Leverage articulation agreements and established transfer pathways enhanced through strategic alternative credit integration to guarantee recognition and accelerate degree completion timelines significantly.
You have done your research and know what your university accepts. Now comes the human element - actually talking to the people who will evaluate your credits. This conversation can make or break your evaluation. The right approach gets you a helpful ally who guides you through the process. The wrong approach gets you transferred endlessly or told "no" when the answer should be "yes."
University staff handle hundreds of credit questions weekly, mostly from confused students who have not done their homework. When you contact them with specific knowledge and professional communication, you immediately stand out as someone worth helping. This lesson provides exact scripts, email templates, and strategies that have worked for thousands of successful students.
Remember, these staff members want to help students succeed - it makes their job easier and more rewarding. Your goal is to make it simple for them to help you by being prepared, specific, and respectful of their time and expertise.
Start with the main university phone number, but do not waste time with general customer service. When they answer, say: "I need to speak with someone who handles alternative credit evaluation for current students. This includes CLEP, Study.com credits, and Prior Learning Assessment. Can you connect me with the right specialist?"
If they start asking too many questions or seem unsure, politely interrupt: "I am a current student with specific questions about credit evaluation policies. Could you transfer me to the Registrar's Office or Transfer Credit Evaluation?" This prevents getting stuck in unhelpful conversations.
When you reach the Registrar's Office, be more specific: "I am a current student who needs to submit CLEP scores and alternative learning platform credits for evaluation. Who specifically handles these types of credits?" This question gets you past general staff to specialists.
"Good morning, my name is [Your Name] and I am a current student in the [Your Program] program. I have earned alternative credits through CLEP exams and Study.com courses that I need evaluated for my degree. I have already researched our policies and have specific questions about the submission process. Could I speak with the staff member who specializes in alternative credit evaluation?"
Why this works: Shows you are prepared, specific, and respectful of their expertise
Subject: Alternative Credit Evaluation Questions - [Your Name] - ID# [Your Student ID]
Dear [Name or "Transfer Credit Team"],
I am a current student in the [Program Name] program seeking to apply alternative credits toward my degree requirements. I have earned:
• [Number] CLEP examination credits
• [Number] Study.com course credits
• [Other relevant credits]
I have reviewed our university policies and would like to schedule a brief consultation to ensure I submit everything correctly for maximum credit recognition. Could we arrange a 15-minute phone call this week?
Thank you for your assistance.
[Your Full Name]
Student ID: [Your ID]
Phone: [Your Phone]
Why this works: Professional, includes all needed info, shows preparation, requests specific action
Once you find the right person, your first goal is to build a positive relationship, not to get all your questions answered immediately. Start by acknowledging their expertise: "I really appreciate your time. I know you are the expert on alternative credit evaluation here, and I want to make sure I follow the correct process."
Ask about their preferred communication method: "What is the best way to stay in touch as I go through this process - email or phone? And what times are generally best to reach you?" This shows respect for their schedule and sets up future communications.
Take detailed notes during every conversation. Write down their direct phone extension, email address, and any specific instructions they provide. When you contact them again, reference previous conversations: "Hi Sarah, this is [Name]. We spoke last Tuesday about my CLEP credits, and you mentioned I should follow up once I received my scores."
Structure your questions to get maximum information efficiently. Start broad, then get specific based on their responses. Here is the optimal question sequence:
First, confirm basic policies: "I have read that we accept up to 30 CLEP credits. Is that current, and does it include both CLEP and DSST exams combined?" This shows you have done research while confirming your understanding.
Next, ask about specific credits: "I have CLEP credit for College Mathematics with a score of 65. According to my research, this should transfer as MATH 1314. Can you confirm this equivalency?" Specific questions get specific answers.
Then explore gray areas: "I also have Study.com courses. I saw we have a partnership, but I could not find specific course equivalencies. How does the evaluation process work for these credits?" This acknowledges what you know and asks for clarification on what you do not.
Finally, ask about process and timeline: "Once I submit all my documentation, what is the typical evaluation timeline? And if I have questions during evaluation, should I contact you directly or someone else?" This sets expectations and maintains your connection.
