Undergraduate Academic Board Agenda - University … 14, 2011 Undergraduate Academic Board Page 2 Agenda Question: Should there be a maximum capacity for independent study and directed

Undergraduate Academic Board Agenda

October 14th, 2011

2:00-5:00 ADM 204

I. Roll ( ) Hilary Davies ( ) Joan O’Leary ( ) Helena Jermalovic ( ) Adjunct vacancy ( ) Paola Banchero ( ) Hilary Seitz ( ) Francisco Miranda ( ) USUAA vacancy ( ) Leanne Davis ( ) Cheryl Smith ( ) FS at large vacancy Ex-Officio Members: ( ) Mari Ippolito ( ) Utpal Dutta ( ) Bettina Kipp ( ) Bart Quimby ( ) Susan Fallon ( ) Kevin Keating ( ) David Edgecombe ( ) Shirlee Willis-Haslip ( ) Dave Fitzgerald ( ) Marion Yapuncich ( ) Kathrynn Hollis Buchanan ( ) Gianna Ridgeway II. Approval of the Agenda (pg. 1-2) III. Approval of Meeting Summary (pg. 3-4) IV. Administrative Report

A. Interim Vice Provost for Curriculum and Assessment Bart Quimby

B. Interim University Registrar Shirlee Willis-Haslip and Associate Registrar Lora Volden

V. Chair’s Report A. UAB Chair- Hilary Davies

B. GERC- Sue Fallon

VI. Program/Course Action Request- Second Readings VII. Program/Course Action Request- First Readings

Chg ES A103 Engineering Graphics (3 cr)(1+6)(pg. 5-8) Del PSY A245L Child Development Lab (1 cr)(0+3)(pg. 9-10) Chg CED A172 Woodworking (3 cr)(1+4)(pg. 11-14)

VIII. Old Business

A. Clarification of addition/changes to a Minor in a discipline (pg. 15-19) Recommended changes to the Curriculum Handbook.

B. Publication of program outcomes in the catalog (pg. 20-24)

(Accreditation issue brought to UAB by OAA) Selected pages from Standards for Accreditation (revised 2010) from NWCCU

(Northwest Commission on Colleges and Universities).

C. Independent Study Policy (Brought to UAB by OAA). (pg. 25-27) After searching UAA catalogs, the 1987-1988 was the last catalog that contained

restrictions on Independent Study across UAA. This was one of the last catalogs prior to the restructuring of UAA. According to the current catalog, there are no limits on Independent Study credits. Reinstating limits on Independent Study would impact Study Abroad and Exchange programs. It might be helpful to see how UAF and UAS handle these issues. It should be noted that program faculty can place limits on Independent Study on their program so long as this information is included in the catalog.

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October 14, 2011 Undergraduate Academic Board Page 2 Agenda

Question: Should there be a maximum capacity for independent study and directed study courses?

D. Secondary Student Registration (pg. 28-31)

The discussion centers on the fact that Secondary Students can register for up to 19 credits at UAA each semester on or after the first day of class, and 7 credits prior to the first day of class. Is 19 credits an appropriate number?

E. Workforce Credentials – Interim Registrar Shirlee Willis-Haslip

Workforce Credentials memo prepared by Hilary Davies (pg. 32-33) Workforce Credentials brief from University of Virginia (pg. 34-39)

F. Dates on which final course grades are due – Interim Registrar Shirlee Willis-Haslip (pg. 40)

IX. New Business

A. Academic Calendar

B. Curriculum Handbook issues and edits Incorporate College of Health impacts into the curriculum handbook.

X. Informational Items and Adjournment

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Undergraduate Academic Board Summary

September 30th, 2011

2:00-5:00 ADM 204

I. Roll (x) Hilary Davies (x) Joan O’Leary (x) Helena Jermalovic ( ) Adjunct vacancy (x) Paola Banchero (e) Hilary Seitz (x) Francisco Miranda ( ) USUAA vacancy ( ) Leanne Davis (x) Cheryl Smith ( ) FS at large vacancy Ex-Officio Members: (x) Mari Ippolito (x) Utpal Dutta (x) Bettina Kipp (x) Bart Quimby (x) Susan Fallon (x) Kevin Keating (x) David Edgecombe (x) Shirlee Willis-Haslip (x) Dave Fitzgerald (x) Marion Yapuncich (x) Kathrynn Hollis Buchanan (x) Gianna Ridgeway II. Approval of the Agenda (pg. 1) Approved III. Approval of Meeting Summary (pg. 2-3) Approved IV. Administrative Report

