Using Proficiency Credit to Document Learning

AACRAO Transfer Conference 2013Tucson, ArizonaSunday, July 14, 2013

Erin K. ReederAssistant 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 FIRS3T 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 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 AnalysisMedical Assisting Program

Area Reviewed College High School (CAT-N) Content Gap Strategies

Syllabus Syllabus with objectives and national competencies

Unit plans with topical outline

No content gaps identified. Students are receiving identical content

None needed

Assigned Projects Pathology report Project No content gaps None needed

Assessments/Quizzes Students 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 participation Work habits, which include attendance and participation as well as classroom conduct

Align AACC attendance/participation with CAT-N classroom conduct

Course Completion 45 contact hours•Eight weeks•15 weeks

90 contact hours•2 marking periods

Assessment Administration

Modular assessments Paper 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 ProcessStep 1: Set Up Online (ANGEL) Course Shell

Colleague ProcessStep 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

ProgramTotal

Students

Students Passed

(C or better)

Pass Percentag

e

Total Credits Earned

Medical Assisting 128 102 79.7% 306

Drafting/CAD 49 43 87.8% 147

Environmental Resource Mgmt

22 10 45.4% 40

Network Systems Administration

24 18 75% 72

CISCO 6 6 100% 24

Totals 229 179 78.2% 589

Math FIRS3T Program

Math FIRS3T 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 FIRS3T 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

AY2012-2013 Math Bridge Results

Total Student

sMAT-012

MAT-011

No Credit

95 68 75 20

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 FIRS3T 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!