Description of Cross-listed 400/500-level Undergraduate and Graduate Courses
While academic programs are generally encouraged to offer distinct undergraduate and graduate courses, there are circumstances in which academic programs may wish to combine select graduate and undergraduate courses together as one course. Cross-listed 400/500-level undergraduate/graduate courses refer to the simultaneous offering of two courses, one undergraduate (400-level) and one graduate (500-level), that share a class experience but maintain distinct academic expectations. Cross-listed 400/500-level courses can enhance the educational experience of both undergraduate and graduate students. They must adhere to the following guidelines:
- Appear on the approved course inventory record for each course
- Involve 400-level and 500-level courses only
- Have identical course titles
- Have identical meeting pattern, location, schedule type, instructional method, credit hours, and instructor(s) in a given term
- Include separate and distinct syllabi that clearly delineate different expectations for graduates and undergraduates, or, within the same syllabus, clearly delineate the student learning outcomes and expectations for the 400-level students vs. the 500-level students.
InfoNote:
A maximum of six semester hours of 400-level course credit may be accepted for a master’s degree program, but only if approved by the department and Graduate School prior to the semester in which the 400-level coursework will be taken. This is not the same as Cross-Listed 400/500-level Courses. Additional information about graduate students taking 400-level courses, including the approval form, is available on the Graduate School Website.
Strategies for Achieving Differentiation between Undergraduate and Graduate Sections of Cross-listed 400/500-level Courses
Effective cross-listed 400/500-levelcourses maintain academic rigor by establishing distinct learning experiences that align with each student group’s academic level.
Courses will differ for graduate students in at least two of the four ways mentioned below:
- Differentiated Student Learning Outcomes: Graduate students’ oral and written work may demonstrate greater depth of thought.
- Differentiated Readings and Assignments: Graduate students may complete additional, higher-level readings. They may submit additional assignments, or assignments with different parameters or guidelines relative to the undergraduate assignments, demonstrating that the student taking the graduate course meets higher expectations for analysis, synthesis, evaluation, and application of knowledge.
- Differentiated Grading Policies: Because they have different learning outcomes and readings and assignments, grading policies may differ.
- Differentiated Contact Hours: Graduate students may attend additional meetings with the professor to discuss course content in greater depth.
Following are additional details about and examples of how instructors might differentiate student experiences in the different course sections.
Differentiated Student Learning Outcomes
In cross-listed 400/500-levelcourses, learning outcomes may reflect the distinct expectations for undergraduate and graduate students. While the core content may overlap, graduate students may be required to demonstrate greater depth of thought and higher cognitive skills, such as analysis, synthesis, and evaluation, as outlined in Bloom’s Taxonomy. Below is an example of differentiated outcomes:
Differentiated Learning Outcomes in EC 410/510*
410 Student Learning Outcomes
- Students will gain an understanding of how economic analysis can be applied to legal issues.
- Students will develop an understanding of how the concept of efficiency applies to the law.
- Students will learn some basic skills in reading and interpreting cases.
510 Student Learning Outcomes
- Students will apply economic analysis techniques to legal issues and will be able to describe intersections between economics and the law.
- Students will demonstrate the ability to read and interpret legal cases through case presentations and a journal-length research paper.
- Students will apply the concept of efficiency to the law in a variety of contexts, particularly focused on how efficiency influences the development and evolution of the law.
- Students will analyze how law and economics help us understand the issues affecting property, contracts, torts, and the way that some of our legal institutions operate.
* Shared with permission of Will Walsh, EC 510-00: Law and Economics
For additional information about writing learning outcomes, see:
Differentiated Assignments
Assignments in cross-listed 400/500-levelcourses may challenge graduate students with more rigorous tasks, while undergraduate assignments focus on foundational knowledge and application. This approach ensures that both groups meet their respective academic goals and expectations.