A. Interim Vice Provost for Curriculum and Assessment Bart Quimby Not moving as fast as expected to get out the Ph.D materials OEC was approved at NWCCU

B. Interim University Registrar Shirlee Willis-Haslip and Associate Registrar Lora Volden No report

V. Chair’s Report

A. UAB Chair- Hilary Davies No report

B. GERC- Sue Fallon In addition to reviewing curriculum, GERC is also looking at a sustainable GER process. UAF is making several changes in their GER process and the committee wants to start a statewide effort to coordinate and review the process

VI. Program/Course Action Request- Second Readings VII. Program/Course Action Request- First Readings VIII. Old Business

IX. New Business

A. Clarification of addition/changes to a Minor in a discipline (pg. 4) Mari will send an email about proposed changes that will be present on the October 14th agenda Discussion included:

Page 1 has no mention of undergraduate minors (A. 4) Page 5 under first sentence Page 43 says program requirements Is a minor a program? According to the handbook it is

B. Publication of program outcomes in the catalog Certain accreditors require program outcomes to be published in the catalog

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September 30, 2011 Undergraduate Academic Board Page 2 Summary

NWCCU requirements include: 2.D.5 The institution publishes in a catalog, or provides in a manner reasonably available to students and other stakeholders, current and accurate information that includes:

a. Institutional mission and core themes b. Entrance requirements and procedures c. Grading policy d. Information on academic programs and courses, including degree and program completion

requirements, expected learning outcomes, required course sequences, and projected timelines to completion based on normal student progress and the frequency of course offerings

e. Names, titles, degrees held, and conferring institutions for administrators and full-time faculty

f. Rules, regulations for conduct, rights, and responsibilities g. Tuition, fees, and other program cost h. Refund policies and procedures for students who withdraw from enrollment i. Opportunities and requirements for financial aid j. Academic calendar

http://www.nwccu.org/Standards%20and%20Policies/Standard%202/Standard%20Two.htm If these outcomes are not in the catalog then another alternative has to be in place Discussion came up at the end of last year about whether changing program outcomes was a minor change or if it needs to come to the board Guidelines should be established for learning outcomes Discussion about removing faculty names at the end of programs in the catalog C. Independent Study Policy (pg. 5-7) No current policy 1987-1988 catalog policy was the last policy Run a report on where independent studies showed up last year Scheduling and Publications sent an email to Hilary on all current independent studies and their credit limit

D. Secondary Student Registration (8-11) Discussed about two years ago –policy was changed without going through faculty At UAA the parent has to sign off KPC limits high school students to seven credits and makes them take an online orientation and special permission to take more; also requires the high school counselor has to sign off KPC has a great screening process already in place Request for data on current situations (GPA vs. Credit hours, withdrawals, courses being taken) Registrar’s office screens students before they register and looks at how they have done in the past; they also have never seen anyone enroll in 19 credits Will be discussed after data is collected

E. Workforce Credentials (pg. 12) Hilary provided board with a memo Hilary will research if they need to be approved by Faculty Senate and the UA President Shirlee mentioned that it could be a certificate of completion Will need to go through NWCCU UAB wants to review the credentials

X. Informational Items and Adjournment

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1a. School or College EN SOENGR

1b. Division No Division Code

1c. Department Civil Engineering

2. Course Prefix

ES

3. Course Number

A103

4. Previous Course Prefix & Number

5a. Credits/CEUs

3

5b. Contact Hours (Lecture + Lab) (1+6)

6. Complete Course Title Engineering graphics Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Preparatory/Development Non-credit CEU Professional Development

8. Type of Action: Add or Change or Delete If a change, mark appropriate boxes:

Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update course material (please specify)

9. Repeat Status choose one # of Repeats Max Credits 6

10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Fall/2012 To: /9999

12. Cross Listed with Stacked with Cross-Listed Coordination Signature

13a. Impacted Courses or Programs: List any programs or college requirements that require this course.

Please type into fields provided in table. If more than three entries, submit a separate table. A template is available at www.uaa.alaska.edu/governance. Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted

1. Civil Engineering program 233 September 2011 Osama Abaza 2. 3.

Initiator Name (typed): Osama A. Abaza Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: [email protected] submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: September 29,2011

14. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities

Mark appropriate box: Fine Arts Social Sciences Natural Sciences Integrative Capstone

15. Course Description (suggested length 20 to 50 words) Introduce the fundamentals of engineering graphics and the visualization skills necessary for graphically presentation of engineering ideas using standard drawing techniques and Computer Aided Design (CAD).

