Anderson University

Traditional Admissions

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Traditional Admissions


High School Students

Students who have earned a high school diploma or an equivalent credential and have not taken any college courses after completion of high school or received an equivalent credential are considered new freshmen. Students who have taken college classes for dual-high school credit or during the summer while enrolled in high school are considered first-time freshmen.


Incoming Transfers

Transfer students are individuals who have earned a high school diploma or an equivalent credential and have subsequently attended a college or university in a full-time or part-time status during a regular semester. Students who have completed fewer than 24 college credit hours, while still considered transfers, are required to submit materials in addition to their college transcripts.


Former Anderson Students

Former Anderson University students are those individuals who have previously attended Anderson University on a full- or part-time basis after they graduated from high school or earned an equivalent credential, even if they have since taken classes at other colleges or universities. Students who took dual-credit classes at Anderson while in high school are not considered Former students.


Special Applicants

Special applicants are students who are applying to Anderson's traditional daytime program but are pursuing a non-traditional enrollment status or are enrolling in a non-traditional term. Common examples of Special applicants include, but are not limited to, Transient students, Concurrent (dual-enrollment) students, Summer School students, Teacher Certification students, and Auditing students.


International Students

Anderson University welcomes students from around the world to our programs.  International students can enter Anderson as first-time college students, or as transfers from other colleges or universities.  We work hard to ensure that the transition for all of our students is as smooth as possible.  Check here for information help you as you prepare to enroll at Anderson.


Dual Enrollment Program

Dual enrollment permits high school students to enroll in courses for college credit during regular semesters or in the summer. Credit earned in this program may be applied toward a degree at Anderson University, or may be transferred to another school. However, since transfer policies vary from institution to institution, Anderson University cannot guarantee that every school will accept credit earned in these programs. Students must submit a Dual Enrollment Application, approval from their principal or guidance counselor, an official high school transcript and appropriate SAT or ACT scores to take courses at Anderson University. Students wishing to enroll in English courses must make at least a 500 on the writing portion of the SAT or a 20 on the writing portion of the ACT. Under certain circumstances, it is possible for students to take courses at their high school and/or at Anderson University, which will count for both high school and college credit.

Note: T.L. Hanna dual enrollment applicants must gain the approval of their guidance office.



Teacher Cadet

The primary goal of the Teacher Cadet Program is to encourage academically able students who possess exemplary interpersonal and leadership skills to consider teaching as a career. Students enrolled in "Teacher Cadet" at partner schools may take EDU 101, which is a three (3) credit hour course designed to familiarize senior high school students with the role of the teacher and with the profession of teaching. All students enrolled in this program must meet the criteria established by the Center for Educator Recruitment, Retention, & Advancement (CERRA) for admission into the Teacher Cadet program. For assistance, please contact the Teacher Cadet Coordinator Elizabeth Poole at 864-328-1764 or

Planning to Attend Anderson?

If you have already applied and been accepted to Anderson, and you're ready to commit to attending, complete the Enrollment Confirmation Form here.

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