本文由夫子课描执笔外教老师Norah Andrews用英文撰写,文后有中文译文:

Undergraduate credit transfer (including the United States, Canada, Australia, New Zealand, and more) has become a popular trend in recent years for studying abroad. Many students, for various reasons, such as missing the opportunity to attend an overseas university directly after high school or being disappointed with domestic undergraduate education, hope to transfer to an overseas university while minimizing the waste of credits earned domestically. Additionally, some students who have completed their undergraduate degrees may wish to pursue a second degree at an overseas university (e.g., in Canada, computer science or accounting majors). Transferring from a domestic to an overseas university during undergraduate studies provides these students with the possibility. Compared to attending an overseas university directly after high school, transferring during university can save a significant amount of expensive tuition fees, which is an appealing aspect of this trend.

Discussing undergraduate credit transfers could take tens of thousands of words, as the academic standards in North America and Australia are much more rigorous than those in China. Attempting to interpret American credit transfers using shortcuts common in China is not serious. After all, when an overseas university accepts your transferred credits, they are responsible for your education. They must be able to stand by the knowledge you have gained when they issue your degree certificate. This is why some students bring a simple English course description written by an agent to teachers and wonder why their transfer credit requests are rejected or only a few scattered credits are transferred. It is actually quite clear: a reputable North American or Australian university cannot waive your course credit (and the associated 3000 foreign currency tuition fee) based on such a simple and rudimentary course description. Therefore, to transfer credits to an overseas university, not only should the course description be well-written and comprehensive, but your attitude towards the transfer process should also be serious, as foreign universities will take you seriously.

The most important aspect of transferring credits to an overseas university is not the personal statement (PS), letters of recommendation (RL) from professors or supervisors, or an impressive CV. Believe me, the academic advisor reviewing your application will not spend more than 25 seconds on these materials (imagine yourself as a reviewer with 200 students’ PS, RL, and CV to read daily; the way you skim through them is how American university reviewers will read your materials). What truly determines your transfer outcome is your English course description/syllabus. A high-quality course description that meets the requirements of American universities for credit transfers should contain many elements to support each course, allowing overseas university professors to understand your knowledge structure in China at a glance. For more information on the specific elements required in a course description, you can refer to the promotional materials provided by some institutions that specialize in assisting with course descriptions for credit transfers.

Many students ask whether they should translate the Chinese course descriptions provided by Chinese universities. This question has been asked countless times, or rather, it’s not a question at all, as students often assume that they must translate the Chinese course descriptions directly. Regardless of whether this should be done, very few Chinese universities can directly provide a complete set of Chinese course descriptions (even top-tier universities such as Tsinghua and Peking University often have students requiring assistance with course descriptions), and even fewer can provide them in English. Even when they are available, they often fall short of the requirements of overseas universities.

It is important to dispel this misconception. Chinese universities do not always produce the best materials. Why? Because, frankly speaking, the people who write these materials in Chinese universities are not always focused on academics when they write them. Often, they are asked by a dean to write a course description to be posted online, or to be used for evaluation or ranking purposes unrelated to academics. Relying on these materials directly would be a joke, considering the countless errors in the English translations.

Moreover, directly translating domestic materials is not advisable. We must understand that the purpose of submitting course descriptions is to gain approval from overseas universities for the content learned in domestic universities, which will then allow the transfer of credits. However, the content studied in domestic universities often differs from that in overseas universities, and sometimes may not be comprehensive enough. If you directly use the translated course descriptions, it can be difficult for the credits to be approved by overseas universities. This is why it’s essential to refer to the course structure and content of overseas universities when preparing course descriptions and make substantial modifications to align them with the target overseas universities. This is what an English course description for credit transfer should encompass. Unfortunately, very few people in China can genuinely help students achieve this and maximize their transfer credits, either due to a lack of understanding or insufficient ability.

Suitable student groups for credit transfer:

  1. Current or graduated undergraduate students;
  2. Current or graduated junior college students;
  3. Students who wish to integrate into North American/Australian education as soon as possible and gain a competitive edge in future graduate school applications;
  4. Students who have long desired to study at an overseas university but lack the financial means to cover the entire four-year tuition.

Important points for English course description preparation:

In the 120-credit, four-year curriculum of American and Canadian universities, General Education is included. All students, regardless of their major, must study foundational courses, such as humanities, history, psychology, biology, engineering, etc. Therefore, when preparing course descriptions for credit transfer, students should not solely focus on writing major-related course descriptions (e.g., accounting students only writing course descriptions for accounting courses and ignoring foundational courses like computer applications and humanities). Foundational courses can often result in a high number of transferred credits, as demonstrated by students who have used professional services for course description preparation.




然后我想说,转学分到海外大学什么最重要—-不是个人陈述PS,不是导师或者上司的推荐信RL,不是华丽丽的个人简历CV。请相信我,你的评审官(Academic Advisor)在看这些材料的时候不会超过25秒。(好比你是评审官,每天有200个同学给你PS、RL和CV让你读,你扫读的样子就是美国大学评审官读你材料的样子)。真正决定你转学结果的,只有你的英文课程描述(English Course Description/Syllabus 这两个怎么叫都可以)。一份符合美国大学转学要求的优质的课程描述,需要包含很多元素在内,才足以支撑一门课,让海外大学的教授一看便能了解你在国内的知识结构。具体课程描述包含的要素,可以稍微看一下夫子课描的宣传片中的介绍,比较靠后的段落已经提到了。










美国和加拿大大学的全部4年120学分中包含了General Education(通识教育),所有学生无论任何专业,均需学习基础课程,包括人文、历史、心理、生物、工程等等,因此在转学过程中,不应只关注专业课程的课程描述写作(例如,会计专业的同学,在制作课程描述过程中只写与会计课程相关的课程,而不写基础课程如计算机应用以及人文课程等)。基础课程在转学分的过程中往往可以转出很高的学分,这已经在我们曾经服务过的同学中得以体现。