how many hours of homework per credit hour

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What is a Credit Hour?

AIC uses the industry-standard Carnegie Unit to define credit hours for both traditional and distance courses.

Each credit hour corresponds to a minimum of 3 hours of student engagement per week for a traditional 14-week course or 6 hours per week for a 7-week course. This time may be spent on discussions, readings and lectures, study and research, and assignments.

Most courses at AIC are three credit hours.

© 2024 American International College

Module 6: Learning Styles and Strategies

Class-time to study-time ratio, learning objectives.

• Describe typical ratios of in-class to out-of-class work per credit hour and how to effectively schedule your study time

Class- and Study-Time Ratios

After Kai decides to talk to his guidance counselor about his stress and difficulty balancing his activities, his guidance counselor recommends that Kai create a schedule. This will help him set time for homework, studying, work, and leisure activities so that he avoids procrastinating on his schoolwork. His counselor explains that if Kai sets aside specific time to study every day—rather than simply studying when he feels like he has the time—his study habits will become more regular, which will improve Kai’s learning. 

At the end of their session, Kai and his counselor have put together a rough schedule for Kai to further refine as he goes through the next couple of weeks.

Although Kai knows that studying is important and he is trying to keep up with homework, he really needs to work on time management. This is challenging for many college students, especially ones with lots of responsibilities outside of school. Unlike high school classes, college classes meet less often, and college students are expected to do more independent learning, homework, and studying.

You might have heard that the ratio of classroom time to study time should be 1:2 or 1:3. This would mean that for every hour you spend in class, you should plan to spend two to three hours out of class working independently on course assignments. If your composition class meets for one hour, three times a week, you’d be expected to devote from six to nine hours each week on reading assignments, writing assignments, etc.

However, it’s important to keep in mind that the 1:2 or 1:3 ratio is generally more appropriate for semester long courses of 18 weeks. More and more institutions of higher learning are moving away from semesters to terms ranging from 16 to 8 weeks long.

The recommended classroom time to study time ratio might change depending on the course (how rigorous it is and how many credits it’s worth), the institution’s expectations, the length of the school term, and the frequency with which a class meets. For example, if you’re used to taking classes on a quarter system of 10 weeks, but then you start taking courses over an 8 weeks period, you may need to spend more time studying outside of class since you’re trying to learn the same amount of information in a shorter term period. You may also find that if one of the courses you’re taking is worth 1.5 credit hours but the rest of your courses are worth 1 credit hour each, you may need to put in more study hours for your 1.5 credit hour course. Finally, if you’re taking a course that only meets once a week like a writing workshop, you may consider putting in more study and reading time in between class meetings than the general 1:2 or 1:3 ratio.

If you account for all the classes you’re taking in a given semester, the study time really adds up—and if it sounds like a lot of work, it is! Remember, this schedule is temporary while you’re in school. The only way to stay on top of the workload is by creating a schedule to help you manage your time. You might decide to use a weekly or monthly schedule—or both. Whatever you choose, the following tips can help you design a smart schedule that’s easy to follow and stick with.

Start with Fixed Time Commitments

First off, mark down the commitments that don’t allow any flexibility. These include class meetings, work hours, appointments, etc. Capturing the “fixed” parts of your schedule can help you see where there are blocks of time that can be used for other activities.

Kai’s Schedule

Kai is taking four classes: Spanish 101, US History, College Algebra, and Introduction to Psychology. He also has a fixed work schedule—he works 27 hours a week.

Consider Your Studying and Homework Habits

When are you most productive? Are you a morning person or a night owl? Block out your study times accordingly. You’ll also want to factor in any resources you might need. For instance, if you prefer to study very early or late in the day, and you’re working on a research paper, you might want to check the library hours to make sure it’s open when you need it.

Since Kai’s Spanish class starts his schedule at 9:00 every day, Kai decides to use that as the base for his schedule. He doesn’t usually have trouble waking up in the mornings (except for on the weekends), so he decides that he can do a bit of studying before class. His Spanish practice is often something he can do while eating or traveling, so this gives him a bit of leniency with his schedule.

Kai’s marked work in grey, classes in green, and dedicated study time in yellow:

Even if you prefer weekly over monthly schedules, write reminders for yourself and keep track of any upcoming projects, papers, or exams. You will also want to prepare for these assignments in advance. Most students eventually discover (the hard way) that cramming for exams the night before and waiting till the last minute to start on a term paper is a poor strategy. Procrastination creates a lot of unnecessary stress, and the resulting final product—whether an exam, lab report, or paper—is rarely your best work. Try simple things to break down large tasks, such as setting aside an hour or so each day to work on them during the weeks leading up to the deadline. If you get stuck, get help from your instructor early, rather than waiting until the day before an assignment is due.

Schedule Leisure Time

It might seem impossible to leave room in your schedule for fun activities, but every student needs and deserves to socialize and relax on a regular basis. Try to make this time something you look forward to and count on, and use it as a reward for getting things done. You might reserve every Friday or Saturday evening for going out with friends, for example. Perhaps your children have sporting events or special occasions you want to make time for. Try to reschedule your study time so you have enough time to study and enough time to do things outside of school that you want to do.

When you look at Kai’s schedule, you can see that he’s left open Friday, Saturday, and Sunday evenings. While he plans on using Sundays to complete larger assignments when he needs to, he’s left his Friday and Saturday evenings open for leisure.

Now that you have considered ways to create a schedule, you can practice making one that will help you succeed academically. The California Community College’s Online Education site has a free source for populating a study schedule based on your individual course load.

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Credit Hours and Time Equivalencies

The general rule provided by the U.S. Department of Education and regional accreditors is that one academic credit hour is composed of 15 hours of direct instruction (50-60 minute hours) and 30 hours of out-of-class student work (60-minute hours). This means that a student spends 45 total hours of time on 1 credit, and 135 total hours (45 hours of direct instruction and 90 hours of out-of-class student work) over the course of a semester in a typical 3 credit class. Time per week calculations for various course lengths can be found further down the page.

There can be nuances in the way this is applied depending on the type of course you are delivering. For online courses, one must distinguish between direct instruction and student work “outside the classroom,” see below. For study abroad courses, student work expectations are replaced with cultural engagement time. In experiential courses, the distinction between direct instruction and out-of-class time is dropped altogether and the time is combined to become 45 hours per credit. (See the WVU Catalog credit hour definitions for more details.)

When working with online and hybrid courses, it can become difficult to distinguish direct instruction from student work “outside the classroom.” The TLC provides the following basic guidance.

“Direct instruction” includes:

• In-class lecture (for hybrid courses)
• Text in a learning module
• Video (instructor or departmentally created)
• Video from other sources (equivalent to a guest speaker or a movie watched during class time)
• Multimedia interaction (learning objects)
• Discussions, blogs, wikis
• Exams and quizzes
• Any instructor-guided activity including small group activities
• Any assignment or activity you would traditionally do “in-class”

“Out-of-class student work” includes:

• Videos or podcasts created by authors other than the instructor intended to replace readings
• Prep of presentations
• Group work that traditionally would be done “outside of class”

Estimating how much time an activity or reading will take can be tricky. There are numerous course workload estimators available on the web, as well as websites that offer tables of time equivalencies for common activities. Students may also participate at different speeds, so start with a good base and refine your content and activities over time.

In accordance with federal regulations, online distance education courses are required to have regular and substantive instructor-initiated interactions, which will include both direct instruction and student work. All students in a course should have similar opportunities for instructor interaction, which is particularly important for courses with a mix of on-site and distance students like HyFlex.

See our page on substantive interaction for more information.

Incorporating active learning in online and hybrid courses may make it more difficult to map “in-class” time to traditional categories of “direct instruction.” However, instructor-led activity, or group work centered around instructional activities (active learning), would also be appropriate to count as class time, in contrast to student work outside of class, and in many cases could also fulfill the regular and substantive instructor-initiated interaction requirements. The above lists are not exhaustive.

If you are exploring this topic you can also request TLC assistance .

Course Time Per Week

The amount of time that should be offered in a course per week will vary with the length of the course.

Time per week over 15 weeks:

1 Credit Course: 1 hr direct instruction, 2 hrs student work 3 Credit Course: 3 hrs direct instruction, 6 hrs student work

Time per week over 8 weeks:

1 Credit Course: ~2 hrs direct instruction, 4 hrs student work 3 Credit Course: ~6 hrs direct instruction, 12 hrs student work

Time per week over 6 weeks:

1 Credit Course: 2.5 hrs direct instruction, 5 hrs student work 3 Credit Course: 7.5 hrs direct instruction, 15 hrs student work

Time per week over 5 weeks (see the section on Compressed Courses below):

1 Credit Course: 3 hrs direct instruction, 6 hrs student work 3 Credit Course: 9 hrs direct instruction, 18 hrs student work

Time per week over 3 weeks (see the section on Compressed Courses below):

1 Credit Course: 5 hrs direct instruction, 10 hrs student work 3 Credit Course: 15 hrs direct instruction, 30 hrs student work

Compressed Courses

Courses less than 6 weeks may be eligible to be delivered as compressed format courses. Compressed format courses must be marked as such in CIM Courses , must contain sufficient content for students to meet the course outcomes, must have regular and substantive instructor-initiated interaction, must use the same or similar key assessments as standard format courses, but do not need to meet the typical time-based credit hour requirements. These courses receive higher assessment scrutiny from the Department of Education and thus the Provost’s Office, and are required to show comparison student performance data to standard deliveries of the course.