16a. Course Prerequisite(s) (list prefix and number) [MATH A108 or MATH A109] with minimum grade of C

16b. Test Score(s)

16c. Co-requisite(s) (concurrent enrollment required)

16d. Other Restriction(s)

College Major Class Level

16e. Registration Restriction(s) (non-codable) N/Al

17. Mark if course has fees 18. Mark if course is a selected topic course

19. Justification for Action Requirement for Bachelor of Civil Engineering

__________________________________________________ ___________ Initiator (faculty only) Date Osama A. Abaza Initiator (TYPE NAME)

Approved

Disapproved

__________________________________________________________ Dean/Director of School/College Date

Approved

Disapproved

______________________________________ __________ Department Chairperson Date

Approved

Disapproved

__________________________________________________________ Undergraduate/Graduate Academic Date Board Chairperson

Approved

Disapproved

_____________________________________ ___________ Curriculum Committee Chairperson Date

Approved

Disapproved

__________________________________________________________ Provost or Designee Date

Course Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course

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COURSE CONTENT GUIDE University of Alaska Anchorage, School of Engineering

Engineering Graphics ES A103 I. Date Initiated: September 29, 2011

II. Course Information

a. College: EN b. Course prefix: ES c. Course number A103 d. Number of credits and contact hours: 3.0 (1+6) e. Course title: Engineering Graphics f. Grading Basis: A‐F g. Implementation date: Fall 2011 h. Cross listing: None i. Stacking None j. Course Description: Introduce the fundamentals of engineering graphics

and the visualization skills necessary for graphically presentation of engineering ideas using standard drawing techniques and Computer Aided Design (CAD).

k. Course attributes: None l. Course prerequisites: [MATH A108 or MATH A109]

with minimum grade of C m. Course fees: Standard SOE course fee

III. Course Level Justification

a. This is an introductory course for engineers. IV. Instructional Goals and Student Outcomes:

A. Instructional Goals: Instructor will provide students with:

a. Visualization skills needed to express engineering ideas graphically using the ‘language’ of engineering graphics.

b. Basic guidance to use a CAD program. c. Team oriented design experience.

B. Student Outcomes & Assessment:

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Student Outcomes Assessment

A. Create multi‐view orthographic projections

homework assignments, exams, and design project

B. Create isometric drawings homework assignments, exams, and design project

C. Create auxiliary drawings homework assignments, exams, and design project

D. Create axonometric & oblique drawings


E. Create digital three‐dimensional models


F. Solve problems in descriptive geometry


G. Assemble working drawings following basic drafting standards

design project

H. Use the basic functions in a CAD program


I. Work in teams to solve a design problem

design project

V. Typical Course Outline

A. Introduction to CAD B. Mechanical drawing and sketching C. Visualization D. Descriptive geometry

i. Tangency ii. Curves iii. Projections iv. Intersections v. Developments

E. Multi‐view drawings F. Standard views

i. Section ii. Axonometric iii. Oblique iv. Auxiliary v. Axonometric vi. Oblique

G. Digital three‐dimensional modeling H. Working drawings

i. Drafting standards

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ii. Dimensioning iii. Drawing organization

I. Working in design teams VI. Suggested Text and Bibliography

A. Suggested Text.

Bertoline, G.B., Wiebe, E.N., Hartman, N.W., Ross, W.A. (2009). Technical Graphics Communications, 4th ed. New York, NY: McGraw‐Hill.

B. Bibliography.

1. George, C, Reeve, H, & Ray, J. (2000). Architectural Graphic Standards.

New York, NY.: Wiley. 2. Tickoo, S. (2010). Autocad 2011: A Problem‐Solving Approach. New York,

NY.: Autodesk Press.

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1a. School or College AS CAS

1b. Division ASSC Division of Social Science

1c. Department PSY

2. Course Prefix

PSY

3. Course Number

A245L

4. Previous Course Prefix & Number

NA

5a. Credits/CEUs

1.0

5b. Contact Hours (Lecture + Lab) (0+3)

6. Complete Course Title Child Development Lab Child Dev Lab Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Preparatory/Development Non-credit CEU Professional Development

8. Type of Action: Add or Change or Delete If a change, mark appropriate boxes:

Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other (please specify)

9. Repeat Status No # of Repeats Max Credits

10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Fall/2011 To: Fall/9999

12. Cross Listed with Stacked with Cross-Listed Coordination Signature

13a. Impacted Courses or Programs: List any programs or college requirements that require this course.

