Using Proficiency Credit to Document Learning AACRAO Transfer Conference 2013 Tucson, Arizona Sunday, July 14, 2013 Erin K. Reeder Assistant Registrar

About AACC  Community college in central Maryland (near Annapolis)  FY12 enrollment profile  Credit enrollment 26,080  Noncredit enrollment 29,522  Combined unduplicated enrollment 53,476  High school feeder system  12 county public high schools  3 charter schools  Enroll 75% of high school grads who stay in-state  70% entering students have developmental math requirements

Transfer to AACC  Office of the Registrar  Faculty  Traditional  Nontraditional  Exams (AP, CLEP, DSST, IB, Departmental Exams)  Workforce and Military Training (ACE and NCCRS)  Articulation Agreements  Portfolio Assessment (Learning Counts)  Proficiency Credit

How We Use Proficiency Credit  Program Pathways with Anne Arundel County Public Schools (AACPS)  15+ years articulated tech prep pathways  Poor transferability of tech prep articulated credit  Math FIRS 3 T program  Focused Individualized Resources to Support Student Success with Technology  Accelerated learning at AACC  AACPS Foundations of College Algebra (FOCA) bridge program

Program Pathways

Program Pathways Internal and External Partners  College leadership  Vice President, Deans, Office of the Registrar  High School leadership  Tech Prep team (AACC/AACPS)  Virtual Campus team

Program Pathways Proficiency Credit Process Program IdentificationProfessional DevelopmentStudent Assessment

Program Identification  College department chair and dean reviewed existing high school curriculum to identify content overlap for consideration of proficiency credit  Discussion with high school principal/approval  Identified programs and instructors  Drafting/CAD  Medical Assistant  Network Administration  Secured course materials for high school instructors  Assessment tool (written exam, portfolio review, competency assessment, certification exam) determined and/or developed

Issues to Consider  Textbook alignment  Student and instructor access to online course resources  Assessment logistics  Timing of assessment  Who administers assessment?  Location of assessment

Professional Development  College department chair meets with high school instructors to review proficiency credit outcomes and competencies  Gap analysis to align high school curriculum to college- level course competencies  College suggests strategies to integrate outcomes not currently included in high school curriculum  College resources to enhance instructor/student learning are shared  Assessment timeline is defined  High school instructors briefed on process for award of proficiency credit

Example of Gap Analysis Medical Assisting Program Area ReviewedCollegeHigh School (CAT-N)Content GapStrategies SyllabusSyllabus with objectives and national competencies Unit plans with topical outline No content gaps identified. Students are receiving identical content None needed Assigned ProjectsPathology reportProjectNo content gapsNone needed Assessments/QuizzesStudents are required to take weekly assessments Students are required to take chapter quizzes, midterm, and final exam No content gaps; CAT-N will align testing frequency CAT-N will adopt AACC MDA-113 quizzes and assessments Other Measurable Outcomes Attendance participationWork habits, which include attendance and participation as well as classroom conduct Align AACC attendance/participation with CAT-N classroom conduct Course Completion45 contact hours Eight weeks 15 weeks 90 contact hours 2 marking periods Assessment Administration Modular assessmentsPaper copy of MDA-113 assessments with potential to move to online as feasible No content gap identified Develop comprehensive assessment tool (examination) for proficiency credit

Students Identified  Student completes college Admission Application and Request for Proficiency Credit form  Forms returned to college Program Pathway team via high school instructor  Forms sent to Registrar’s office

High School Student Access to Online College Resources  Ellucian/Datatel Colleague  Blackboard ANGEL learning management system  College application triggers portal and NT account access  Set up the online (ANGEL) course shell  Give students access to online course resources  No registration process  No tuition charged  Next-day access

Colleague Process Step 1: Set Up Online (ANGEL) Course Shell

Colleague Process Step 2: Give Students Access to the Online Course

 Assessment date is scheduled  Assessment is administered and graded by college faculty  College faculty completes Recommendation for Award of Proficiency Credit form Assessment Administered by College Faculty

Award of Proficiency Credit  College Registrar’s office receives results for all students  Credit and grade (for students earning C or better) is posted to student’s college transcript  Student sent college transcript or “no pass” letter

Fee for Program Pathways Students  Proficiency credit is offered at no charge to student  Currently funded through grant  Charged according to college’s credit by departmental exam fee  $5 registration fee  $7 per credit  !!!

Results AY2010-AY2013 Program Total Students Students Passed (C or better) Pass Percentage Total Credits Earned Medical Assisting %306 Drafting/CAD %147 Environmental Resource Mgmt %40 Network Systems Administration %72 CISCO 66100%24 Totals %589

Math FIRS 3 T Program

Math FIRS 3 T Program Background  Three levels of developmental math  MAT-010 Pre-Algebra  MAT-011 Beginning Algebra  MAT-012 Intermediate Algebra  Mastery-based modularized curriculum  Note-taking guides  Practice assignments  Quizzes  Tests  MyMathLabs and MyLabsPlus  100-seat computer lab  Personalized learning experience

Transcript Implications  I’m not quite there, but I’m so close…  Two-week extender course  Pick up in next full semester  Grades  Continue grade (CO) – since discontinued except for two-week extenders  F in first semester, final grade in second  Academic policy  Repeats  Possibility of acceleration

Accelerated Learning  Buy One, Get One Free  13 students since fall 2012  Documentation process  Behind the scenes (old)  Proficiency credit (new)

AACPS Math Bridge Partnership  Pilot with two county high schools  Use Math FIRS 3 T during high school FOCA classes  Information sheet to students and parents  Parent orientation session at each school  Student-Parent Agreement  Benefits  Learning objectives  Grade expectations

AY Math Bridge Results Total StudentsMAT-012MAT-011 No Credit

Seamless Registration  Proficiency credit awards meet college’s admission requirement for math assessment  Allows enrollment in next level of math (developmental or credit-level)  Allows enrollment in classes that require eligibility for credit-level math

Impact of Math FIRS 3 T Program  Students are receiving higher grades in developmental courses  Self-regulated learning  Improvements in attitude  Currently reviewing subsequent success in college-level math

Questions? Thank you!