Correspondence Courses

Correspondence courses have similar assessment requirements to compressed courses but do not need to meet the requirements for regular and substantive instructor-initiated interaction. See the WVU catalog on Modality Definitions for more information.

Code of Federal Regulations: Chapter 34, §600.2 .

WVU Catalog: Credit Hour Definition

WVU Catalog: Modality Definitions

WVU College of Law: Determination of Credit Hours Worked

RICE: Workload Estimator (calculator)

Penn State: Hours of Instructional Activity Equivalents (HIA) for Undergraduate Courses

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How Much Time Do College Students Spend on Homework

by Jack Tai | Oct 9, 2019 | Articles

Does college life involve more studying or socializing?

Find out how much time college students need to devote to their homework in order to succeed in class.

We all know that it takes hard work to succeed in college and earn top grades.

To find out more about the time demands of studying and learning, let’s review the average homework amounts of college students.

HowtoLearn.com expert, Jack Tai, CEO of OneClass.com shows how homework improves grades in college and an average of how much time is required.

How Many Hours Do College Students Spend on Homework?

Classes in college are much different from those in high school.

For students in high school, a large part of learning occurs in the classroom with homework used to support class activities.

One of the first thing that college students need to learn is how to read and remember more quickly. It gives them a competitive benefit in their grades and when they learn new information to escalate their career.

Taking a speed reading course that shows you how to learn at the same time is one of the best ways for students to complete their reading assignments and their homework.

However, in college, students spend a shorter period in class and spend more time learning outside of the classroom.

This shift to an independent learning structure means that college students should expect to spend more time on homework than they did during high school.

In college, a good rule of thumb for homework estimates that for each college credit you take, you’ll spend one hour in the classroom and two to three hours on homework each week.

These homework tasks can include readings, working on assignments, or studying for exams.

Based upon these estimates, a three-credit college class would require each week to include approximately three hours attending lectures and six to nine hours of homework.

Extrapolating this out to the 15-credit course load of a full-time student, that would be 15 hours in the classroom and 30 to 45 hours studying and doing homework.

These time estimates demonstrate that college students have significantly more homework than the 10 hours per week average among high school students. In fact, doing homework in college can take as much time as a full-time job.

Students should keep in mind that these homework amounts are averages.

Students will find that some professors assign more or less homework. Students may also find that some classes assign very little homework in the beginning of the semester, but increase later on in preparation for exams or when a major project is due. 

There can even be variation based upon the major with some areas of study requiring more lab work or reading.

Do College Students Do Homework on Weekends?

Based on the quantity of homework in college, it’s nearly certain that students will be spending some of their weekends doing homework.

For example, if each weekday, a student spends three hours in class and spends five hours on homework, there’s still at least five hours of homework to do on the weekend.

When considering how homework schedules can affect learning, it’s important to remember that even though college students face a significant amount of homework, one of the best learning strategies is to space out study sessions into short time blocks.

This includes not just doing homework every day of the week, but also establishing short study blocks in the morning, afternoon, and evening. With this approach, students can avoid cramming on Sunday night to be ready for class.

What’s the Best Way to Get Help with Your Homework?

In college, there are academic resources built into campus life to support learning.

For example, you may have access to an on-campus learning center or tutoring facilities. You may also have the support of teaching assistants or regular office hours.

That’s why OneClass recommends a course like How to Read a Book in a Day and Remember It which gives a c hoice to support your learning. 

Another choice is on demand tutoring.

They send detailed, step-by-step solutions within just 24 hours, and frequently, answers are sent in less than 12 hours.

When students have on-demand access to homework help, it’s possible to avoid the poor grades that can result from unfinished homework.

Plus, 24/7 Homework Help makes it easy to ask a question. Simply snap a photo and upload it to the platform.

That’s all tutors need to get started preparing your solution.

Rather than retyping questions or struggling with math formulas, asking questions and getting answers is as easy as click and go.

Homework Help supports coursework for both high school and college students across a wide range of subjects. Moreover, students can access OneClass’ knowledge base of previously answered homework questions.

Simply browse by subject or search the directory to find out if another student struggled to learn the same class material.

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Home > Finance > How Many Hours Should I Study Per Credit Hour

How Many Hours Should I Study Per Credit Hour

Published: January 4, 2024

Discover the ideal number of study hours per credit hour in finance. Maximize your learning potential and academic success with this expert advice.

(Many of the links in this article redirect to a specific reviewed product. Your purchase of these products through affiliate links helps to generate commission for LiveWell, at no extra cost. Learn more )

Table of Contents

Introduction, understanding the credit hour system, factors to consider, recommended study hours per credit hour, balancing credits and study hours, tips for effective studying.

In the world of higher education, academic success is often measured in credit hours. These credit hours serve as a benchmark to quantify the amount of time students need to dedicate to their studies. As students plan their schedules and navigate the academic landscape, a common question arises: how many hours should I study per credit hour?

Understanding the correlation between credit hours and study time is crucial for students to effectively manage their academic workload and achieve their desired outcomes. While there is no one-size-fits-all answer, various factors come into play when determining the appropriate study time per credit hour. By considering these factors and employing effective study strategies, students can optimize their learning experience and maximize their potential for success.

In this article, we will delve into the credit hour system and explore the factors that influence the recommended study time per credit hour. We will also provide tips and strategies for effective studying to help students strike a balance between their credit load and study hours.

The credit hour system is a widely used method for quantifying the academic workload required in a course. It is a measure of the time students are expected to spend studying, attending lectures, participating in discussions, and completing assignments for a particular course. Each credit hour represents a fixed amount of time that a student should dedicate to the course per week.

In most educational institutions, one credit hour signifies approximately three hours of work per week. This includes both in-class time and out-of-class study time. For example, a three-credit-hour course would require around nine hours of total work per week, while a four-credit-hour course would require around twelve hours. The credit hour system provides a standardized way to evaluate the workload and consistency of courses across different disciplines and institutions.

It’s important to remember that credit hours are not only a measure of contact hours (time spent in class), but also the time required for independent study, research, group projects, and exam preparation. In this regard, credit hours serve as an indicator of the expected level of academic engagement and effort needed to successfully complete a course.

It’s worth noting that credit hours can vary depending on the institution, program, and level of study. For example, undergraduate courses typically range from three to five credit hours, while graduate-level courses may have higher credit values. The allocation of credit hours is determined by faculty and curriculum committees, who take into account factors such as course content, learning objectives, and expected outcomes.

While the credit hour system provides a useful framework for structuring academic programs, it’s important to recognize that the actual time required for studying can vary between individuals. Some students may complete the required work in less time, while others may need more time to fully grasp the concepts and complete assignments. Understanding the credit hour system is the first step in determining the appropriate study time required for each course.

When determining the appropriate study time per credit hour, it’s important to consider various factors that can influence the workload and learning requirements of each course. These factors can vary based on the subject matter, the student’s academic level, and individual learning preferences. Here are some key factors to consider:

• Course Difficulty: The difficulty level of a course can greatly impact the amount of time students need to dedicate to studying. Courses that are conceptually challenging or require extensive research and analysis may require more study time per credit hour.
• Prior Knowledge: Students with prior knowledge or experience in a particular subject may require less study time compared to those who are new to the topic. Prior knowledge can help streamline the learning process and reduce the need for extensive review.
• Learning Style: Every student has a unique learning style. Some may prefer visual aids, while others may thrive in discussion-based settings. Understanding your learning style can help optimize study techniques and efficiently process course material.
• Time Management: Effective time management skills are crucial for balancing multiple courses and allocating sufficient time for studying. Students need to evaluate their current commitments, such as work or extracurricular activities, and plan their study schedule accordingly.
• Personal Circumstances: Individual circumstances, such as family responsibilities or health issues, can impact the amount of time available for studying. It’s important to take into account these factors and create a study plan that is realistic and feasible.
• Course Structure: The structure of a course, including the frequency of lectures, availability of study materials, and the requirement for group projects or presentations, can affect the study time needed per credit hour.
• Assessment Methods: The assessment methods used in a course, such as exams, essays, or practical assignments, can also influence the amount of time required for studying. Courses with heavy exam weightage may require more focused and intensive study sessions.

It’s important to recognize that these factors are not mutually exclusive and can often interact with one another. Students should assess their own unique situation and take these factors into account when determining the appropriate study time required for each credit hour. Understanding the nuances of these factors can help students strike a balance between their academic workload and other commitments, optimizing their learning experience.