Please type into fields provided in table. If more than three entries, submit a separate table. A template is available at www.uaa.alaska.edu/governance. Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted

1. See attached Coordination Table 2. 3.

Initiator Name (typed): Maria F. Ippolito Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 09/27/11 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: 09/28/11

14. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities

Mark appropriate box: Fine Arts Social Sciences Natural Sciences Integrative Capstone

15. Course Description (suggested length 20 to 50 words) Laboratory experience that extends the understanding of cognitive, affective, physical and social deveopment of children gained from PSY A245, Child Development. Includes field observations of and interactions with children in settings such as daycare centers, schools, and community-based service organizations.

16a. Course Prerequisite(s) (list prefix and number) PSY A245 may be taken concurrently,

16b. Test Score(s) NA

16c. Co-requisite(s) (concurrent enrollment required)

16d. Other Restriction(s)

College Major Class Level

16e. Registration Restriction(s) (non-codable)

17. Mark if course has fees 18. Mark if course is a selected topic course

19. Justification for Action Course has not been offered on the Anchorage campus since Spring Semester, 2006. Another course -- EDSE A212L -- duplicates this course and PSY A245 is being revised (to PSY A365). (A coordination e-mail was previously sent out on January 17, 2011.)

__________________________________________________ ___________ Initiator (faculty only) Date Initiator (TYPE NAME)

Approved

Disapproved

__________________________________________________________ Dean/Director of School/College Date

Approved

Disapproved

______________________________________ __________ Department Chairperson Date

Approved

Disapproved

__________________________________________________________ Undergraduate/Graduate Academic Date Board Chairperson

Approved

Disapproved

_____________________________________ ___________ Curriculum Committee Chairperson Date

Approved

Disapproved

__________________________________________________________ Provost or Designee Date

Course Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course

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13a. Impacted Courses or Programs: List any programs or college requirements that require this course. Impacted Program/Course Catalog

Page(s) Impacted

Date of Coordination

Chair/Coordinator Contacted

1. Natural Sciences Bachelor of Science (selective)

123 9/28/11 Fred Rainey [email protected]

2. Early Child Development Undergraduate Certificate (selective)

146 9/28/11 James H. Powell [email protected]

3. Early Childhood Education Associate of Applied Science (selective)


4. Elementary Education Post‐Baccalaureate Certificate (selective)


5. Kenai Peninsular College (courtesy)

‐‐ 9/28/11 Gary Turner [email protected] Paul Landen [email protected]

6. Matanuska‐Susitna College (courtesy)

Talis Colberg [email protected] Erik Hirschmann [email protected]

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University of Alaska Anchorage Kenai Peninsula College Course Content Guide

I. Initiation Date: August 30, 2011 II. Course Information

a. College: KPC b. Course Title: Woodworking c. Course Subject/Number: CED A172 d. Credit Hours: 3 Credits e. Contact Time: 1 + 4 f. Grading Information A – F g. Course Description: Develops skills and techniques in woodworking.

Includes construction of items of personal choice. h. Status of course relative to degree or certificate program:

None i. Lab Fee: Yes j. Course Prerequisite: None k. Registration Restrictions: None

III. Course Level Justification

Course introduces skills in woodworking.

IV. Instructional Goals The instructor will:

a. Describe and demonstrate safe use of hand and power woodworking tools.

b. Demonstrate and identify construction techniques used in woodworking.

V. Student Learning Outcomes

A student will be able to: One or more of the following assessment methods will be used:

a. Demonstrate safe use of hand woodworking tools.

Participation, projects, final exam

b. Demonstrate safe use of power woodworking tools.


c. Demonstrate construction techniques and methods of joinery used in woodworking.


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VI. Content Outline for Lectures A. Orientation

1. Shop rules 2. Safety requirements 3. Tools demonstration Hand Tools:

a. Chisels b. Planes c. Mallets d. Measuring Devices

4. Materials B. Quantity

1. Dimensions 2. Material quantity 3. Material structural issues 4. Costs 5. Measuring tools demonstrated

C. Joinery 1. Joints 2. Joinery tools demonstrated

D. Estimates 1. Make an estimate 2. Layout for economy

E. Projects 1. Starting a project 2. Supervised tool use Power Tools:

a. Jointer

b. Planer

c. Table Saw

d. Miter Saw

e. Radial Arm Saw

f. Band Saw

g. Drill Press

h. Lathe

i. Biscuit Jointer

j. Router

k. Disc Sander

l. Oscillating Sander

m. Finishing Sanders

n. Pneumatic Nailers

3. Individualized instruction on individual projects i. Construction methods ii. Tool safety iii. Tool use

4. Critiquing a project

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VII. Suggested Text

Underhill, Roy. The Woodwright’s Guide: Working Wood with Wedge and Edge. Chapel Hill:

University of North Carolina Press, 2008.

