Because Curran Muhlberger was planning to triple major in astronomy, math and physics, he assumed coming into the university with 69 credits from high school would be the perfect way to complete his difficult curriculum in four years.
But Muhlberger, like other freshmen, found entering the university with a high number of Advanced Placement or community college credits is sometimes more of a burden than an advantage.
Muhlberger discovered students with more than 60 credits aren’t allowed to register for more than one CORE class per semester in certain departments. But he needed CORE prerequisite classes to begin curriculums for his three majors.
“I wanted to take an honors seminar on language, as well as the first astronomy course for astronomy majors,” Muhlberger said. “But they both count as CORE, so I can only sign up for one.”
The ability to only take one CORE class per semester could delay Muhlenberger’s graduation date, even with his large number of credits.
A similar problem affected freshman environmental science and policy major Guy Cole, who had 62 credits when he came to the university in the fall. Even though his community college credits transferred to upper-level classes, he wasn’t given credit for introductory courses. Therefore, despite having credit for 400-level classes, he was forced to start over with certain class sequences.
“It’s hard because certain freshman courses may be the first in a chain of four courses, each a prerequisite for the last,” Cole said.
A specific course sequence might set him back an extra semester or two, depending on course availability, he added.
Cole also had trouble adjusting to the social atmosphere of his upper-level classes.
“At first, it was awkward to be so young and in classes with seniors and grad students,” Cole said. “But it has become easier over time, as I caught up in age and got used to it.”
Another disadvantage was figuring out what other classes to take, said Christine McKay, a freshman computer engineering major. During orientation, her fellow engineering majors registered for the typical introductory chemistry and calculus classes, but she had already completed them with her 52 AP credits.
Still, she said there were benefits to her situation.
“I got to register for classes I wanted to take even though they weren’t for my major,” she said.
Ray Stolle, an assistant to the registrar, said he doesn’t get a lot of complaints from students about having too many credits.
“It really depends what college you’re in,” he said.
The rules are flexible, Stolle added: If a student really needs a credit to graduate, he can work with the advisers to get certain blocks removed.
David McGady, a freshman physics major who entered the university with 48 credits, had the same problem as Cole. But he said his adviser might not make him go back and take MATH140: Calculus I because he already has credit for the upper-level calculus courses.
Cole also said his advisers were helpful with transfer credits.
Other students said there were good things about entering the university with many credits, such as graduating early and saving money, more flexibility in choosing majors and a better registration date.