Academic Catalog

Prior Learning Course Equivalencies: Many regionally accredited institutions have multiple pathways for the identification of PLA, including both a student-initiated petition model and a faculty-driven course equivalency review process.  This is especially common for workforce-aligned programs, competency-based programs, military credit evaluation, certifications, microcredentials, and portfolio-based credit. The goal is to evaluate learning once, create an institutional equivalency, and then apply it repeatedly to eligible students. This approach is generally viewed as more scalable, equitable, and consistent than requiring individual student petitions.

Guiding Principles

Faculty Authority: All determinations regarding course equivalencies, credit awards, and assessment of learning outcomes shall be made by appropriately credentialed faculty or faculty-designated subject matter experts.

Faculty assess the content of the course as evidenced by the course description, outline, and performance objectives/competencies submitted by the source institution using the following expectations aligned with undergraduate and graduate policy:

• Rigor and Evaluation:
  • Undergraduate work (100- to 400-level) focuses on broad foundational knowledge and testing. Undergraduate work prepares students for entry-level positions across various industries, providing the foundational knowledge needed to begin a professional journey.
  • Graduate work (500-level and above) requires specialized, independent analysis, original research, and often culminates in a thesis, dissertation, or capstone project. Graduate courses require a stronger academic foundation and are strictly reserved for students with a completed bachelor's degree. Graduate work often involves leadership roles, specialized positions, and expert-level responsibilities.
• Contact Hour Requirement: The experience aligns with ABOR's contact hour equivalency requirement (Policy: Academic Credit; 45 contact hours per unit of credit).
• For a direct equivalency, ensure that at least 80 percent overlap with the NAU direct equivalent. If a direct equivalent is requested, attach the syllabus of direct equivalency.
• Documentation and Transparency: All decisions shall be documented and maintained in accordance with university records retention requirements.

This protocol applies to evaluation of Prior Learning as identified in the Undergraduate Transfer Policy and Graduate Transfer Policy. See NAU Policy 100224: Undergraduate Transfer Credit and Credit by Exam and NAU Policy 100336: Transfer Credit, Graduate for more information.

Faculty Submission of Materials for Learning Equivalencies

To provide a pathway for faculty to identify not-for-credit learning experiences equivalent to coursework at NAU, faculty use the form to submit the learning experience with approvals from their Department Chair. Catalog and Curriculum Operations maintains a transparent website demonstrating the course equivalencies approved by the faculty through this equivalency process.

Faculty Submission of Materials for Learning Equivalencies Form