VIII. Bibliography

Bird, Lonnie. Taunton’s Complete Illustrated Guide to Using Woodworking Tools. Newtown,

Connecticut: Taunton Press, 2004.

Gibbs, Nick. The Complete Illustrated Woodworking Course: a Step‐by‐Step Guide to Basic

Techniques and Skill‐Building Projects. Pleasantville, New York: Reader’s Digest, 2005.

McCullouch, Graham. The Woodworker’s Illustrated Encyclopedia. Cincinnati, Ohio: Popular

Woodworking Books, 2008.

Rogowski, Gary. The Complete Illustrated Guide to Joinery. Newtown, Connecticut: Taunton

Press, 2002.

Stender, Thomas W. The Penland Book of Woodworking: Master Classes in Woodworking

Technique. New York: Lark Books, 2006.

Tibbetts, Malcolm. The Art of Segmented Woodturning: a Step‐by‐Step Guide. Fresno,

California: Linden Publishing, 2004.

Wagner, Willis H. Modern Woodworking Tools: Tools, Materials, and Processes. Tinley Park,

Illinois: Goodheart‐Willcox Co., 2000.

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Workforce Credentials Prepared by: Hilary Davies BOR Policy and Regulation:

P10.04.020. Degree and Certificate Program Approval.

All program additions, deletions, major revisions, or the offering of existing programs outside the State

of Alaska, requires approval by the board. The board delegates approval authority of occupational

endorsements and workforce credentials to the president. Approved 12‐08‐05.

P10.04.030. Credit Hour Requirements for Degree and Certificate Programs.

E. Non‐credit only workforce credentials have no minimum or maximum number of continuing

education units or contact hours.

R10.04.020. Degree and Certificate Program Approval

All degree and certificate programs must be approved by the Board of Regents prior to their being

offered with the exception of Occupational Endorsements and Workforce Credentials. The President

delegates approval authority for Occupational Endorsements and Workforce Credentials to the

Chancellor.

B. Proposals for occupational endorsements and workforce credentials will be forwarded to SAC on

a SAC approved summary form for review. All approved endorsements and credentials will be

reported to the VPAA.

_____________________________________________________________________________________

Thursday, Dec. 8, 2005 (UA) The University of Alaska Board of Regents on Thursday unanimously approved two new workforce training tracks that enhance the UA system’s community college mission. The workplace training tracks—called an Occupational Endorsement and Workforce Credential--were hailed as a strong signal of support for community college offerings, typically aimed at older, part-time students taking classes aimed at specific career goals, like a promotion. At some campuses and departments, a “Certificate of Completion” for certain programs has been available, but not at others. The new degree and credential program tracks are:

Occupational Endorsement: Ranging from 9-29 credits applicable in some cases toward a higher degree, such as an associate’s or bachelor’s, and officially counted on a student’s transcripts. It would require formal admission and be eligible for financial aid. Courses could include classes in numerous fields, from professional and technical courses to emergency response and early childhood training, among others.

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Workforce Credential: non-credit programs that could include, for example, sexual harassment training or a special training on mine safety and health.

Statewide Corporate Programs News Release, Summer 2006.

Workforce credential students would receive continuing education units (CEU), but not college credit.

Workforce credential would include classes that directly respond to specific workplace requirements.

_____________________________________________________________________________________

UA News Release: Statewide Corporate Programs. Fall 2008.

http://www.alaska.edu/UACP/uaatwork/[email protected]

The university is pursuing a corporate college concept to provide a single point of contact within the statewide university system for business and industry workforce training.

The corporate college will function as a center, coordinating access to workforce development programs, and will facilitate the mobilization of system resources to address those needs in the most effective and efficient way.

______________________________________________________________________________

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1

Workforce Credentials: The Currency of a Modern Economy

Issue Brief, March 2009

Background

Workforce credentials are vital to Virginia’s economic prosperity and competitiveness. Whether

measured through the receipt of a diploma, certificate, degree, certification or licensure, credentials are

the currency of our modern economy. Stakeholders in education including government, employers, and

students have a growing interest in the topic of workforce credentials. The main interest is in the

number and types of credentials that education institutions offer and the number of individuals who

receive credentials as a result of the coursework provided.