While the specific study time required per credit hour can vary depending on individual factors, there are general guidelines that can help students plan their study schedules. It is commonly recommended that students allocate approximately two to three hours of study time per week for each credit hour.

For example, if you are taking a three-credit-hour course, it is advisable to dedicate around six to nine hours per week for studying. Similarly, for a four-credit-hour course, you should aim for eight to twelve hours of study time per week.

These recommendations take into account the expectation that students will spend time attending lectures, participating in class discussions, completing assignments, and engaging in independent study. By following these guidelines, students can ensure they have sufficient time to thoroughly understand the course material and adequately prepare for assessments.

It’s important to note that these recommended study hours are just a starting point. In some cases, particularly for challenging or content-heavy courses, you may need to dedicate additional study time to fully grasp the subject matter. Conversely, for courses where you have prior knowledge or experience, you may find that you require fewer study hours.

Therefore, it is essential to periodically assess your understanding of the material and make adjustments to your study schedule accordingly. Remember, the goal is not to simply meet the recommended study hours, but to achieve a deep understanding of the course content.

It’s also worth mentioning that these guidelines may not apply to every course or institution. Some specialized programs, such as intensive language or science courses, may require more study hours due to the rigorous nature of the subject matter. Always consult the course syllabus and communicate with your instructors to better understand the specific study expectations for each course.

Ultimately, finding the right balance between credit hours and study time is essential. By being aware of the recommended study hours per credit hour and making necessary adjustments based on individual circumstances, students can effectively manage their workload and enhance their learning experience.

As students navigate their academic journey, it’s important to strike a balance between the number of credit hours they take and the corresponding study hours required. This balance ensures that students can effectively manage their workload, maintain their well-being, and achieve academic success. Here are some strategies for balancing credits and study hours:

• Plan your schedule wisely: Take into consideration your strengths, weaknesses, and academic goals when selecting your courses. Avoid overloading yourself with too many credit hours if you know it will be challenging to manage the corresponding study hours.
• Consider workload distribution: Evaluate the workload of each course and distribute your credit hours evenly throughout the week. This helps prevent periods of excessive study hours for one course and allows for a more balanced approach.
• Utilize study groups: Collaborating with classmates through study groups can not only help distribute the workload but also enhance understanding and retention of course material. Working together allows for shared insights and can help save time spent studying independently.
• Practice effective time management: Develop strong time management skills to allocate dedicated study periods for each course. Create a study schedule, set specific goals, and minimize distractions to make the most of your study hours.
• Prioritize tasks: Identify the most important tasks for each course and prioritize accordingly. This ensures that you allocate adequate time and effort to the tasks that carry more weight in terms of your overall grade or learning outcomes.
• Seek help when needed: Don’t hesitate to seek help from professors, academic advisors, or tutoring services when you encounter challenges or need clarification. Utilizing academic resources can save time and help you efficiently navigate difficult concepts.
• Take care of your well-being: Remember that balance goes beyond academic commitments. Take breaks, engage in physical activity, and prioritize self-care. Maintaining a healthy and balanced lifestyle is crucial for overall well-being and academic success.

By implementing these strategies, you can find a harmonious balance between credit hours and study hours, allowing you to succeed academically without feeling overwhelmed or burnt out.

Studying effectively is crucial for maximizing learning and academic success. Here are some tips to help you make the most of your study hours:

• Create a conducive study environment: Find a quiet and comfortable space where you can focus without distractions. Keep your study area organized and equipped with the necessary materials.
• Break it into smaller sessions: Instead of marathon study sessions, break your study time into smaller, manageable chunks. This allows for better focus and retention of information.
• Use active learning techniques: Engage actively with the material through techniques such as summarizing, questioning, and teaching the material to someone else. This promotes deeper understanding and enhances retention.
• Make use of visual aids: Visualize information using diagrams, charts, or flashcards. Visual aids can help simplify complex concepts and make them easier to remember.
• Vary your study techniques: Mix up your study techniques to keep things engaging and enhance memory retention. Utilize techniques like reading, writing, listening to lectures, and practicing with sample questions or problems.
• Take regular breaks: Allow yourself short breaks during study sessions to give your brain time to rest and recharge. Use these breaks for physical activity or relaxation to maintain focus and productivity.
• Utilize technology tools: Leverage technology resources such as educational apps, online resources, and digital study aids to supplement your learning and review materials.
• Stay organized: Keep track of assignment due dates, exam schedules, and study plans in a planner or digital calendar. Staying organized helps you prioritize tasks and stay on top of your academic responsibilities.
• Seek clarification: If you encounter difficulties or have questions, don’t hesitate to seek clarification from your professors or classmates. Clarifying your understanding can save time and prevent misunderstandings.
• Take care of your well-being: Remember to prioritize self-care, get sufficient sleep, eat healthy meals, and exercise regularly. A healthy body and mind contribute to better focus, concentration, and overall academic performance.

By implementing these strategies, you can enhance your study habits and make your study hours more effective and efficient. Experiment with different techniques to find what works best for you and adapt your study approach accordingly.

Managing your study time effectively is essential for academic success. Understanding the relationship between credit hours and study hours is a crucial step in successfully navigating your academic journey. While there isn’t a one-size-fits-all answer to the question of how many hours you should study per credit hour, taking into account factors such as course difficulty, prior knowledge, and individual learning style can help you determine the appropriate study time.

Remember, the recommended study time per credit hour is just a guideline. It’s important to be flexible and adjust your study hours based on your personal circumstances and the demands of each course. Striking a balance between credit hours and study time is key to managing your workload and maintaining your well-being.

By following effective study techniques and utilizing strategies like creating a conducive study environment, breaking study sessions into smaller chunks, and incorporating active learning techniques, you can optimize your study time and enhance your understanding of course material.

Furthermore, prioritizing self-care, seeking support when needed, and staying organized can contribute to a well-rounded and successful academic experience.

As you embark on your journey of higher education, remember that finding the right balance between credit hours and study time is a continuous process. By evaluating your individual needs, adapting your study habits, and implementing the strategies outlined in this article, you can set yourself up for academic success and achieve your goals.

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Undergraduate Education

Jan. 27, 2022

Student perspective: The credit hours to workload relationship is more art than science

By emma kolakowski.

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Discover the weekly number of hours online students study

One of the most common pieces of feedback from students who are new to an online degree program is that they are surprised by the amount of time it takes to succeed in their online courses.

Common misconceptions of online degree programs are that they're easy to complete or take less time than traditional college classes. But with proper planning, you can set yourself up for success in your classes.

How long are ASU Online courses?

ASU Online’s undergraduate and graduate courses are structured in seven and a half week sessions, rather than 14-week semesters.

How many hours should I plan to study per credit hour?

A good rule of thumb is to dedicate six hours a week for each credit hour you take — so for a standard three credit class, you can expect to spend 18 hours per week on it. In other words, if you are signed up for two or three courses during a session and each course is worth three credits, you should plan to spend between 36 to 54 hours a week on coursework.

This may seem daunting, particularly for students who work full-time jobs or have parental responsibilities in addition to their coursework. The good news is it’s doable! Every term, online students who juggle work, parenting, activities and more are making the time and succeeding in their classes. Spending dedicated hours each week on assignments, reading and studying is a great way to stay on top of your work and avoid falling behind.

How to catch up in an online course

Time management is the key to success with online classes.

One of the key benefits of online learning is that you can create your own schedule and study whenever works best for your individual needs. Students with full-time careers often make time for school in the evenings and on weekends, while students with young children may complete their coursework while their children are at school.

Just as in a traditional college setting, it can be difficult to set aside time to study each day. Time management skills for online students are key to setting yourself up for success with online courses. You can use a calendar to keep track of due dates and schedule time to work.

Resources to help you build good time management skills

Helping you build time management skills is an essential part of the ASU Online experience. When you know how to successfully balance your obligations in a healthy way, you can reach your full potential — personally, professionally and academically.

As an ASU Online student, you have access to a support network that provides tailored guidance to help you balance your goals with your busy life. Our comprehensive support network includes success coaches available to support you from orientation to graduation, who provide time management advice and best practices to help you stay on track.

Everything you need to know about ASU Online classes and degree programs

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How Many Hours Should I Study Per Credit Calculator

Introduction.

Calculating the number of hours one should study per credit can be crucial for effective academic planning. The “How Many Hours Should I Study Per Credit Calculator” serves as a handy tool to help individuals manage their study time efficiently. This article will guide you through using the calculator, provide the formula used for calculations, offer examples, address frequently asked questions, and conclude with a brief summary.

Using the calculator is straightforward. Enter the number of credits for a specific course, and the calculator will provide an estimate of the recommended study hours. Follow the steps below to utilize this valuable tool:

• Input the number of credits for the course.
• Click the “Calculate” button.

