AACRAO TRANSFER CONFERENCE CHICAGO, Awarding Credit for

Transcription

1 AACRAO TRANSFER CONFERENCE CHICAGO, 2010 Awarding Credit for Non-Traditional Educational Experiences

2 Welcome & Introductions - Jeremy Simpson Director, Transfer Credit Evaluation Operations American Public University System jsimpson@apus.edu; Jolene Passut Director, Transfer Student Outreach & Training American Public University System jpassut@apus.edu; Mary Beth Lynch Assistant Director of Evaluations Thomas Edison State College mlynch@tesc.edu; , ext Kristin Lobasso Senior Evaluator Thomas Edison State College klobasso@tesc.edu; , ext. 3410

3 What is Non-traditional Education? Military Training and Experience Corporate and Specialized Training Programs Credit By Exam Distance Education Coursework Specialized Training Programs & Colleges Work/Life Experience Programs

4 Why Is It So Important? Expanding and evolving transfer student populations Market competition in the education arena Advances in society and technology dictate t that t valid learning is happening in more places than the traditional classroom Current economic crisis New GI Bill Legislation and DOD Initiatives for Wounded Warriors Students want it!!

5 What Are The Issues? Federal Legislation Push for blanket or federalized transfer policy Government spending and deficit Gaining Academic Staff Support Validating the learning Overcoming the traditionalists a s Using their knowledge to gain trust and buy in Maintaining Academic Integrity of Your Institution and Degree Programs Learning Outcomes and Assessment Understanding How to Evaluate and Assess Consistency in Evaluation Results Continuous review and improvement

6 Best Practices What Exists? State Laws/Articulations Organizations such as A.C.E./PONSI/SOC Peer Review & Discussion What Is Coming? Higher Focus from organizations such as AACRAO and NASPA More Research Initiatives Federal Legislation?

7 What is A.C.E.? American Council on Education An independent, nonprofit organization founded in A.C.E. provides a forum for the discussion and decision-making on education issues of national importance and seeks to coordinate the interest of all segments of the higher education community into a single voice. Founded in 1942, the Center for Lifelong Learning pioneered the evaluation of education and training that occurs outside the classroom (Evaluation of Military & Corporate programs)

8 A.C.E. Center for Lifelong Learning Guiding Philosophy WHAT an individual learns is more important than WHEN, WHERE,,and HOW the individual dua learned ed it. Extra-institutional Learning. defined as learning that is attained outside the sponsorship of legally authorized and accredited post-secondary institutions American Council on Education

9 What is the Military Evaluations Program (MEP)? The Military Evaluations Program provides institutions with a basis for recognizing educational experiences in terms of civilian academic credit. Since the early 40 s, MEP has reviewed and made credit recommendations for thousands of college level courses offered by the military services. Since 1974, MEP began evaluation of military occupational specialties as well.

10 FUNDING Who pays? DoD Contract Department of Defense Instruction , Voluntary Education Programs, outlines the policy and guidance for review of military training and experiences for award of equivalent college credits for members of the Armed Forces. DSST funds and manages a contract with A.C.E. for evaluation of all the Services (Army, Navy, Air Force, Marine Corps, and Coast Guard) training courses and occupations. In fiscal year 2009, Military Programs conducted 45 installation visits and evaluated 1400 courses and 66 occupations. These reviews resulted in over 3,400 semester hours in the lower division, over 900 semester hours in the upper division, and over 300 semester hours in the graduate degree category.

11 Course Evaluations Military Formal military instruction and military occupations specialties courses approved dby a central authority Correspondence courses with proctored end-of course exams Distance learning/online courses with documented rigid control test conditions and firm identification of the student.