Currently, there are limited data available statewide for certain types of workforce credentials, such as

certifications, licensures and noncredit certificate programs. Developing a process for collecting this

information statewide would assist with the following:

The Wizard: A goal of the Wizard project is to identify those colleges that offer preparation coursework and programs to allow an individual to receive a credential. Inclusion of workforce credentials, such as certifications and licensures, could improve the system, which currently only provides information on credit degree, diplomas, and certificates offered by colleges.

Federal Reporting (Perkins): Perkins IV legislation includes a technical skills attainment measure that Congress and US Department of Education (USDOE) would like to base on external third party assessments—primarily business and industry licensure and certifications.

VCCS Strategic Plan: With the development of the VCCS strategic plan, input from stakeholders indicated the interest to measure workforce credentials as part of student success.

This paper identifies potential definitions for a workforce credential, an initial list of the types of

credentials offered by colleges, and ways in which colleges currently and potentially could track

workforce credentials. Suggested next steps are provided to assist in developing a framework for

collecting and tracking this information statewide.

What is a credential?

There are a variety of interpretations of what a credential is or represents. A general definition from Webster’s dictionary defines a credential as “an attestation of qualification, competence, or authority issued to an individual by a third party with a relevant authority or assumed competence to do so.”

From an educational perspective, credentials are typically viewed to include the following:

Occupational Licensures: Licensures often are regulated by a government authority based on

the occupation and are a requirement for job placement. For example, occupations such as

nursing, teaching, and construction contractors require a license before employment.

Industry Certifications: Certifications are typically voluntary (not a requirement for an individual

to obtain a job) and are often regulated by industry. Some examples include Microsoft Office

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Specialists, American Welding Society (AWS) certifications, and Automotive Service Excellence

(ASE) certifications.

Apprenticeship programs: Apprenticeship programs registered through the US Department of

Labor combine on‐the‐job training with classroom instruction. There are over 380 apprentice

related trades offered in Virginia. The program length varies from one to six years. VCCS is

authorized to manage the classroom (related) instruction for Virginia’s registered apprentices.

Upon completion of some apprenticeship programs, individuals can sit for a licensure exam,

such as a journeyman electrician exam.

Career Readiness Certificate (CRC): The CRC is a statewide program in Virginia that assesses an

individual’s work place readiness skills.

Non‐credit certificate programs: Colleges also offer non‐credit programs that assist an

individual in preparing for a certification or licensure exam or are locally developed by

employers and educations to meet community needs. An example of a noncredit certificate

program aligned with a licensure exam is the commercial driver’s license (CDL) program.

Examples of programs that are locally developed to meet employer needs include noncredit

certificates in viticulture, nonprofit management, and customer service.

Credit diploma, certificate, or degree programs: Credit programs are similar to non‐credit

certificate programs as some credit programs prepare an individual to take an industry

certification or state licensure and others do not. For example, some colleges offer IT programs

that prepare a student to take IT related certifications. Currently completion of credit programs

are tracked separately from the credentials listed above. Therefore for the context of this

paper, the definition will focus on the consideration of only credit programs that lead to

obtaining a certification or licensure.

It is important to note that the credentials listed are not mutually exclusive and that colleges do not

issue certifications or licensures to individuals. The credentials listed above can overlap. As described

some non‐credit and credit programs align with industry certifications and state licensures. Also, some

apprenticeship programs can be incorporated into a career studies certificate program or lead to a

certification or licensure.

In addition, colleges offer degrees, certificates, diplomas, and noncredit programs that prepare students

to take certification or licensure exams. They do not offer a particular exam. For example, the

Emergency Medical Technology degree program prepares students to take the EMT licensure exam.

Completion of the preparation programs offered by the college does not ensure that a student will take

and pass a related certification or licensure exam.

While the credentials listed above could be included in a general definition, how the VCCS defines

credential may be contingent upon reporting needs and requirements. For example, the Wizard would

probably include all credentials offered to allow individuals seeking career assistance the broadest range

of services offered by colleges. However, for Perkins reporting, USDOE guidance on postsecondary

credentials (for technical skills attainment) does not allow states to report exams that may be more

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appropriately directed to secondary education providers. This excludes exams issued by the National

Occupancy Testing Institute (NOCTI) and the Career Readiness Certificate (CRC).

In addition, in many workforce settings an individual may need only a short‐term course or, in some

cases, only an assessment of skills. For example, some courses can provide eight hours or less of

coursework preparation and may be more of an exam preparation or ‘refresher’ course. Furthermore,

the Career Readiness Certificate (CRC) can be administered with or without coursework. Consideration

should be given to these factors and may exclude certain credentials for Perkins and the VCCS strategic

plan reporting. The table on the following page provides a matrix for considering whether certain

credentials would be used based on reporting needs.