The result will be displayed, indicating the suggested study hours per credit for optimal academic performance.

The calculator employs a precise formula to determine the study hours per credit. The formula is as follows:

Study Hours = Number of Credits Total Study Hours ​

This formula ensures a fair and accurate distribution of study time based on the credit load of each course.

Let’s consider an example where a course has 3 credits, and the total recommended study time is 15 hours. Using the formula, the calculation would be:

Study Hours = 3 15 ​ = 5  hours per credit

The result, in this case, would be 5 hours per credit.

Q: How is the suggested study time determined?

A: The suggested study time is calculated by dividing the total recommended study hours by the number of credits for a specific course.

Q: Can I use this calculator for any type of course or subject?

A: Yes, the calculator is designed to be versatile and can be used for any course or subject.

Q: Is this calculator based on scientific research?

A: Yes, the calculator’s formula is derived from established educational research and best practices.

The “How Many Hours Should I Study Per Credit Calculator” provides a practical solution for students seeking efficient time management. By inputting the number of credits, users can obtain a tailored recommendation for study hours, ensuring a balanced approach to academic success.

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Time Management Calculator

Students often believe they do not have enough time to study for exams, participate in extracurriculars, have jobs, and have a social life. Students often plan their day and then use the leftover time to study. If you plan your priority activities first (i.e. eating, sleeping, studying, working, etc.), you will still have time to do everything else that you want to do. This time calculator will help you understand how you are organizing your time throughout the week.  

• Enter the number of credits you are taking.  The calculator will then automatically calculate your class and study time. This calculation is based on the idea that for every hour you are in class, you should spend about 2-3 hours studying outside of class. You can adjust this if you believe you are taking a class that requires less than this ratio but we encourage students to consider budgeting this amount of time first.
• Enter the number of hours you spend on other activities. The calculator assumes that you will be getting 8 hours of sleep each night. This should remain the same! Getting enough sleep is one of the most important things you can do to improve your time management.
• Based on your results adjust your time as needed to achieve a positive and sustainable work/life balance. Small changes can help you organize your time more efficiently!

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Time Managment Calculator

Time management.

How much time should you be studying per week? Research suggests that students should spend approximately 2-3 hours, per credit hour, studying in order to be successful in their courses. STEM classes often require 3-4 hours, per credit hour, of studying to be successful.

• Think about how you normally study. Where do you study? What time of the day do you prefer to study?
• Consider using the Intense Study Session/Pomodoro Technique . Take a break every 40-45 minutes, walk around your room, or stretch to help keep you motivated.
• Do you review the lecture material immediately after class? Doing this give the best chance for retaining the information and understanding the material.

Procrastination

• Do you tend to put assignments, reading or prepping for an exam off until the last minute?
• Do you always end up cramming for exams at 3am.? Do you always find yourself doing an "all-nighter"?
• Are you feeling like you can never get enough sleep and don't have time for recreation or student activities?

If this sounds like YOU,you may be suffering from: PROCRASTINATION

It's a common student disorder affecting up to 75-95% of students which, if left to run unchecked, may result in missed assignments, low grades, stress and poor mental health.

Time Management Calculator

Sometimes the simple act of writing down and planning out how your time is being spent each day, helps you determine different ways to more efficiently manage your time. This time management calculator may help you manage your time more efficiently. (Adapted from the University of Connecticut)

Instructions

• Each question is asking you to submit an average
• You must answer the questions in order.
• Insert your "Hours Per Day" for Questions 01-05 and click "Multiply" for each.
• Next, insert your "Hours Per Week" for Questions 06-09.
• Click "Add" to total your "Hours Per Week" for all activities (except studying).
• Click "Subtract" to find out how many hours you have left for studying each week.

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What are Credit Hours? The Building Blocks of Your College Diploma

Credit hours are the form of measurement most universities use to indicate how many credits a course is worth, based on the time you will likely spend on the class each week.

When you enroll in a college degree program, you do so in hopes of opening doors to opportunities as you begin or advance your career. You want to cross that finish line sooner rather than later, but you may not realize what's involved to get you to that point.

College degrees are granted when you’ve earned the number of credit hours an institution has designated for that particular program, based on recommendations from an accrediting organization .

So, What are Credit Hours vs. Credits?

According to the U.S. Department of Education ( ED ), most universities in the U.S. award credit by the semester hour. Within those institutions, most courses are worth 3 credits. In creating a credit hour definition, the ED describes a single semester credit hour as 1 hour per week of class time and 2 hours of student preparation time.

Occasionally, some courses are worth more or fewer credits. For example, a weekly lab accompanying a science course may be worth 1 credit.

Credits by Degree Level

Each degree level requires a specific number of credits to graduate , commonly seen as:

• Associate degree : 60 semester credits, or 20 classes
• Bachelor’s degree : 120 semester credits, or 40 classes
• Master’s degree : The length of a master's degree  varies. It typically is in the range of 30-40 semester credits or as many as 60 semester credits, depending on the program and the institution

It’s important to note that the credits earned for an associate degree could be transferred into a bachelor’s program ; you shouldn’t have to start your 120 credits from the beginning. If you transfer to a college that has instituted a guided pathway for a seamless transition, have a conversation with your admission counselor or academic advisor about your credits.

The university's support team will want to work with you so that most or all of your 60 credits are brought into your bachelor’s program, saving you time and money.

Going to graduate school is different, however. Earning your master’s degree means starting a new program, so you’ll be earning completely different credits than what you completed for your bachelor's work.

How are Credits Distributed Within a Degree Program?

In undergraduate programs, credit hours are oftentimes split into 3 categories: general education requirements , program requirements and free electives.

While general education courses (or “gen eds”) are usually similar across programs within an institution – these include standard English, STEM, humanities and social science classes – the number of free elective credits will differ. This is because program requirements are vastly different across degree programs due to the outcomes they need to meet. More program requirements can mean fewer free electives, and vice versa.

Graduate coursework is different. Because undergraduate work is complete – meaning a student has already attained a well-rounded education – students are able to use this level of education to hone in on a particular interest or career path. All credits in a graduate program are typically just the program requirements.

How Many Credit Hours Do You Need Per Semester?

The number of credit hours you'll need to complete per semester varies by institution, degree level and your personal goals. First, you'll want to consider how much time you can designate to your education and how soon you want to complete your degree. The more time you have and the quicker you want to finish, the more credits you should take per semester or term.

Some institutions that offer courses by semester require you to take 12 or more credits per semester to be considered a full-time student, or, 6-8 if you're going to school part time. Other intuitions operate on shorter schedules. For example, online universities may offer six terms per year. In this case, completing six credits or more credits per term indicates that you're a full-time student, and any less is part time.

Financial aid is another variable. If you're receiving financial aid  to help you cover the cost of tuition, it may be under the expectation that you complete a certain number of credit hours per semester. Be sure to check your award package or ask an advisor to help you understand your situation.

Semester Hour vs. Quarter Hour

Courses may also be worth a different amount of credits if they're based on a quarter-hour calendar, which isn’t as popular as the semester hour calendar in the U.S. While the type of calendar your school operates on doesn’t matter if you stay at the same school throughout your degree program, it's important to understand the implications if you transfer schools.

If you move from a college that uses one calendar to a school that uses another, you wouldn't have the same number of total credits, or the same amount of credits assigned to a course. Colleges use formulas to determine how the credits transfer. Typically, one quarter hour equals 2/3 of a semester hour.

How to Calculate Your Credit Hours

To calculate how many credit hours you have left to complete in your degree, you'll need to compare how many credits are required in your program to the number of credits you've earned. Make sure to account for the specific requirements for your program, too.

You can review your transcripts to see how many credit hours you have earned, but just because you completed a course doesn't necessarily mean you have earned those credits. For instance, most schools have grade requirements that you must meet for a course to be counted.

If you're currently enrolled, your school can confirm how many credits you have earned toward your program, as well as how many credits you have remaining.

Transferring Your Credits

If you're planning on transferring colleges , you'll need to apply to your prospective school and have your transcripts evaluated to see how many credits will be accepted.

You might be surprised to learn how many of your credits can be transferred to some school — even if it's been a while since you earned them. Some schools, such as Southern New Hampshire University (SNHU), offer free credit transfer evaluations that allow you to maximize prior learning and give you the credit you deserve. It's as simple as this at SNHU:

• Complete the free 5-minute online application . There’s no obligation after filling it out.
• Get your transcripts requested – for free . Chat with an admission counselor, and we'll request your transcripts on your behalf.
• Receive your free evaluation . Soon after all your transcripts are in, you'll get your official evaluation. It will show you what was transferred in – and what classes you need to complete.

"My first attempt at college was approximately 30 years ago," said Colleen Russell '20 . "I was shocked that SNHU accepted so many credits."

Still Have Credit Hour Questions?

