not available in the major, not a part of the general curriculum or specific program, or not covered in a regular course,
- Extend study in areas previously taught,
- Take a version of a course that will not be offered again before a student graduates, or
- Satisfy the requirements for a degree, program, or major (e.g., meet a pressing graduation requirement, meet a core requirement in a teaching major or professional program, etc.).
To qualify for an Individualized Course, you must establish the project, contact your academic advisor and/or faculty sponsor, and submit an initial petition to your advisor and/or sponsor for review. Review the complete guidelines for Individualized Courses, and speak with your advisor and/or sponsor to find out if this project is a good fit for you.
To register for an Individualized Course, students must have the minimum GPA required of their major area of study, and must complete an Individualized Course Proposal with the assistance and approval of an academic advisor and/or faculty sponsor. Normally, only full-time faculty will conduct Individualized Courses. Grading will be on a letter grade or Pass/No Credit basis; changes are not permitted once approval has been given by the supervising faculty member. The complete and final proposal must be submitted for approval to the supervising advisor and/or faculty (or designee) no later than the end of the week before the class session begins. It is expected that the student taking an Individualized Course will commence and complete that course within the time frame for the academic term in which the course is being taken or time frame set by the advisor and/or faculty sponsor.
To assure the University’s commitment to providing students with a quality education, the University assesses student learning on an ongoing basis and uses the results to make changes as part of the University’s goal of continuous quality improvement. The University measures outcomes specified within each program, as well as University-wide general education outcomes. (See the individual degree program and Major pages for Outcome Maps.) Assessment methods may include assessment of student assignments and projects by internal and external evaluators, examinations, as well as surveys of students, alumni, and employers. Each academic program files an annual assessment report, which is available for review upon request.
Students are given an opportunity to anonymously evaluate their courses, instructors, and services for students near the end of each course. Completed student evaluation forms are forwarded to faculty only after final grades have been submitted to the Registrar’s Office. Evaluation results are shared through newsletters and other communication channels.
It is recommended that students should plan to communicate with the professor and with other classmates regularly throughout their courses at Franklin University. This can be done with a variety of engagement tools in the course (e.g., Meet, Discuss, etc.). For individual issues, students should contact the professor directly by email or telephone. Email and telephone messages will normally be answered within 48 hours. Students should use their Franklin University email accounts when sending email messages or assignments to the professor.
All email sent to University faculty is automatically scanned for viruses. Messages that contain attachments found to be carrying viruses are deleted with notification sent to the sender only. The professor is not notified that a message was sent and subsequently deleted. It is the student’s responsibility to ensure that a virus-free assignment is delivered on time to the professor. An email assignment is considered late if the professor does not receive it by the assigned time and date, even if the University’s email servers automatically block that assignment. All assignments submitted using the class Submit tool are automatically scanned for viruses.
Assignments that are found to be carrying viruses will not be accepted. A message will notify the student that a virus was found in the uploaded file and to check the file and try again. It is the student’s responsibility to ensure that a virus-free assignment is delivered on time to the class Submit tool. An assignment is considered late if not received by the assigned time and date, even if Franklin’s server automatically blocks that assignment.
Assignments must be submitted to the professor by 11:59 pm EST on the due date indicated. Assignments may be accepted late but will receive a grade penalty based on the following chart: The professor, at his/her sole discretion, may choose to amend this policy in certain cases to accommodate extenuating circumstances.
Professors will return assignments submitted for grading within 5 days of the due date.
|Assignment Due Date
|Maximum Grade (% of total possible points)
|1 day late
|2 days late
|3 days late
|Greater than 3 days