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1 Defining the Credit Hour A Year Later Marsha Watson, Ph.D., Vice Provost IE&A National Louis University J. Joseph Hoey, Ed.D., Vice President IE&A Bridgepoint Education

2 Session Work Plan First we will examine: Implementation of the federal mandate requiring institutions to articulate their own definitions of the credit hour in the past year in multiple accreditation regions Current and future implications of such definitions for assessment practitioners. Different examples implemented Participants will then work together to: Develop and/or improve their own institutional credit hour definitions Delineate action plans for better alignment of assignment of credit with assessment of learning

3 NCA-HLC Region (2 steps forward and 1 step back) Policy on Credit Hour Federal Compliance Requirements(pp1-3),Policy 4.1 Worksheets: Worksheet on Credits & Program Length for Institutions Worksheet on Credits & Program Length for Teams Associated documents: Information for Institutions Protocol for Peer reviewers Implementation in HLC Region

4 WASC Region Policy on Credit Hour Credit Hour Review Template Example of Implementation in WASC Region Institutional Policy on Credit Hour Assumptions, Recommendations, Process Checklist: Assignments and Resources Course Map: SLOs to Assignments Components of Credit Hour Calculations Peer review process Worksheets

5 Looking Forward What ED says about assignment of credit versus what they are currently requiring Perspectives: Flexibility under ED Credit Hour definition and Direct Assessment Program Regionals Institutions Assessment practitioners Discussion: Gap between what we are doing and what we should be/would like to be doing

6 Flexibility under ED Credit Hour Definition See March 18 th 2011 Dear Colleague Letter Institutions are responsible and accountable for demonstrating that each course has the appropriate amount of student work for students to achieve the level of competency (i.e., learning outcomes) defined by institutionally established course objectives. In determining the amount of work the institution's learning outcomes will entail, as under current practice, the institution may take into consideration alternative delivery methods, measurements of student work, academic calendars, disciplines, and degree levels.

7 Direct Assessment Program See (a) (1) A direct assessment programis an instructional program that, in lieu of credit hours or clock hours as a measure of student learning, utilizes direct assessment of student learning, or recognizes the direct assessment of student learning by others. The assessment must be consistent with the accreditation of the institution or program utilizing the results of the assessment. (2) Direct assessment of student learning means a measure by the institution of what a student knows and can do in terms of the body of knowledge making up the educational program. These measures provide evidence that a student has command of a specific subject, content area, or skill or that the student demonstrates a specific quality such as creativity, analysis or synthesis associated with the subject matter of the program. Examples of direct measures include projects, papers, examinations, presentations, performances, and portfolios.

8 Activity: Developing/Improving Definitions & Implementation Plans Working in small groups (3-4 ideally): Individually share current approach/plans, & note: Strengths of your current approach/plans Challenges of your current approach/plans Provide colleagues with suggestions/ideas for improvement Note 2 best suggestions/ideas to share with larger group Each group shares 2 best approaches and/or suggestions/ideas Facilitators record for wider dissemination with AALHE community