If you’re still confused about credit hours and what they mean in terms of your education and career goals, talk to your admission counselor or academic advisor. The support service teams at your university can clarify how many credits you’ve already earned, what courses you should register for to earn credits toward your degree requirements and how many credits you have left to earn.

A degree can change your life. Find the SNHU online program  that can best help you meet your goals.

Deidre Ashe '18G is a copywriter in higher education. Connect with her on LinkedIn .

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About southern new hampshire university.

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

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Understanding and Estimating Instructional Time and Homework

Introduction.

What counts as “class time” — especially when you are adapting a course to a new format like hybrid or online? How do you structure time to maximize engagement and (in online or hybrid situations) get the most out of synchronous or in-person time? Here we explain the relationship between instructional time, homework, and credit hours, so you can understand what Champlain and our accreditors require. We also discuss some options for instructional time that may be very different from what you would do in the classroom.

Credit Hours, Instructional Time, and Out-of-Class Work

Students’ class loads are measured in credit hours; a typical full-time load at Champlain is 15 hours, usually equaling five three-hour classes, although this may vary. The number of credit hours associated with a course is determined by the number of hours it “meets” per week — that is, the amount of instructional time. (This will vary for capstones, internships, and some other course types.)

Most faculty who teach in person are not used to thinking about instructional time. Instead, we think about the hours that we are in the classroom with our students each week. But we can learn from Champlain College Online and other online or blended modes of learning that instructional time can take different forms, many of which might not involve synchronous or in-person interaction.

The key characteristic of instructional time is interaction between instructor and students. The New England Commission on Higher Education (NECHE), Champlain’s accreditor, requires that we provide quality learning experiences that include “ regular, substantive academic interaction ” between instructor and students. Regular interaction means that the faculty member connects with students fairly frequently, in a way that students can grow to expect. Substantive interaction means that the faculty-student interaction is academic in nature and initiated by the instructor.

Therefore, in a hybrid or online course, instructional time is the total hours your students spend in synchronous activities AND asynchronous instructional equivalents like watching recorded lectures, taking quizzes via Canvas, participating in discussion forums, and activities you might normally do as a group, such as a virtual field trip or service project.

According to NECHE, alongside instructional time each week, students should spend approximately twice the number of hours they spend “in class” doing work for that class. That is, if a course is worth three credits (about two and a half hours of instructional time), on average students should be doing approximately five hours of preparation and out-of-class assignments each week, for a total of seven and a half hours of time committed to that course. Rice University’s Center for Teaching Excellence provides an interactive tool for estimating out-of-class student time commitments.

For more information on how this math works, please see Albright College’s explanation of Carnegie Units and credit hours .

Planning Online or Hybrid Instructional Time Equivalents

In the classroom, we know what constitutes instructional time: things we do when we are physically present with students. In fully online situations, we must consider the amount of time students are expected to spend on asynchronous instructional equivalents. In hybrid situations, we must carefully consider the mix of in-person and virtual interaction to calculate instructional time.

Virtual instructional time can involve adaptations of in-person instruction. It can also involve different kinds of activities. Some strategies for interactive, engaging instruction that does not take place through videoconference lecturing include:

Possible Adaptations of In-Person Instruction

• Recorded lecture
• Synchronous small group discussions, critiques, labs, projects, etc.
• Asynchronous discussion forums
• Quizzes and tests delivered via Canvas
• Guest speaker virtual “visit” or webinar
• Library education sessions or consultations with a research librarian (currently offered virtually)

Possible Instructional Time Innovations

• One-on-one or small-group synchronous conversations with the instructor (similar to the tutorial system )
• Individual real-world experiences shared through reflection or discussion (e.g., plant observation walk, interviewing a professional in the field, service learning, etc)
• Virtual tours and field trips
• Lecture-style slides, or written instructor-created content that would normally be delivered via lecture in class
• Collaborative whiteboard, brainstorming, and/or problem-solving activities (synchronous or asynchronous)
• Collaborative reading and annotation using a tool like Hypothesis or Perusall
• Remote/virtual labs
• Low-stakes surveys, quizzes, or check-ins
• Peer review (synchronous or asynchronous)
• Contributing to and commenting on a virtual gallery

There are many options! This list is not intended to be exhaustive. When deciding on instructional time activities, you should focus on options that are highly interactive (student-faculty and/or student-student) and/or focus on experiences like labs, field trips, interviews, or service learning.

Estimating Workloads

This wide range of strategies is great, and it raises an important question: how long does it take students to do these things? How do you get the amount of instructional time equivalents to roughly mirror the number of hours you would spend in a classroom with your students, when you students are completing tasks on their own time and may not work at the same speed?

First of all, something to consider: students generally work a lot less hard when they are sitting in a classroom taking part in an all-class discussion than they do when everyone is required to contribute a discussion post or two on Canvas. A group lab may be less work than a virtual one. The great thing about this is that your instruction can become much richer as students branch out into the things that most pique their interest. However, be aware that asynchronous instructional time can be much more mental labor and organizational work than some forms of classroom instruction, and so your students may be working harder for the same amount of instructional time, or may be spending more time than you think. Create your prompts, assignments, and grading schemes in a way that acknowledges this increased effort.

Pragmatically, here are some estimated amounts of time students might spend doing common virtual learning tasks. (We’re skipping over tasks that have a clearer time commitment like lecture videos and timed quizzes.)

• Discussion posts: minimum of 30 minutes for a 250-word/one-paragraph post and skimming other posts. Direct responses to other students’ posts may take a little less time.
• Blog post: approximately 30 minutes for a 250-word reflection post. If you require research or longer posts, allot at least an hour.
• Case study activities: account for reading time as well as writing time, which will vary widely depending on the exercise. An optimal adult reader who reads visually, does not have reading-related disabilities, and is fluent in English can read about 300 words per minute with no new concepts. For new concepts, writing for an academic audience (eg. journal articles), special genres of writing (e.g. legal cases), or texts you want students to analyze deeply, estimate 150 words per minute. Allow writing time as above. Thus a case study analysis based on a news article–which is a great option for a discussion forum!–with a 250-word response might take 30-45 minutes. On the other hand, analysis of a fifteen-page journal article with a 250-word response could easily take an hour and a half or more.
• Independently arranged interview, field trip, or service learning experience: make sure to add an estimate of the time it takes to arrange an experience (if students are doing that work) to the experience itself.

These suggested times may seem slow to you–but remember, you are estimating based on the speed of an average student.

We also provide a resource on strategies for balancing synchronous and asynchronous teaching , as well as some slides with examples of how to balance and estimate synchronous and asynchronous instructional time equivalents in different types of classes.

Works Consulted

Other institutions’ approaches.

• Course Workload Estimator , Rice University Center for Teaching Excellence
• Credit and Contact Hour and Instructional Equivalencies Guidelines , Valdosta State University
• Guidelines for Instructional Time Equivalencies Across Formats/Assignment of Credit Hours , Misericordia University
• Instructional Equivalencies Chart , Albright College

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Credit Hour Guidance

On This Page

Assigning Credit for Courses Determining Instructional Vs Supplemental Time Guidance for Non-Traditional Courses Contact

Assigning Credit for Courses

What is a "credit hour".

A credit hour is a precise measurement reflecting the amount of work and time associated with a single academic credit. It includes the amount of instruction and supplementary assignments required for each credit a student earns when successfully completing a course. It can also be referred to as a “semester hour."

Which courses are required to meet the credit hour standard?

All courses that grant academic credit are required to comply with the credit hour standard. This is a federal, state, and accreditation requirement.

What, exactly, is required?

For each credit associated with a course, the course must include the appropriate amount of instructional time and supplementary assignment time associated with a single credit according to the federal definition of a credit hour . The total amount required per week for a course will be determined by the length of the course and the number of credits conferred to a student who successfully completes the course.

How do I calculate what is required?

One credit requires at least:

•  750 minutes of instructional time (15, 50-minute “hours” of required instruction)
• 1500 minutes of supplementary time (30, 50-minute “hours” of required supplementary assignments)

Sample Calculation

Minimum instructional time required per credit is calculated by multiplying the number of credits awarded by 750 minutes. For example:

• A 3-credit course would need to include at least 2,250 minutes of instructional time (750 minutes x 3 credits = 2,250 minutes) in a given semester.
• If a 3-credit course meets for 140 minutes per week, for 14-weeks (140 minutes x 14 weeks = 1,960 minutes), there would need to be an additional 290 minutes of instructional time  completed outside of the classroom in order to meet the credit hour requirement (2,250 minutes - 1,960 minutes = 290 minutes).
• Please see the ‘What counts as instructional time?’ section below for a few examples of the kinds of instructional activities that instructors often use outside the classroom.  

How does satisfying the instructional and supplementary time requirements for courses translate into weekly minutes for a 15, 14, or 7 week course?

Supplementary time is calculated in the same manner, with 1500 minutes required for each credit granted.

Determining Instructional Vs Supplemental Time

What counts as “instructional time?”