Types of Credentials to Consider by Reporting Need

Potential Credentials to Consider Wizard Perkins VCCS Strategic

Plan

State licensures or industry‐recognized certificates

Yes Yes Yes

Career Readiness Certificates Yes No Yes

Registered Apprenticeship programs Yes TBD* TBD*

Noncredit certificate programs Yes TBD* TBD*

Credit diplomas, certificates, degrees that prepare a student receive a licensure or certification

Yes Yes Yes

*To be determined based on factors, such as program length and type of credential.

Types and Delivery of Programs Offered by Colleges to Help Individuals Earn a Credential

Colleges offer varying types and methods of providing credentials. Some credentials are offered at all

colleges but most are more regionally specific based on need. For example, the Career Readiness

Certificate is offered at all community colleges through Workforce Development offices. Registered

apprenticeships primarily are driven by employer need but are provided throughout the state.

Coursework preparation to receive a nursing license is offered at a majority of colleges while

preparation to receive a welding certification is offered at only a few colleges. A recent survey

conducted by the VCCS indicates that colleges offer coursework/programs (credit and noncredit) for

students to take over 140 types of certification and licensures exams statewide in such areas as health

care, information technology, transportation, and welding.

In addition to the varying types of credentials offered, credentials can be provided through different

delivery methods:

Credit or noncredit: Credentials can be offered as either credit or noncredit depending on the

college. For example, the pharmacy technician program is offered at some colleges as a Career

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Studies Certificate (CSC) and at others as a noncredit certificate program. Both prepare students

to take the pharmacy technician certification exam.

End‐of‐course, course series, or program: Some preparation coursework requires only one

course to prepare an individual to receive a credential, such as a certification or licensure.

Others are provided after a series of courses or completion of a program of study. Examples of

end‐of‐course and end‐of‐course‐series preparation coursework can include Microsoft Office

Certification, CPR, CDL, specific exams within Automotive Service Excellence (ASE), and Internet

and Computing Core Certification (IC3). End‐of‐program preparation coursework can include

Registered Nurse, Emergency Medical Technician, and Veterinary Technician programs.

Current and Potential Method of Reporting of Credentials

As mentioned, the two key items that stakeholders are interested in is in the number and types of

credentials that colleges offer and the number of individuals who receive a credential, either through

completion of a program or passing of a certification/licensure exam, as a result of the coursework

provided. Based on this assumption, tracking of credentials can be separated into four different

reporting areas: (1) students completing coursework to receive a non‐credit certificate that is not

aligned with a certification or licensure exam, (2) students completing credit or non‐credit

programs/coursework that prepare an individual to take a certification or licensure exam, (3) students

taking and passing certification and licensure exams, and (4) students receiving a Career Readiness

Certificate or completing a registered apprenticeship program.

Reporting the completion of programs/coursework (1&2) currently is collected for certain program

areas and methods could be put in place to create a more standardized process in the PeopleSoft

Student Information System (SIS). For example, the number of students completing certification and

licensure preparation coursework through a program of study, such as the nursing and Emergency

Medical Technician programs is reported through SIS by the number of diplomas, certificates, and

degrees issued. For students completing either credit or noncredit end‐of‐course or an end‐of‐course

series, college workforce departments currently self‐report (in aggregate) these data each year.

However, this report may not include all credit offerings if they are not provided through the workforce

department. Workforce development is working with colleges and IT staff to develop a standardized

process to track end‐of‐course‐series, non‐credit certificate programs through SIS but this is not

expected to occur until 2010 due to IT system changes that colleges will need to make before

implementation.

Reporting of students taking and passing related exams is more difficult to collect since colleges do not

issue the certification or licensure. These exams are provided through external testing centers (unless

one is located on the college campus) and colleges do not have direct access to these data unless

agreements are in place with the testing center, students or the governing authority of the

licensure/certification. Currently, the only statewide effort to track students passing exams is in the

nursing program.

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Reporting of Career Readiness Certificates and registered apprenticeship programs is tracked statewide.

Records are kept through external databases administered by VCCS. However, additional information

may need to be collected for these programs if the VCCS wishes to link these data to student data from

SIS. For example, SSNs and date of birth are not collected for the Career Readiness Certificate and the

registered apprenticeship program. The table on the following page provides a description of current

statewide tracking methods in place for the types of credentials offered.

