Dual-listed courses are offered to undergraduate and graduate students at the same day and time. 

Developing a Dual-listed Course

Dual-listed courses are distinguished from undergraduate and graduate work with slash numbers. For example, Biology 310/510 is a dual-listed course in which an undergraduate student could receive undergraduate credit (BIO 310), or a graduate student could receive graduate credit (BIO 510).

• Students cannot enroll in both at the same time and must specifically enroll in the graduate option for the graduate credit to be identified on a graduate transcript. A graduate record must exist for a student to enroll in graduate courses. For undergraduates wanting to take graduate courses, please see Graduate Special for details.
• The undergraduate version must always be at the 300- or 400-level, and the graduate version is always at the 500- or 600-level. 
• The course numbers should always match. For example, dual listing SOC WORK 305 and SOC WORK 540 is not acceptable.
• Courses must always be in the same discipline. For example, dual-listing PSYCH 435 and SOC WORK 727 is not acceptable.

Guidelines for Graduate Level Credit

For students to earn graduate credit, standards outlined in the syllabi should require the student's experience to be qualitatively more challenging than the undergraduate student experience. Please note that graduate programs determine the specific requirements placed on the number of dual-listed courses allowed to be earned toward the master’s degree. However, dual-listed courses can only account for half or less of all credits required for the degree.

The following guidelines have been established to assist with the development of these requirements. This is not an exhaustive list, but rather a sample of what might be included. Students should reference their syllabi for exact requirements in their dual-listed course.

• Prerequisites must be inclusive to graduate students; for example, the prerequisites cannot require undergraduate courses without adding a provision of "graduate standing" for those who did not complete undergraduate coursework at UW-Green Bay. 
• Expect more work time outside of the scheduled class periods of the graduate students than of the undergraduate students.
• Require lengthier or additional assignments and presentation of research with advanced demonstration of knowledge.
• Require a stronger emphasis on the literature of the discipline and/or active engagement with the latest research and scholarly activity.

Graduate-level Learning Outcomes

Dual-listed courses must also distinguish the learning outcomes between the undergraduate and graduate course syllabus. The graduate syllabus may contain some (or all) of the learning outcomes of the undergraduate level course if there are additional outcomes that are included. Alternatively, there may also be a completely different set of learning outcomes, or a combination of these two approaches. Things faculty consider when developing different learning outcomes include, but are not limited to:

• Demonstrating advanced methodology, higher sophistication (i.e. depth of language use), or application of skills and information beyond what is typical of a bachelor's degree in the same discipline.
• Requiring students to demonstrate higher-order synthesis and analysis in the discipline.
• Bloom’s taxonomy of measurable verbs is often useful to distinguish between the two levels. For example, an undergraduate syllabus might contain “knowledge” or “comprehension” skills, while the graduate level syllabus focuses on (or adds) “synthesis” and “evaluation” skills.