Sometimes staff give incorrect information or push back unnecessarily. Common wrong answers include "We do not accept those credits" (when policy says otherwise) or "You need to be admitted first" (when you are already enrolled). Handle these situations professionally but firmly.
When told something contradicting written policy, respond: "I appreciate that information. I am looking at the academic catalog page 47 which states we do accept CLEP credits. Could you help me understand if there has been a recent policy change?" This approach is non-confrontational but shows you have done your homework.
If someone seems uninformed or unhelpful, politely end the conversation: "Thank you for your time. This is somewhat different from what I have researched. Could you recommend someone who specializes in alternative credit evaluation who might provide more detailed guidance?" Then try again with someone else.
Document wrong information carefully. If someone incorrectly denies credits, having their name, date, and exact words helps when you appeal or escalate to their supervisor. But always try to resolve issues at the lowest level first through professional clarification.
Different alternative credits require different approaches. For CLEP and DSST scores, emphasize their similarity to AP exams: "I have CLEP scores which are College Board exams similar to Advanced Placement. What is the process for having these evaluated?"
For online platform credits, mention partnerships immediately: "I have completed Study.com courses, and I understand we have an articulation agreement with them. Could you walk me through how these credits are evaluated under our partnership?"
For Prior Learning Assessment, acknowledge it requires more explanation: "I am interested in pursuing Prior Learning Assessment for my professional experience. I understand this is a more complex process. Could we schedule a longer consultation to discuss my background and potential credits?"
For military or workplace training, provide context: "I have corporate training from [Company] that was evaluated by ACE for college credit recommendation. How does the university handle ACE-evaluated workplace training?"
The key to effective follow-up is being helpful, not pushy. After initial contact, send a thank-you email within 24 hours: "Thank you for taking time to explain the alternative credit process today. Per our discussion, I will submit my CLEP scores by Friday and follow up next week. Please let me know if you need anything else from me."
Set calendar reminders for follow-up based on their indicated timelines. If they said "check back in two weeks," contact them in exactly two weeks, not earlier. Reference the timeline they provided: "Hi [Name], you mentioned I should follow up in two weeks regarding my credit evaluation. I wanted to check on the status."
If you do not hear back after leaving a message, wait three business days before trying again. Try different contact methods - if email did not work, try phone. Always assume they are busy, not ignoring you: "I know you are very busy with evaluations. I left a voicemail Tuesday and wanted to follow up about my credit submission."
Transferology provides powerful evidence during credit discussions. When advocating for specific credits, reference what you found: "I checked Transferology and saw that our university previously accepted Study.com's Business 101 as equivalent to MGMT 2301. Can we use this established equivalency for my evaluation?"
If staff seem unsure about course equivalencies, offer to share Transferology data: "I found several course matches in Transferology between Straighterline courses and our university requirements. Would it be helpful if I compiled this information for your review?" This positions you as helpful rather than demanding.
Use Transferology to ask informed questions: "Transferology shows that State University accepts this CLEP exam for their core requirement. Since we have similar degree programs, is there a reason we would evaluate it differently?" This approach encourages reconsideration without being argumentative.
Keep meticulous records of every interaction. Create a simple spreadsheet with columns for date, person contacted, method (phone/email), topics discussed, commitments made, and follow-up needed. This prevents forgetting important details and provides evidence if issues arise.
Save all emails in a dedicated folder. Forward important phone conversation summaries to yourself via email to create a timestamp. When staff make specific promises, follow up with an email: "Thank you for confirming on our call that my Study.com credits will be evaluated by May 15th. I have marked my calendar to follow up then."
Build a contact database with not just names and numbers, but notes about each person's expertise and helpfulness. "Jennifer - Registrar - Direct: 555-1234 - CLEP expert, very helpful, works Tues-Fri" becomes invaluable when you need quick answers months later.
By approaching university staff as a prepared, professional student who respects their expertise, you transform from just another credit question into someone they want to help succeed. Your specific knowledge, professional communication, and organized approach make their job easier and your success more likely. These relationships become your support network throughout the credit evaluation process and beyond.
Remember that behind every policy is a person who can help you navigate it successfully. Your investment in professional communication and relationship building pays dividends not just in accepted credits, but in having advocates within the university who guide you toward graduation. With these connections established, you are ready to submit your credits with confidence.