Credit for Prior Learning (CPL)

There are 5 ways to get credit for prior college-level learning. Up to 30% of the credits for an Andrews undergraduate degree may be earned through prior college-level learning.

Some high schools offer courses at the college level with the option to take standardized exams. Andrews grants credit for scores above varying minimums on the following exams:

Andrews may grant up to 32 undergraduate general education credits for advanced high school examination grades from European countries. Student should notify advisors of European high school completion before their first registration to avoid paying for courses while official transcripts are evaluated by World Education Service (WES ICAP) for Andrews transfer credit.

A limited amount of credit may be earned through departmentally constructed written, oral or skill assessments, or nationally formed professional examinations administered by the department. For example, modern language and biblical knowledge may be assessment by departments to waive some general education requirements.

Special assessments may also be taken for reasons other than earning credit. Certain published curricular or degree requirements may be waived, or transfer credits from an unaccredited college or training program may be validated through special examinations. For further information, contact the dean of the respective school.

Andrews University may recognize college-level learning through professional development and training which led to certification, courses or testing recognized by entities such as:

Adult learners (24 years and older) may apply for academic credit for learning through personal achievements and professional expertise. Evaluations are done on a course-by-course basis through portfolios including reflections on what was learned and documentation of college level learning aligned with specific course outcomes.

Credit may be granted for on-the-job training, community-service activities, non-credit courses, and/or special accomplishments which provide evidence of learning aligned with specific college course outcomes.