12 Military Occupation Evaluations Army Enlisted and Warrant Officer Military Occupational Specialty (MOS) Navy General rates and ratings, limited duty and warrant officer specialties, selected Naval Enlisted Codes (NECs) Coast Guard General rates and ratings, warrant officer specialties, selected aviation billets (pilots) Marine Corps Selected enlisted aviation MOSs Ground MOSs

13 What Military Programs Does Not Evaluate Air Force courses transcribed by the Community College of the Air Force (CCAF) Military schools with degree-granting granting status Courses outsourced to colleges and universities Coast Guard Qualification Codes

14 What is the Credit Recommendation Service (CREDIT) Program? Connects workplace learning with colleges and universities by helping adults gain access to academic credit for formal courses and examinations taken outside traditional degree programs. The CREDIT Program provides institutions with a basis for recognizing corporate training in terms of academic credit. CREDIT provides an official transcript documenting credit for workplace training Provides advocacy and advisory service to individuals registering for the CREDIT transcript service

15 FUNDING who pays for CREDIT Reviews??? An organization pays the review fee and direct costs associated with a review. An organization or a student pay for the transcript An organization or a student pay for the transcript service. To join the A.C.E. transcript service is $40, which includes one complimentary transcript. Additional transcripts are $15 each.

16 Course Evaluations Corporate Formal training submitted to A.C.E. by an organization Onsite or distance learning courses with end of course exams Experience nor occupational-related criteria are part of the evaluation

17 Benefits for organizations to have a review Employee Retention Maximizing training dollars Employee Benefit of college credit Credentializing an organization's training program

18 Credit Recommendations can be used for: Training and certification verification Employment Job advancement Skills documentation Advanced college placement Courses in degree or certificate programs

19 Program Evaluation Activities Evaluate formal courses and occupational specialties Publish course and occupation descriptions and academic credit recommendations Transcript and registry services

20 How are reviews conducted? Program Evaluations Content Review Committee and Evaluator Selection Evaluation Process Defining College Level Work Transcript Data

21 Selection Of Evaluators A.C.E. s Program Evaluations Content Review Committee selects a team of evaluators based on an in-depth review of submitted course materials. After much research and discussion amongst committee members, a team of at least three subject matter specialists are chosen to conduct the review. The team, along with the Associate Director work together throughout the review process.

22 Evaluation Process Subject matter specialists and A.C.E. representative (s) work closely with requesting institution by reviewing written material, conducting interviews, and/or observing training. Descriptions are created which focus on learning outcomes, assessment measures and translation of the outcomes into collegiate learning.

23 Defining College Level Work Work is measured by content and rigor and must be at the postsecondary level. Evaluative Criteria i Levels of Credit No Credit Recommended

24 Evaluative Criteria Course content Learning outcomes Depth and breadth of material Level of difficulty Applicability to range of postsecondary programs Evaluative instruments appropriate to measure the participant s learning Outside assignments

25 Levels of Credit Vocational/Certificate Typically provides students with occupational skills Course content specialized and emphasizes procedural (hands-on) rather than analytical (theory) skills Lower Division Emphasis on basic principles that have broad judgmental applications Coursework found in associate degree curriculum or within 1 st two years of baccalaureate curriculum Upper Division Involves specialization of theoretical or analytical nature beyond introductory level Coursework found in last two years of baccalaureate degree program Graduate Involves critical analysis, scholarly and professional application of specialized knowledge within a discipline Independent study and/or original research

26 Credit NOT Recommended Course content is not comparable to courses offered by colleges and universities Material provided for review is inadequate for judgment to be made Inadequate evaluation/assessment tool

27 Transcript Data # of Transcripts # of Transcripts # of Transcripts Processed Processed Processed Calendar Year (AARTS) (SMART) (CREDIT) ,613 98,873 7, , ,799 7, , ,462 7,806

28 2009: Top 10 Transcript List AARTS SMART A.C.E. Corporate University of Phoenix 35,269 Central Texas College 31,875 American Military University 16,429 American Public University 14,490 University of Maryland University College/Europe/Asia 14,038 North Central Institute 9008 Grantham University 6629 American Intercontinental University Online 6014 Columbia Southern University 5922 Excelsior College 5524 University of Phoenix 13,143 American Intercontinental University 7503 Ashford University 5912 Coastline Community College 4175 American Military University 3752 University of Maryland University College 3666 Excelsior College 3318 Colorado Technical University Online 2964 Thomas Edison State College 2357 Central Texas College 2062 Thomas Edison State College 629 Excelsior College 265 University of Maryland University College 102 University of Phoenix 51 American College of Education 50 Ashford University 47 Anne Arundel Community College 32 Grand Canyon University 32 Eastwick College 31 Charter Oak State College 23

