Staying Above 12 Credits: Rules For International Students

International students on an F-1 or M-1 visa are required to be enrolled full-time, which is a minimum of 12 credit hours, at their chosen university. However, there are certain circumstances in which an international student can be approved to drop below the minimum 12 credits. This is known as a Reduced Course Load (RCL). To be approved for an RCL, students must meet certain requirements, such as providing a letter from a course instructor or academic advisor, citing reasons such as improper course placement or unfamiliarity with US teaching methods.

Can an international student drop below 12 credits?

Permission to enrol in less than full-time

International students on an F-1 visa are required to be enrolled full-time at their school. However, there are exceptions to this rule. Students must obtain special permission from their school's Office of International Students and Scholars (OISS) or Designated School Official (DSO) before reducing their course load. This permission is typically only granted for one semester and students must resume full-time study in the following semester.

There are several reasons why an international student may be granted permission to enrol in less than a full-time course load. These include:

• Academic difficulties: Students who are encountering challenges with the English language, reading requirements, or adjusting to new teaching methods may be authorized for a reduced course load.
• Final term: During the final term or semester, if fewer courses are needed to complete the programme, students may be allowed to drop below the full-time credit requirement.
• Dissertation/thesis-only phase: Graduate students who have reached the dissertation-only, thesis-only, or final project phase of their studies may be permitted to enrol in fewer credits.
• Concurrent enrollment: Students who are concurrently enrolled in another school may be allowed to take less than a full-time course load at their primary school, as long as they are enrolled full-time across all schools.
• Border commuter students: F-1 students who are border commuters may be authorized by the DSO to enrol in a reduced course load, as long as it aligns with their certified course of study.

It is important to note that the rules and requirements for dropping below full-time status may vary depending on the country, school, and visa type. Students should always consult with their school's international student office and visa regulations before making any changes to their enrolment. Additionally, students holding a visa other than a student visa may have different requirements and should refer to their specific visa conditions.

Difficulty with English language or teaching methods

International students may face challenges when studying in a foreign country due to differences in language and teaching methods. These difficulties can impact their academic performance and overall well-being. Let's explore these challenges and discuss strategies to overcome them.

Difficulty with the English Language

International students often encounter difficulties with the English language, which can affect their ability to understand lectures, participate in discussions, and complete assignments. Language barriers can lead to feelings of isolation and hinder their academic progress. However, this challenge can be addressed through various strategies:

• Visual Aids and Simple Language: Instructors can employ visual aids, gestures, and simple, concise language in their teaching. This helps bridge the language gap and ensures better comprehension among students with varying English proficiency levels.
• Translation Tools: Utilising translation apps or bilingual teaching materials can be beneficial. These tools can facilitate understanding and create an inclusive learning environment for international students.
• Structured Literacy Approach: Implementing a structured literacy approach, such as the Orton-Gillingham method or multisensory structured language techniques, can be effective. This approach focuses on providing frequent practice, teaching language concepts in a logical progression, and explicitly teaching phonemes or speech sounds.
• Supportive Instruction: Teachers play a crucial role in adapting their instruction to meet the needs of students with language difficulties. This may involve providing additional resources, offering extra help, and encouraging students to seek assistance when needed.
• Student Commitment and Self-Awareness: Students should recognise their strengths and weaknesses and remain committed to the learning process. Understanding their learning style and seeking appropriate support can enhance their language acquisition.

Unfamiliarity with Teaching Methods

International students may also struggle with adjusting to new teaching methods and educational standards in their host country. The approach to teaching and learning can vary significantly across cultures, and this transition can be challenging. Here are some strategies to navigate this challenge:

• Understanding Cultural Norms: Instructors should be aware that cultural differences can influence teaching styles, classroom management, and social interactions. By understanding the cultural norms and expectations of the host country, they can adjust their teaching methods accordingly.
• Familiarity with Local Curriculum: Teachers should familiarise themselves with the local curriculum and educational standards. This may involve attending training sessions, collaborating with local teachers, and adapting their teaching materials to align with local expectations while maintaining quality education.
• Support Networks: It is beneficial for teachers to seek out organisations that offer strong support networks, including ongoing training, mentorship, and accessible teaching resources. Building connections with other teachers, both locally and internationally, can provide valuable insights and support.
• Student Engagement: Encouraging international students to actively participate in class and interact with local students can help them better understand the teaching methods and cultural context.