The following are sample strategies for differentiating assignments:
| Area | Undergraduate (400-level) | Graduate (500-level) |
|---|---|---|
| Readings | Textbooks, summaries | Primary literature, critical analysis |
| Participation | General discussion | Leading discussions, peer feedback |
| Assignments | Foundational writing, basic projects | Scholarly reviews, original research |
| Exams | Standard questions | Additional advanced/essay components |
Graduate students in cross-listed 400/500-levelcourses may be expected to engage in deeper, more critical discussions, often involving scholarly literature review or complex case studies, while undergraduates focus on comprehension and basic application of concepts. Following is an example of differentiated discussion:
Differentiated Discussion Expectations in REL 412/512 *
In addition, REL 512 students are expected, each week, to identify and then be familiar with a variety of entries either in Religion in 50 Words or Religion in 50 More Words that are directly relevant to that day's seminar reading–being prepared to intervene in the discussion with information gained from such readings, in an attempt to thicken the conversation.
*Shared with permission from Russell T. McCutcheon REL 512-001: Debates in Method and Theory
Graduate students in cross-listed 400/500-levelcourses may be expected to engage in more complex, higher-order written assignments, while undergraduates may focus more on basic writing. The following is an example of a differentiated written assignment:
Differentiated Assignments in BSC 428/528–Biology of Fishes*
Undergraduate Writing Assignment: Biology of Fishes is designated a Writing (W) course by the University of Alabama. Writing proficiency is required for a passing grade in the course regardless of other grades received. While students are expected to be attentive to all written work, writing proficiency will be assessed based on open-ended questions on Lecture Exams and two in class components on the Writing Assignment (see below).
Create-A-Fish Writing Assignment (modified from assignments created by Dr. Brian Sidlauskas, Oregon State University). Throughout the term, we will talk extensively about fish adaptations and the amazing ways that fishes manage to live in every watery habitat on earth. For example, during the course we will learn how you can predict how a fish swims and hunts from its body, head, and fin shape, why some fishes have evolved the amazing ability to regulate their body temperature or move between fresh and salt water, and how a species’ lifespan and habitat influence its reproductive strategy. Your writing task this semester will be to synthesize that information to create and describe a fish that does not actually exist, but could, and to explain how its biology and ecology adapts it to life in its niche and habitat.
This assignment will be completed in three parts as follows:
- Write a one-paragraph concept statement about your fish (15 points). This exercise will be completed during Lecture (see schedule). The concept statement should propose major features of your fish and other details about its biology.
- Write a one-page outline describing all the key parts of your fish you will cover in part 3 (35 points). Your outline can include bullet points but should be comprehensive and well thought out. This exercise will be completed during Laboratory (see schedule).
- Student presentation about your Create-A-Fish (50 points). See details below.
Due dates, detailed instructions, and my expectations for each part of the writing assignment will be provided on the course Blackboard webpage and during class.
Graduate Writing Assignment: Pick an area of interest related to fish biology and write a thorough review that covers the central issue(s) and its importance, the current state of knowledge, gaps in knowledge, and future research directions. Depending on the topic, other suitable points may include the history of a topic, key breakthroughs, and/or controversies.
Students should tailor the topic to their own interests and research as much as possible. For example, if you study fish Species A or conduct research that uses fish Species A as a model organism, feel free to craft the assignment around fish Species A. By contrast, if you study a broader phenomenon in which fishes are important parts (e.g., community structure of ponds or predator-prey relationships), then frame the review at the appropriate scale, but keep fish biology central to the theme. Topics must be approved by the Instructor by September 23rd (feel free to submit topics for approval earlier). An outline of the general topic and key points arranged into an intuitive order is due October 16th via email to the Instructor. The outline should be 1-2 pages in length and provide a rough framework for the Review. In other words, the outline should present the major sections to be included in the review. The Review must be 10-pages double spaced, not including the References section, which must include a minimum of 30 works from the Primary Literature. Other sources may be permitted but will not count towards the minimum. The Review must also include at least one figure and a descriptive figure legend, which also do not count towards the page length of the review. Your Review will ultimately reflect your commentary on a topic, but take care not to let the Review read as an opinion piece. Lean on the literature to substantiate points you wish to make. Pick a journal of your choice, likely a target journal for your own work, or otherwise a relevant journal in your field) and use their Format Guidelines. Your Review must also include a Cover Letter written to the Editor explaining in 250-400 words why they should consider your Review for publication in their journal. This assignment is worth 150 points. The outline and Cover Letter are worth 25 (each) and the Review itself is worth 100 points.