29 A.C.E. Online Military Guide

30 Military Transcripts

31 Websites and Contact Information AARTS Operations 415 McPherson Avenue Ft. Leavenworth, KS Carol Brown SMART Operations NETPDTC, N Saufley Field Road Pensacola, FL Laurine Anderson x1097, 1236, or

32 A.C.E. Online Corporate Guide The National Guide to College Credit for Workplace Training lists training with A.C.E. recommended credit.

33 Credit Recommendation Service A.C.E. Transcript Transcripts If you have successfully completed training listed in the National Guide, you can join the Transcript Service and request an official A.C.E. Transcript.

34 A.C.E. Affiliate Offices Colleges and universities that represent A.C.E., promoting A.C.E. credit recommendation and working with adult learners in their region View the list of over 300 Affiliate Colleges (CA, CT, FL, IL, IN, MA, MI, NH, NJ, OH, OK, VA, WI) College_Services&CONTENTID=17606&TEMPLATE=/C M/ContentDisplay.cfm

35 Credit By Examination AP Exam Advanced Placement Examination CLEP College- Level Examination Program DSST Dantes Subject Standardized Tests DLPT Defense Language Proficiency Test Excelsior Exam Excelsior College Examination

36 AP Exam Advanced Placement Examination Exams used throughout participating high schools to give students the opportunity to perform and earn credit at a college level Credit Earned by applying A.C.E. Credit Recommendations or Institutional Assessment & Review Exams 37 options to include 22 subject areas AP Grades Five-point Scale: 5: Extremely well-qualified 4: Well-qualified 3: Qualified 2: Possibly qualified 1: No recommendation

37 AP Exams Using American Council on Education (A.C.E.) Credit Recommendations A.C.E. recommends credit for a minimum score of 3

38 CLEP College- Level Examination Program Exams used to give students the opportunity to earn credit at a college level based on knowledge learned Credit Earned by applying A.C.E. Credit Recommendations or Institutional Assessment & Review Exams 34 options to include 5 subject areas Credit for each exam based on passing the set minimum qualifying score

39 CLEP Exams Using American Council on Education (A.C.E.) Credit Recommendations A.C.E. recommends credit for a minimum score of 50

40 DSST Dantes Subject Standardized Tests Exams used to give service members the opportunity to earn credit at a college level based on knowledge learned Credit Earned by applying A.C.E.- Credit Recommendations or Institutional Assessment & Review Exams 38 Subjects Credit for each exam based on passing the set minimum qualifying score

41 DSST Exams Using American Council on Education (A.C.E.) Credit Recommendations

42 DSST Exams Using American Council on Education (A.C.E.) Credit Recommendations A.C.E. recommends credit for a minimum score of 48

43 DLPT Defense Language Proficiency Test Foreign Language tests produced by the Defense Language Institute (DLI) for military services and U.S. Government Agencies Credit Earned by applying A.C.E. Credit Recommendations or Institutional Assessment & Review DLPT Grading Scale- Based on a 0 to 3 scale: (3) General Professional Proficiency (2+) Limited Working Proficiency, Plus (2) Limited Working Proficiency (1+) Elementary Proficiency, Plus (1) Elementary Proficiency (0+) Memorized Proficiency (0) No Proficiency

44 DLPT Exams Using American Council on Education (A.C.E.) Credit Recommendations A.C.E. Recommends a range of credit based on the Language difficulty category and grading scale

45 Excelsior Exams Exams used to earn credit at a college level based on knowledge learned Credit Earned by applying A.C.E. Credit Recommendations or Institutional Assessment & Review Exams 50 Subjects Credit for each exam based on passing with a grade of C or higher

46 Excelsior Exams Using American Council on Education (A.C.E.) Credit Recommendations A.C.E. recommends credit for a grade of C or higher