Any activity within a course that is BOTH required, and involves supervision, can count!

REQUIRED & SUPERVISED:

• Lectures, seminars, recitations - Synchronous as well as asynchronous classes, lectures, field or laboratory activity, or recitations with the opportunity for interaction between students and instructors
• Experiential learning under the direct supervision of a faculty member: laboratory, field trip, clinicals; supervised online labs, simulations or activities within the community; 
• Group discussion with a TA or instructor
• Proctored exams & quizzes
• Mandatory office hours with professor
• Synchronous online discussion with instructor participation
• Any synchronous activity with multiple students, engaged in various forms of group instruction under the supervision of an instructor
• An asynchronous learning activity involving academic engagement in which the student interacts with technology that can monitor and document the amount of time that the student participates in the activity
• Taking an exam online
• Participating in an interactive tutorial, webinar, or other interactive computer-assisted instruction
• Pre-recorded lecture that covers a course topic where task completion is tracked and confirmed
• TA or instructor mediated discussion board where discussion of an issue requires triple-layer response (ie. original post, responses to three classmates posts, responses to responses)
• Class discussion: asynchronous discussion area that allows the instructor to expand upon the lecture, answers questions, and also facilitates post-lecture Q&A and general student interaction.
• Small group work: stipulating that small groups meet in a web-conferencing and/or asynchronous discussion areas to work on an iterative deliverable for a group project; for example, discussing and producing an outline of their final report. TA or instructor feedback is required.
• Asynchronous as well as synchronous classes, lectures, field or laboratory activity, or recitations with the opportunity for interaction between students and instructors
• Experiential learning: supervised online labs, simulations or activities within the community; for example, a series of required online modules

Your syllabus should demonstrate that the total instructional time associated with the credits for the course meet the federal definition. This is easy to achieve when the required meeting times for the course (lectures, labs/recitations) add up to the federal definition. When the total required meeting time falls short, you must specify the additional supervised activities that count toward instructional time that students are required to complete in the course. You should be specific about what they are, when they take place, and the time associated with each required activity.

It is simple, all required work a student must conduct to successfully complete a course that is NOT supervised counts as supplementary time. For example: reading assignments, writing, exam preparation, research, homework assignments, study time, unsupervised lab work, unsupervised group work, etc.

No. The credit granted for a course should reflect the work required by the student (supervised and unsupervised) according to the federal definition of a credit hour. If course requirements exceed the minutes associated with the credits for the course according to the federal definition, the instructor should either modify the requirements to match the definition, OR increase the credits associated with the course in line with the federal definition.

Guidance for Non-Traditional Courses

Non-traditional courses may articulate unique means of meeting the credit hour requirements for the course relative to standard lecture courses, yet all work requirements in the course must be established and documented. The total required time and work in the course must match the total amount of time required for the course based on the credits granted.

In the rare cases where a variable credit course is offered, the instructor must provide separate syllabi that reflect the appropriate requirements associated with each version of the course. Instructional and supplementary time must match the credits granted. It is NEVER acceptable to have a single set of requirements for a course that grants variable credits to students who complete the same requirements.

OAPRA [email protected] 212-998-2310

Table of Contents

• Credit Hour Definition
• Course Proposals and Changes
• Credit Hour Reviews
• Office of Assessment and Planning
• Office of the Associate Academic Vice President – Undergraduate Studies

Implementing Procedures

• University Curriculum Handbook

Related Policies

• Academic Credit, Grades, and Records Policy
• Internships Policy
• Registration Policy
• Tuition and Fees Policy

Contents, Related Policies, Applicability ▾

This policy defines a credit hour and describes the processes designed to assure that the definition is followed throughout the university.

The university measures academic credit in credit hours. In accordance with federal regulations, a credit hour for all courses and programs at the university is an amount of work represented in intended learning outcomes and verified by evidence of student achievement that reasonably approximates not less than:

• One hour of classroom or direct faculty instruction and a minimum of two hours of out-of-class student work each week for approximately fifteen weeks for one semester hour of credit, or the equivalent amount of work over a different amount of time; or
• At least an equivalent amount of work as required in #1 of this definition for other academic activities as established by the university, including laboratory work, internships, practica, studio work, and other academic work leading to the award of credit hours.

The university has determined that fifty minutes of classroom or direct faculty instruction reasonably approximates one hour of classroom or direct faculty instruction. BYU’s fifteen-week semesters and seven-and-a-half-week terms may include an examination period.

The university’s credit hour definition does not dictate a particular amount of classroom time versus out-of-class student work. Also, credit hours may be assigned to courses for an amount of work represented by verifiable student achievement of institutionally established learning outcomes. Credit may be awarded on the basis of documentation of the amount of work a typical student is expected to complete within a specified amount of academically engaged time, or on the basis of documented student learning calibrated to that amount of academically engaged time for a typical student.

Condensed course offerings may not grant more than one credit hour per week unless special authorization is obtained from the academic vice president.

New courses and changes to existing courses’ credit hours are reviewed by the University Curriculum Council (UCC) and must be consistent with the above credit hour definition to be approved. See the University Curriculum Handbook for details on UCC reviews.

In connection with academic unit reviews and academic support unit reviews, a unit that offers university credit must review all of its courses and other credit-bearing activities to ensure the accuracy and reliability of credit hour assignments. The review should examine, for example, syllabi, course learning outcomes, the amount of time scheduled for classroom or direct faculty instruction, academic activities, assignments, the types of assessment methods used (e.g., examinations, papers, projects, performances), course evaluations, and evidence of student achievement to confirm that the credit hour assignments comply with the university’s credit hour definition. The unit must report on the review to the Office of Assessment and Planning. If deficiencies are found, the unit must make corrections to comply with the credit hour definition.

For questions about this policy, contact the responsible office(s) listed above.

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How Many Hours Should You Work While In College?

Published: Jan 5, 2024, 9:35am

Many students need additional funds to cover rent, bills or minor expenses. Working a job while in college can provide you with the resources to cover these expenses and allow you to accumulate valuable work experience.

However, you should evaluate your course load and other factors to determine if you have time to accommodate a job and complete your coursework.

How Many Hours Can a College Student Work?

About 40% of full-time undergraduate students worked while attending classes, according to the most recent data from the National Center for Education Statistics. However, your work hours outside of school depend on your course load and enrollment level. If you work through the federal work-study program , there’s no minimum amount of hours you’re required to work.

Nonetheless, you should consult with your employer to determine how many hours you can realistically work alongside your classwork.

The type of employment you pursue also matters. For instance, if you’re attending daytime classes, you might not be able to work for a company that has a traditional 9 a.m. to 5 p.m. business. Or, if you’re attending classes in the evening, you could work full-time, depending on your class structure.

How To Determine Your Work Hours

Your work hours as a college student depend on what you can reasonably maintain while attending classes and completing coursework.

To figure out how many work hours you can handle, start by determining your expenses. For instance, do you need to pay monthly rent for an off-campus apartment? Do you have a phone, internet or electricity bill to cover? The nature of your expenses can determine how many hours you need to work to take care of them.

If you’re working for extra cash and not out of necessity, you might want to focus more on finding the right job that fits within your schedule and aligns with your major and potential career. These jobs can be internships, externships or other opportunities for students looking to earn money and gain experience in their field.

Full-Time vs. Part-Time Student

Most colleges and universities require 12 credit hours to be considered full-time. Anything less than that is considered a part-time student.

Older and returning students tend to work full-time as a priority while younger students usually take on a full-time course load and part-time work. Your enrollment status can impact a lot of things, including how much you can work but also any academic awards you’d like to receive.

Some scholarships and grants require you to maintain a certain GPA, have a specific major and potentially be a full-time student. If you’re looking to get free money for college, read the terms of the award to see if you need to have a minimum number of credit hours to qualify or maintain your award

Pros and Cons of Working in College

While some people have the luxury of choosing to work while in college, other students must work to stay afloat. There are pros and cons to every situation.

Pros of Working in College

• Jump-start career. Some students may find a job early on in college that’s on track for their eventual career. This could be a paid internship, federal work-study program or a job in the college or department you’re studying in. Getting hands-on experience will help later when you’re looking for full-time work after graduation.
• Extra income. You may need to work while you’re in school to cover essential expenses while others may only need to cover minor expenses, like food. If you don’t have to make rent or car payments, earning an extra income can help you save money to pay for expenses later. This cushion could be beneficial for anything, like a big move after graduation, buying a home or car or paying off large debt.

Cons of Working in College

• Less study time. The more time you have to devote to work, the less time you will get to put toward your course work. Some classes are more demanding than others, and if you don’t have the time to put into some courses, you could fall behind and face lower grades than you would if you had more time.
• Fewer class options. If you have to work full-time, you might be limited in not only how many courses you can take, but when you can take them. Instructors only teach at certain times and days. Full-time workers might not be able to rearrange their schedule for some classes that don’t work with their current school/work setup.
• Fewer financial aid opportunities. Many grants are given out based on need. In some instances, you might be requested to provide your income or share recent tax filings. If you earn above a certain threshold, you might not qualify for some need-based aid. That could limit how much free money you get for college and you might have to rely more on student loans and other types of aid.