*Shared with permission from Edward Burgess BSC 528-002: Biology of Fishes
Differentiated Grading Policies
Grading policies may reflect the higher expectations for graduate students, with distinct rubrics that account for advanced assignments, deeper analysis, and additional coursework requirements. The following is an example of differentiated grading:
Differentiated Grading in 461/561 Political Ecology *
Grading Policy
Grading (out of a total of 1,000 points)
461
- Midterm take-home exam: 20%
- Final essay/project (with checkpoints): 40%
- Class Discussion Facilitation: 10%
- Class Engagement: 30%
561
- 5 Critical reading responses: 20%
- Final essay (with checkpoints): 40%
- Class Discussion Facilitation: 10%
- Class Engagement: 30%
*Shared with permission of Jared Margulies GY 461-001: Political Ecology
Differentiated Contact Hours
In cross-listed 400/500-levelcourses, graduate students are expected to engage in additional academic interactions that foster deeper learning and advanced scholarship. While undergraduate and graduate students may attend the same lectures or seminars, graduate students may participate in supplementary meetings that enhance their understanding, critical analysis, and application of course material.
GY 561: Political Ecology *
Example:
Graduate students in GY 561 are required to attend a biweekly discussion session with the instructor to review supplemental readings and engage in a peer critique of draft research proposals, beyond the shared lectures with GY 461 students.
*Example shared by Luoheng Han
Policies on Undergraduate Enrollment in Cross-Listed 400/500-level Courses
The following are University of Alabama policies related to cross-listed 400/500-levelcourses:
- Students may not take a cross-listed 400/500-levelcourse at the undergraduate level and later apply it toward requirements for a graduate program.
- Students who have received credit for the 400-level course involved in the listing will not receive additional credit for completing the 500-level course.
- Students may not retroactively complete additional work for a 500-level course in order to count a previously completed 400-level course toward graduate credit.
If you have any questions about how to differentiate your cross-listed 400/500-levelcourse, please contact the Teaching Academy.
Teaching Tips for Cross-listed 400/500-level Courses
Following are tips for teaching differentiated 400/500-level courses.
Clearly Define & Communicate Differentiated Expectations
- Explicitly state in both syllabi how graduate work differs (e.g., "Graduate students will complete 2 additional scholarly articles weekly and lead one class discussion"). The work for graduate students should be different, not just more.
- Verbally outline expectations for each group to avoid confusion.
- Use separate grading rubrics that reflect higher-order thinking (e.g., synthesis, critique) for graduate students.
Scaffold Assignments with Tiered Options
- Focus on comprehension, application, and structured projects (e.g., summaries, case studies).
- Assign deeper tasks for graduate students like literature reviews, original research proposals, or peer-teaching.
- Example: In a history course, undergrads analyze a primary source, while grads compare multiple sources and critique historiography.
Leverage Graduate Students as Leaders
- Have graduate students lead small-group discussions or debate panels.
- Assign graduate students to mentor undergrads on drafts (e.g., via peer-review workshops).
- Example: In a psychology course, grads might design and present a mini-lecture on a cutting-edge study.
Use Differentiated Discussion Prompts
- Undergrads: “Describe the key themes in this reading.”
- Grads: “Critique the methodology of this study and propose an alternative approach.”
- Hybrid Discussions: Pose layered questions where grads respond first, modeling advanced analysis for undergrads.
Incorporate Graduate-Only Components
- Consider a biweekly seminar for grads to discuss extra readings.
- Require graduate students to submit an annotated bibliography or conference-style presentation.
Balance Shared & Separate Assessments
- Use the same core questions on exams but add a graduate-only essay section.
- Undergrads write a 5-page analysis; grads submit a 15-page paper with primary research.
Encourage Collaborative Learning
• Pair graduate students and undergraduate students for projects where grads take a mentorship role.
• Example: In a biology lab, grads design the experiment; undergrads collect data, and both analyze results together.
Regularly Check in with Both Groups
- Use mid-term evaluations to ask students anonymously if the workload feels appropriately challenging.
- Use graduate students in a teaching circle to regularly provide you with feedback on how the course is going.
For assistance in differentiating your 400/500-level course or documenting differentiation in your syllabus, please contact the University of Alabama Teaching Academy:
Email: teachingacademy@ua.edu
Phone: 205-348-9236