47 How Others Award Credit Develop alternate minimum scores per Institution/Department/Division Individual Exam Review Minimum Score along with Institution Assessment Exam

48 Other Exams IB International Baccalaureate Microsoft Office Certification Novell Professional Aviation Maintenance New York University Proficiency Testing in Foreign Language

49 Distance Education Coursework Traditional Abridged Guided Study

50 Traditional Distance Education Learning in which comparable instruction is delivered to student in a different location and/or time Highly interactive form of study Easily evaluated for equivalency as learning outcomes and course syllabus parallel courses provided at brick and mortar institutions Formats can include: Online instruction (virtual learning environment, web cast, newsgroup) Two-way video/web casting One-way pre-recorded video

51 Abridged Distance Education Limited interaction-rely heavily on self-paced study Typically not as rigorous as traditional distance coursework Challenging to equate to traditional classroom learning as outcomes are more obscure and difficult to assess and test Formats can include: CD-Rom Self-study Programs e-pack (self-paced with available diagnostic, on-line quizzes throughout course which includes feedback along with testing results) Flash drive

52 Guided Study Distance Education Limited interaction between student and faculty/mentor Correspondence conducted by mail or Method becoming obscure as students are opting for more efficient credit earning options

53 Awarding A.C.E. Credit Is institution accredited by appropriate/acceptable accreditation agency? If not Check A.C.E. to determine if institution coursework/training has been reviewed and recommended credit by A.C.E.. Hundreds of organizations, including professional and volunteer associations, schools, training suppliers, labor unions and governmental agencies participate with A.C.E.. If institution is located in guide, student should contact A.C.E. to request an A.C.E. registry transcript. A.C.E. makes transfer process easy as they have already done the assessment for you.

54 Distance Education Coursework Awarding Credit Academic Assessment What Are the Learning Outcomes? This is the single most important question when academics consider awarding credit for distance education Should be clearly defined and measurable What is the Course Content? Is there a well developed syllabus What are the course materials used What is the course delivery model

55 Distance Education Coursework Awarding Credit Academic Assessment (continued) What is the Academic Rigor of the course? How many pages of material read What exams are given Research papers and course assignments Length of time to complete the course How is the Course Assessed? Grade criteria Completion rates Institutional review

56 Distance Education Coursework Awarding Credit: The Challenges Understanding of delivery systems Converting classroom time Understanding di of course comparability Understanding of accreditation standards Overcoming Academic Traditionalists

57 Specialized Training Programs & Colleges Accrediting Agencies Corporate/Government Agency Training Programs Specialty Training Programs

58 Accreditation Other Than Regional (May be evaluated by A.C.E. for college level credit.) National Academic programs created for adult and professional students Can generate an OFFICIAL Transcript from the institution making it easier to award credit if your institution does not discriminate based on accreditation status Distance Education Training Council (DETC) Academic programs offered by institutions at a distance Institutions are degree-granting, postsecondary, military and high schools Council on Occupational Education (COE) Career and technical educational institutions Many other accrediting bodies

59 Corporate/Government Training Programs Training developed by a corporation for career progression and/or professional development Often Evaluated by A.C.E. for college level credit recommendation If not A.C.E., (and acceptable based on internal review or PONSI), requires submission of appropriate official documentation which could include notarized copy of completion certificate or training transcript.

60 Specialty Programs Career specific education & training such as Police/Rescue/Fire Dentistry Paralegal Broadcasting Aviation Often evaluated by A.C.E. for college level credit recommendation If not A.C.E. (and acceptable based on internal review or PONSI), requires submission of appropriate official documentation, which could include notarized copy of completion certificate or training transcript.