In conclusion, international students facing challenges with the English language or adapting to new teaching methods can benefit from a range of supportive strategies. These strategies aim to improve language proficiency, cultural understanding, and academic success while fostering an inclusive and engaging learning environment. By implementing these approaches, educators can empower international students to overcome these difficulties and thrive in their studies abroad.

Medical reasons

International students in the United States on an F-1 or M-1 visa are required to maintain a full course load during their studies. A full course load is defined as at least 12 credit hours per term for undergraduate students and a minimum of 9 credit hours per term for graduate students. However, there may be valid reasons for an international student to drop below the full-time credit threshold, and medical reasons are one of them.

International students on F-1 or M-1 visas who are facing medical issues can request a reduced course load (RCL) from their Designated School Official (DSO). A DSO may authorize a reduced course load or, if necessary, no course load for a limited period. The maximum duration for an RCL due to medical reasons is 12 months for F-1 students and 5 months for M-1 students. During this time, students can maintain their F-1 or M-1 status.

To request an RCL for medical reasons, students must provide current medical documentation from a licensed medical doctor, psychiatrist, doctor of osteopathy, or licensed/clinical psychologist. This documentation should be printed on official letterhead and include contact information for the medical professional. The letter does not need to detail the diagnosis or treatment but must specify whether the recommendation is for part-time study or no study (0 credits). Students should meet with their academic advisor or licensed medical professional to request this letter.

It is important to note that students cannot drop below a full course load without prior approval from their DSO. Students must obtain approval for each new term and should discuss their options with their DSO as soon as possible. Additionally, students who are granted an RCL for medical reasons are still eligible for on-campus employment benefits.

Online courses

International students in the United States must maintain their status as F-1 or M-1 students by enrolling in a full course of study at a Student and Exchange Visitor Program (SEVP)-certified school. The definition of a full course of study varies depending on the student's status and program of study.

For F-1 undergraduate students at a college or university, a minimum of 12 credit hours is required per term. Only one online course can be counted toward the enrollment requirement. F-1 students in postgraduate programs must take a full course of study as certified by the institution. If the majority of the program instruction does not take place in the classroom, such as laboratory work, 22 clock hours per week are required. Online courses cannot count toward a full course of study for an English language training student.

M-1 students at a community college or junior college must take a minimum of 12 credit hours per term. M-1 students at certain post-secondary vocational or business schools must take at least 12 hours of instruction per week. M-1 students in vocational or other non-academic curricular programs must take 18 clock hours per week if the majority of instruction takes place in the classroom, or 22 clock hours per week if it does not. No online or distance learning classes may count toward an M-1 or English language training student's full course of study requirement.

If a student is having difficulty meeting the full course load requirement, they should talk to their designated school official (DSO) to discuss if they are eligible for a reduced course load. DSOs can authorize a reduced course load, or even no course load, for medical reasons. The period of time cannot exceed an aggregate of 12 months while the student is pursuing a course of study at a particular program level.

Minimum credits for graduate students

For graduate students, the minimum number of credits required per semester varies between 8 and 9 credit hours. At Northeastern University, for instance, graduate students are required to be enrolled in 8–9 credits throughout each academic term to be considered full-time students. The University of Memphis also requires a minimum of 9 credit hours for graduate students per semester.

An exception is made for students enrolled in master's degree programs that only require 4-credit courses. In this case, full-time student status is achieved with enrollment in 8 quarter hours of graduate credit for the quarter.

Doctoral students' full-time status is determined by the structure of their program. Each doctoral program has its own enrollment and course load requirements.

Graduate students should consult with their college academic advisor before each term to develop a course schedule that maintains their full-time status.

Frequently asked questions