Using Proficiency Credit to Document Learning

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

2. 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

3. 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

4. HowWeUseProficiencyCredit • 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

5. ProgramPathways

6. ProgramPathwaysInternalandExternalPartners • College leadership • Vice President, Deans, Office of the Registrar • High School leadership • Tech Prep team (AACC/AACPS) • Virtual Campus team

7. ProgramPathwaysProficiencyCreditProcess

8. ProgramIdentification • 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

9. IssuestoConsider • Textbook alignment • Student and instructor access to online course resources • Assessment logistics • Timing of assessment • Who administers assessment? • Location of assessment

10. ProfessionalDevelopment • 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

11. ExampleofGapAnalysisMedical Assisting Program

13. 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

14. High School Student AccesstoOnlineCollegeResources • 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

15. ColleagueProcessStep1: Set Up Online (ANGEL) Course Shell

16. ColleagueProcessStep2: Give Students Access to the Online Course

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

18. 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

20. 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 • !!!

21. ResultsAY2010-AY2013

22. MathFIRS3TProgram

23. MathFIRS3TProgram 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

24. TranscriptImplications • 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

25. AcceleratedLearning • Buy One, Get One Free • 13 students since fall 2012 • Documentation process • Behind the scenes (old) • Proficiency credit (new)

27. AACPSMathBridgePartnership • 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

28. AY2012-2013MathBridgeResults

29. SeamlessRegistration • 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

30. 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

31. Questions? Thank you!