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With nearly two decades in journalism, Dori Zinn has covered loans and other personal finance topics for the better part of her career. She loves helping people learn about money, whether that’s preparing for retirement, saving for college, crafting a budget or starting to invest. Her work has been featured in the New York Times, Wall Street Journal, CNN, Yahoo, TIME, AP, CNET, New York Post and more.

• Teaching and Learning

Questioning the Two-Hour Rule for Studying

• August 28, 2017
• Lolita Paff, PhD

F aculty often tell students to study two hours for every credit hour. Where and when did this rule of thumb originate? I’ve been unable to track down its genesis. I suspect it started around 1909, when the Carnegie Unit (CU) was accepted as the standard measure of class time. [See Heffernan (1973) and Shedd (2003) for thorough histories of the credit hour.] The U.S. Department of Education defines the credit hour as “One hour of classroom or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately fifteen weeks for one semester…” The expectation was the norm when I was in college in the 1980s and more seasoned professors indicate it was expected in the 1970s too.

Is the two-hour rule relevant today? Why two hours? Why not one? Or three? Study resources and tools have changed dramatically in the past century. Typing papers, researching, and collaborating required a lot more time in prior decades. Personal computers, mobile devices, and the Internet have dramatically changed what goes on in and out of class, yet the two-hour rule persists.

What should be done during study time? Of bigger concern than the emphasis on time is the lack of direction about what to do during those hours. Some schools (Binghamton University, is one) require that course syllabi state what students might do outside of class, “completing assigned readings, studying for tests and examinations, participating in lab sessions, preparing written assignments, and other course-related tasks.” That’s a start, but it’s not enough.

Before we blame students by saying they should already know what to do, let’s consider an example. I studied classical piano for a dozen years. Each week the teacher would instruct on notation, technique, and interpretation. Lessons always included detailed descriptions and a discussion of what I was to do during practice. How long I was to practice was only an estimate. The emphasis was on what needed to be done, not how long it would take. Practice time consisted of warm-up exercises, scales, and work on compositions. I didn’t always practice diligently (sorry, Mrs. Farr), but I consistently knew what I should be doing during practice to improve as a pianist.

Can most students say the same? A statement on the syllabus, particularly one that emphasizes policies, probably doesn’t get much attention from students during study time. Likewise, a teacher’s admonition to “study X hours per week” is easily forgotten or ignored. In addition, we lose credibility with our students if we tell them to “study two hours per credit” for no other reason than that’s the way it’s always been done. We should be more concerned with outcomes than time.

Shift focus from time to task. I recognize that telling students to study doesn’t mean it will happen. I’m also not suggesting everything students do outside of class should be graded. But instead of telling students how long to study, emphasize mastery. Provide examples of active learning strategies so they can use their time more effectively. In addition to active reading assignments and graded homework, the following activities promote engagement and go beyond students’ typical study strategies, such as creating note cards or “looking over” their notes.

• Practice Problems: Provide extra, ungraded problems. Suggest they mix different types of problems to simulate an exam. Ask them to solve problems they’ve created. Provide additional problems and hold back the solutions to allow students some time to work without the answers. Consider incorporating a couple of these questions on exams to motivate practice.
• Rewrite Notes in Your Own Words: Rewrites are an opportunity to “replay” what was said and done in class. Be intentional about asking students if they have questions about what they’ve written in their notes. Occasionally set aside a couple of minutes in class for students to compare notes and seek clarification.
• Concept Maps: Students can use note cards to accomplish deep understanding if they try to connect single pieces of information on each card to other concepts through a concept map. These can be drawn by hand or created with software. Emphasize substance over form. The purpose is to make connections and see the content from different perspectives (Berry & Chew, 2008).
• Respond to Learning Reflection Prompts: How is X related to Y? What other information would you want to find? What was the most challenging topic in the chapter? How does this material connect to what you learned before? Reflection prompts promote connections across topics, helping students see content more holistically. Incorporate reflection in graded work as appropriate. Reflection assignments can be independent and ungraded or incorporated in class or online.
• Quiz to Learn: Provide sample questions or ask students to create multiple-choice questions as part of their study activities. Occasionally use one or two student-created questions on exams, or reward exceptional examples with extra credit.
• Crib Sheets: Even if they’re not allowed during an exam, the process of identifying what to put on a “cheat” sheet and organizing the information promotes thinking about the relative importance and relationships among concepts. Set aside a few minutes of class time for students to compare and contrast their sheets as part of student-led exam review.

I think it’s time to retire the two-hour rule. For many students, studying is something only done before an exam and homework is completed because it’s graded. If we want to develop self-directed learners, these narrow conceptions of what it means to “study” must change. Teachers broaden and reshape students’ perceptions of homework and study by de-emphasizing time and focusing on substance. We can help students see class time, study time, and homework as an integrated system of activities designed to advance learning. We do that by being as specific and intentional about structuring students’ out-of-class study activities, graded or otherwise, as we are about what goes on during class.

References: Berry, J.W. & Chew, S.L. (2008). Improving Learning Through Interventions of Student-Generated Questions and Concept Maps. Teaching of Psychology, 35: 305-312.

Binghamton University Syllabus Policy. https://www.binghamton.edu/academics/provost/faculty-staff-handbook/handbook-vii.html#A8 Accessed: July 26, 2017.

Heffernan, J.M. (1973). The Credibility of the Credit Hour: The History, Use and Shortcomings of the Credit System. The Journal of Higher Education , 44(1): 61-72.

Shedd, J.M. (2003). The History of the Student Credit Hour, New Directions for Higher Education, 122 (Summer): 3-12.

US Department of Education Credit Hour Definition. https://www.ecfr.gov/cgi-bin/text-idx?rgn=div8&node=34:3.1.3.1.1.1.23.2 Accessed: July 26, 2017

Dr. Lolita Paff is an associate professor of business and economics at Penn State Berks. She also serves on the advisory board of the Teaching Professor Conference.

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The Office of the Provost

Credit hour guidance.

The following offers guidance to faculty across the University regarding new requirements that pertain to the federal credit hour standard. These new requirements reflect a dynamic higher education landscape and are designed to provide public assurance of the quality and integrity of accredited academic programs. This guidance summarizes key points about the credit hour requirement and outlines a set of practical actions for the University to take to document that the work required for courses merits 4 semester hours—or one Brown credit. By institutionalizing these practices, we will reinforce our commitment to academic excellence and rigor while being proactive in meeting federal requirements and accreditation standards.

I. The Semester Credit Hour and Accreditation: Key Points

• Brown will have its 10-year accreditation review in March 2018. We are currently mobilizing for the self-study process, which will begin in earnest in fall 2017.
• The semester credit hour standard is a measure of the quantity of student learning in an individual course, and for degree programs. It is used by federal agencies in determining the amount of aid that students can be awarded through government programs, and to ensure that federal funds are awarded on an equitable basis across different kinds of institutions and degrees.
• Since 2011, federal requirements hold higher education institutions responsible for implementing the credit hour standard, and accrediting agencies for assuring that courses and programs meet these standards. Recent accreditation reviews of peer institutions have included detailed evaluation of the extent to which courses and degree programs are meeting the standard.
• One semester credit hour is defined as a weekly minimum of 1 hour in class (or other required educational meetings like labs, studios, etc.) plus 2 hours of out-of-class work. Formally, therefore, a 4-credit course should require 4 classroom hours and 8 hours of out-of-class hours each week in a fifteen week term. Deficiency in class time can be made up for by additional out of class time on a 2:1 basis (i.e., a 4-credit class meeting for 3 hours per week should carry a minimum expectation of 10 hours of out-of-class work). The total of in-class hours and out-of-class work for a 4-credit course should be approximately 180 hours.
• Bachelor’s degrees are defined as involving a minimum of 120 credits, and master’s degrees a minimum of 30 credits.
• All of Brown’s classes carry 4 credits, but there is great variation in the hours of required meetings per week.
• It has not been a standard practice for faculty to include their expectations for time spent on out-of-class work on their syllabi. Currently, Critical Review is the only systematic guide for out-of-class effort.
• The recent accreditation review of Tufts, which had a system like Brown’s, found that many courses failed to meet the 4-credit standard and therefore the degrees awarded did not fulfill the minimum requirement. Tufts is now engaged in a difficult transition to a variable credit system. Harvard is pre-emptively moving to variable credit in conjunction with a major new student record system implementation.

II. New Practices

To address this issue in preparation for our accreditation review, Brown faculty and departments should implement several common-sense practices:

• All required course activities along with a reasonable expectation for the time students will spend on them. Examples of such activities include conferences, discussion sections, field trips, research projects, final examinations, etc.
• The expected amount of time students should spend on homework, reading, and other out-of-class work.
• A statement of learning goals for the class that contextualizes the nature and extent of required meetings and out-of-class work.

