The purpose of this form is to provide guidance for advisors who receive Excess Credits requests from students. Students who meet the criteria (3.5 GPA with a history of taking 18+ credits) do not need as strict scrutiny as students who do not meet the criteria. It is crucial that advisors avoid assumptions based on a student’s identity or background and prevent unintended disadvantage to any group.
As advisors, before you sign off on the form agreeing that the student’s request should be granted, here are some key areas we ask that you review with the student. Please feel free to contact our office with any questions. When you sign the form for approval, you’re acknowledging that you have reviewed these recommendations below and fully support the student’s request.
When writing your recommendation, please leave clear, factual, DETAILED AND SPECIFIC comments on the form. Ensure that you are commenting on the student’s stated rationale for excess credits, and that your tone remains professional with evidence-based reasoning. If you are endorsing a student who does not meet the criteria above, please explain clearly why the student’s request should be granted.
- ACADEMIC READINESS & PERFORMANCE
Includes indicators of whether the student can handle an increased academic load.
Academic Standing & Performance
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- Stable 3.5 GPA at UMBC, or trending towards that level
- No incompletes
- Prior experience with 18+ credits at ‘B’ average or better
- Patterns of late drops or repeats or withdrawals during heavy loads
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Student Behaviors & Readiness
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- Proactive advising engagement and use of advising tools
- Demonstrated time-management maturity at peak periods
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Special Circumstances Considerations
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- International and transfer/returning students
- First-year students lacking a track record (esp. in DANC, MUSC, and THTR)
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- COURSE & SCHEDULE COMPLEXITY
Focuses on the difficulty of the proposed courses and the logistics of the schedule.
Nature of Proposed Courses
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- Lab-intensive, writing-heavy, or upper-level courses
- Historically difficult major-specific courses
- Multiple high-stakes courses in one term (repeats or major/gateway requirements)
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Course Modality & Schedule Structure
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- Online vs hybrid vs in-person
- Back-to-back classes or long days
- Supporting opportunities (study abroad, internships)
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Student Obligations Outside the Classroom
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- Work hours, family responsibilities, seasonal obligations, commuting/travel time
- Athletics or leadership roles
- Student’s stress level and self-care habits
- Recent personal disruptions
- Military obligations
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- DEGREE PROGRESSION & INSTITUTIONAL REQUIREMENTS
Examines how the overload affects timely and efficient academic progression.
Graduation or Program Requirements
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- Student is graduating this term
- Avoiding future bottlenecks or staying on sequences
- Limited/one-time course availability
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- TOPICS TO BE DISCUSSED WITH STUDENTS
The advisor and student have discussed support structures and consequences pertinent to excess credits.
Academic Support Planning
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- Tutoring, SI Pass, Academic Success Center plans
- Awareness of weekly time commitment and semester peak periods
- If applicable, are SDS recommendations up to date, accurate and sent to each professor
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Contingency Planning (“Parallel Planning”)
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- Knowledge of drop/withdraw deadlines
- Awareness of GPA/probation/retake consequences
- Advance planning for which course to drop first
- Awareness of financial, academic, and degree progression consequences
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Financial Aid & Billing Impact
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- Full-time vs. part-time enrollment implications
- Scholarship, grant, loan credit minimums
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