Current Statewide Tracking of Credentials by Type Offered

Reporting Needs

Completion of coursework that is not related to a certification

or licensure

Completion of programs/coursework that are related to a

certification or licensure

Students taking and passing related certification and licensure exams

State licensures or industry‐recognized certificates

N/A If end of program (eg. Nursing, EMT)

Limited

Career Readiness Certificates

N/A Modification needed in external database to link

to SIS

Yes (external database)

Registered Apprenticeship programs

Yes (external database) Yes (external database) If applicable (external database)

Non‐credit Certificate Programs

Self‐reported, aggregate

Self‐reported, aggregate No

For programs that are not tracked statewide, there are potential options that could be implemented in

SIS to assist with statewide reporting through the use of course attributes/values, program plans, and

the external testing component. To track completion of coursework for an end‐of‐course credential, an

attribute and value (‘flag’) could be placed on the course with the type credential offered. Students who

pass the course would be considered as completing the coursework preparation. For an end‐of‐course

series, a similar flag could be placed on the last course in the series or a separate program plan would

need to be created similar to program plans created for diplomas, certificates, and degrees.

For students passing exams, data could be entered into SIS through the external testing component.

This is the same location that COMPASS and ASSET scores are recorded for students. Standardized

testing names would need to be developed to ensure accurate reporting of credentials.

College staff time to setup the appropriate tracking systems would vary depending on the method used.

Assigning course attributes and values requires minimal time to apply and if assigned at the course level,

rather than the class level, should only require a one‐time setup. Development of program plans for an

end‐of‐course‐series would require more staff time to setup the plan, place students into the plan, and

then ‘graduate’ them to indicate that they completed the series. The table on the following page

summarizes the potential tracking methods that could be implemented in SIS.

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Potential Method of Tracking in SIS of Credentials

Type of Credential Delivery Method of Tracking in SIS Comments

End‐of‐program Preparation

Students receiving a diploma, certificate or degree in designated

program

Little change to current tracking system

End‐of‐course Preparation

Course Attributes

Need to develop standardized attributes and values for colleges

Would involve minimal college staff time to setup

End‐of‐course‐series Preparation

Course Attribute or development of separate

program plan

For program plans, more staff time to setup the plans, place students into plans, and then ‘graduate’ them to indicate completion

Certification and licensure exams

External Testing Module Tracking students taking exams is more difficult if passing the exam is not contingent on completion of the preparation coursework. Agreements would need to be in place with students or testing centers to share these data

Potential Next Steps

Based on the issues described, the following is list of suggested next steps:

1. Adopt a standardized definition of credential for VCCS and identify which types of credentials will be

used for the identified reporting needs (Wizard, Perkins, and VCCS Strategic Plan)

2. Based on the definition, assess the current information available and if additional information needs

to be collected or verified by colleges (Note: Use VCCS certification and licensure survey as a

baseline data)

3. Develop standardized names and codes for credentials that can be used statewide

4. Identify credentials that currently are not tracked and implement a standardized process in SIS to

report these data

5. Due to the difficulty of tracking exams, consider prioritizing the top 10‐15 certifications and

licensures that the system would like to report and work with colleges to identify best practices in

collecting this information in the first year. Explore options with testing centers, Department of

Professional and Occupational Regulation (DPOR), and others to determine if regional or statewide

reporting could be provided. Continue to add other certification and licensures each year.

6. Identify a methodology for colleges to report new credentials to the VCCS to ensure that the data

stay current.

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From: Hilary Davies, UAB Chair

Date: September 16, 2011

Proposed Policy for Course Grade Deadlines (revision 1) Motion: For regular semester classes, the deadline for faculty to submit course grades in UAOnline is 11:59 pm on the third business day after the last class meeting/final exam day of the semester, as listed in the class listing. For courses which do not follow the regular semester dates, the deadline for submitting grades in UAOnline is 11:59 pm on the third business day from the end date in the UAA online schedule. . Rationale: The deadline of 3 business days after the last class/meeting/final exam has been longstanding at UAA. However, this deadline has never been approved as policy.

Notes:

It is assumed that KPC, MatSu College, Kodiak College, Eagle River Campus and JBER will follow the same guidelines as the UAA main campus.

Financial Aid issues and timely submission of grades have to be taken into consideration.

Interim University Registrar Shirlee Willis-Haslip will meet with Statewide Administration in early October to discuss issues and processes that impact this policy.

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Documents

Undergraduate Academic Board Agenda - University … 14, 2011 Undergraduate Academic Board Page 2 Agenda Question: Should there be a maximum capacity for independent study and directed