Section III below provides some samples of how to present the time commitment.

• To provide students with information they feel would help them in course selection and reduce the time spent in "shopping courses," all syllabi should be posted online on courses.brown.edu well before classes begin with a final deadline of a week before the official start of each semester. Combined with the additional information on work and time expectations for each course described above, making syllabi available online will provide full visibility and transparency.
• Each department should review its course offerings in light of the credit hour requirement to ensure that the full work expected of students is appropriately defined and captured, and also identify if there are any courses that may fall short of the 180-hour standard. In order to fit with the timeline for preparing the NEASC self-study, departments should complete these reviews in the fall term. The reports will be part of the documentation we make available to the accrediting team. Follow-up details for this process will be communicated to departments this summer.
• Going forward, the College Curriculum Committee and the Graduate Council should require all proposals for new courses to include the information described under number 1 above.

III. Sample Syllabus Statements on Course-Related Work Expectations

Students are expected to complete a total of 180 hours of course work (“seat time,” required activities, and out-of-class work) in order to meet NEASC standard.

• Sample 1: Fall/Spring Lecture-Based Course with Labs or Sections

Over 14 weeks, students will spend 3 hours per week in class (42 hours total), 3.5 hours per week in labs (49 hours total), and 1 hour per week in discussion section (14 hours). Homework and other out-of-class work is estimated at around 4.5 hours per week (62 hours). In addition, there is a 3-hour final exam for which approximately 10 hours of review is assumed.

• Sample 2: Fall/Spring Seminar

Over 14 weeks, students will spend 3 hours per week in class (42 hours total). Required reading for the seminar meetings is expected to take up approximately 7 hours per week (98 hours). In addition, writing and researching weekly response essays and the final paper is estimated at total of approximately 40 hours over the course of the term.

• Sample 3: Summer Lecture-Based Course

Summer courses are twice as intensive as those held during the academic year. Over 6 weeks, students will spend 8 hours per week in class (48 hours total), and approximately 20 hours per week of out-of-class work (120 hours). In addition, there is a 3-hour final exam for which approximately 10 hours of review is assumed.

• Sample 4: Winter Session 3-Week Studio Course

This intensive Winter Session studio course will meet 4 hours each day for 15 days (60 hours total). In addition to participating in four day-long field trips to museums in the region (24 hours), students can also expect to spend an additional 6-7 hours each day on large-scale experimental drawings and peer critiques.

• Sample 5: Online or Blended Course

This course consists of 10 modules. Each module (whether residential or online) consists of approximately 4.5 faculty contact hours and 13.5 student coursework hours for a total of 18 total hours of student engagement per module. The total student coursework hours for the class include approximately 3 hours for a final assessment that reasonably equates to a final exam.

IV. Further Assistance

The following staff members are available to provide additional information and guidance:

• General Policy: Joseph Meisel, Deputy Provost ( [email protected] )
• Undergraduate Programs : Sydney Skybetter, Deputy Dean of the College for Curriculum and Co-Curriculum ( [email protected] )
• Graduate Programs:  Sarah Delaney, Senior Associate Dean of Academic Affairs ( [email protected] )
• Executive Programs: Staci Zake, Associate Dean for Professional Programs, School of Professional Studies ( [email protected] )
• Summer Programs: Adrienne Marcus, Associate Dean for Pre-College and Undergraduate Programs, School of Professional Studies ( [email protected] )

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• Privacy Dashboard

I work at Microsoft and didn't realize how evil tech can be until I had kids. Here's how I limit their screen use to 1 hour a day.

Bill Safcik, a father of four, has worked at Microsoft for more than 20 years.

Roughly two years ago, he started using apps to monitor his children's use of tech.

He gives his kids a one-hour screen time limit during the school year and restricts some apps.

This as-told-to essay is based on a transcribed conversation with Bill Safcik, a 54-year-old parent from Texas, who works at Microsoft. Business Insider has verified his employment. The following has been edited for length and clarity.

I've worked at Microsoft since 2001.

I've provided developer support, account management, and consulting, and I currently support Azure Identity, a Microsoft cloud service provider. Working in tech, it's tough to disconnect from technology, and as a father of four, I can't imagine how tough it is for my kids.

Though I work in tech, I'm not very familiar with social media. Before my children hit puberty, it never dawned on me that technology could be an evil thing.

Now, my kids are 9, 12, 13, and 15, and I'm worried about cyberbullying and catfishing.

I've taken steps to manage their screen time and access to apps, even though I feel guilty about doing so sometimes.

As a parent, I am responsible for guiding my children and showing I can disconnect from screens myself.

My kids are on their screens a lot, but so am I

I'm addicted to technology . I'll spend hours reading through tech documents to keep up with the latest developments.

I spend around 12 hours a day working at my computer. I also use Facebook and Instagram a little bit, but I'm not often on my phone.

When my kids were young, I noticed their grandmother wanted them to have a tablet if she watched them as a distraction.

I didn't like giving them a device to keep them occupied. I've tried to talk to my kids in the car instead of letting them be on tablets, but as a society, we expose our kids to lots of technology. I've sometimes even asked them to watch TV while I work.

My three oldest kids have iPads provided by their school, and they also have personal Android tablets and phones. My youngest has a phone but can't make calls. He uses Messenger Kids , and I can control who he talks to. My oldest has a desktop.

My 12-year-old is smart and does well in school, so he gets bored easily. He used to come home from school and just sit on his phone. He'd easily be on it for 20 hours or play a video game for 16 hours straight, which flabbergasted me.

When I've tried to talk to my kids about consuming technology in moderation, they comment that I'm on my screen all day. I try to explain that I have to work, but I feel responsible.

I worry about my kids being bullied and catfished online

We encourage our kids to get involved in school programs like band, but they're still uncomfortable with some face-to-face interaction.

If we're at In-N-Out and I tell them to ask for a straw, they won't want to, but they'll easily chat with people on their phones.

I never had that problem growing up when there was no social media . I'd walk into the grocery store, see all my neighbors, say good morning, and ask if I could rake their leaves.

I'm worried about them getting bullied or catfished. My oldest son is always looking for side jobs online, but I fear who he interacts with. Even though he's a big kid, I worry about him.

When my oldest son was 12, we gave him a phone. After a while, I went through his browser history and saw that he was watching content that wasn't age-appropriate.

We then started looking for tools to monitor our kids' technology use.

I set a 1-hour screen time limit for my kids during the school year

First, we set PIN codes on all the TVs and tablets in the house. But they were asking me to unlock the devices 20 times a day.

18 months ago, I started using an app called Aura . It links their devices to mine, and I can click on their profiles to see what apps they're using and how long they spend on them. I didn't know apps like Discord existed until it alerted me that my oldest son was using it.

I talked with my three oldest kids about the monitoring, saying I wanted to ensure they were consuming age-appropriate material. They were all reasonable about it.

I don't see it as an invasion of privacy because, as parents, we're there to guide them.

I also use Aura to set time limits on their devices. It's one hour per child during the school year, but it's three hours over the summer.

Aura tracks the screen time on all their tablets and phones and notifies me if the limit has been reached. I can give them bonus time if I choose. If not, it will block them from using apps and the internet, but they can still send texts. I don't use Aura for their school iPads, which they use for homework.

I also use Screen Time , which allows me to approve any app my kids want to download. My three youngest kids can't access YouTube. They also don't have TikTok or Snapchat, but the older two have Instagram .

My kids are frustrated by the time limits, and I sometimes feel guilty about it, especially when they're using their screens for something useful, and it shuts them out.

Kids need to grow and learn independently, but if I left them unchecked, I'd probably produce four hermits.

Since we made these adjustments, their relationship with technology has changed. They'll play board games together and seek me out more during the day to have conversations. They're locked out of their devices , so they just figure out what else they can do.

My 12-year-old used to ask me if I would extend his screen time, but recently, he asked me if I could buy him more books to read. It makes my heart sing.

I'll probably start easing the restrictions, like stopping setting time limits and letting them use more apps when they each turn 16. But I'll keep using Aura to keep track of their digital activity until they turn 18.

I'm trying to set a good example that my kids can follow

I think social media companies , in particular, are pushing users to spend time on their platforms because they largely rely on ad revenue. The 24/7 entertainment culture bothers me, and these companies need to be more accountable for the content they allow on there.

Big Tech may have pushed the digital world, but I've noticed that I'm increasingly being told by management to unwind and get offline at my company.

I'm trying to show my kids I can disconnect from devices . If they need something from me during the day, I have the flexibility with my job to get up and spend a bit of time with them.

If I'm not setting a good example as a parent, my children will spend 12 hours online a day, too.

Do you have a unique story about parenting in the digital age that you'd like share with Business Insider? Email [email protected].

Read the original article on Business Insider