61 Specialty Programs (continued) National Program on Noncollegiate Sponsored Instruction (PONSI) Overseen by Board of Regents of the State University of New York Reviews education and training programs for equivalent college level credit. Does not provide its own transcript, so official documentation from providing organization required. Credit recommendation located in the College Credit Recommendation (CCR) Online guide. Primarily Vocational/Career specific coursework

62 Distance Education Coursework Awarding Credit: Other Methods PLA (Prior Learning Assessment) Portfolio Review Institutional Test-Out Programs Institutionally Developed Passing final exam of course Paper Submission Articulation/Institutional Policy Transfer Appeal

63 Work/Life Experience Programs Resources AACRAO American Association of Collegiate Registrar and Admissions Officers International Credential Evaluation Workshops and Training Programs Consulting Services to help you develop your institutional program CAEL Council for Adult and Experiential Learning Respected Training Programs for Prior Learning Assessment Consulting Services to help you develop your institutional program

64 Break Workshop / Hands-on

65 Military Training and Experience Accredited Degree Granting Military Institutions Treat like other accredited institution credit Follow institutional credit transfer policy Review course descriptions and course syllabi Community College of the Air Force (CCAF) Air Force Institute of Technology Air University US Army Logistics Management College US Army Command and General Staff College US Naval War College Joint Forces Military Intelligence College Defense Language Institute Marine Corps Institute

66 Military Training and Experience Accredited Degree Granting Military Institutions Things to keep in mind: Pass/Fail rates and completion rates may be calculated differently than traditional institutions Some accredited d military institutions also carry A.C.E. credit recommendations develop a clear policy Resident and non-resident versions of the programs offered can result in different learning outcomes and objectives Not all offer official academic transcripts

67 Military Training and Experience A.C.E. Evaluated Training & Experience Overview Two Types of Review Military Coursework Military Experience Three Things to Consider Exhibit Dates Exhibit Length Exhibit Location Four Types of Credit Recommended Vocational/Technical Lower Division Associate/Bachelors Upper Division Bachelors Graduate

68 Military Training and Experience A.C.E. Evaluated Training & Experience Two Types of Review Military Coursework- Search Courses Military Experience/Occupation- Search Occupations

69 Military Coursework Review

70 Military Experience/Occupation Review

71 Military Training and Experience A.C.E. Evaluated Training & Experience Instructional Methods Course Description Learning Outcomes Course objectives Learning achieved Degree Applicability Mostly Elective Physical Education General Education Major Equivalents Things to Consider Length of Time In Rank Used to determine amount of credit to award Primary/Secondary/Duty Recommendations on the AARTS Duplication of Credit Between other A.C.E. Recommendations Between other Traditional Academic Credit

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78 Corporate Training A.C.E. Evaluated Training Overview Things to Consider Exhibit Dates - Start and End Dates Type of Credit Recommended - Vocational/Technical - Lower Division Associate/Bachelors - Upper Division Bachelors - Graduate

79 Corporate Coursework Review

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81 AICP-0038 Risk Assessment Major topics covered in the course are the framework for risk control, establishing a risk management program, identifying and analyzing exposures including property, liability, personal loss, and net income; alternative risk management techniques.credit Recommendation:In the upper division baccalaureate or graduate degree category, 3 semester hours in Business Administration, Insurance, Management, or Risk Management (8/95) (11/00) (1/06). INS-210 Casualty Loss Control Insurance to protect business enterprises: accident and health, burglary, business interruption, consequential losses, employer's liability, fidelity and surety bonds, floater policies group, social security, estate planning, workmen's compensation.

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83 AICP-0039 Risk Control Instruction:Major topics covered in the course are framework for risk control, crisis management planning, controlling fire losses, protecting the health potential of personnel, designing safer, more productive workplaces, rehabilitation management, controlling losses from fleet operations, casualty, environmental, net income and crime, system safety and motivating and monitoring risk control activities. Methods of instruction include formal classes, small group study, independent study, additional preparation based on the prescribed texts and study guide, and final examination.credit Recommendation:In the upper division baccalaureate or graduate degree category, 3 semester hours in Business Administration, Insurance, Management, or Risk Management (8/95) (11/00) (1/06). INS-371 Risk Management An introductory study of the elements of loss control program, including such factors as hazard recognition, occupational disease, fleet safety, pollution and product safety, and an analysis of objectives, organization, and costs.

84 Examinations A.C.E. Evaluated Overview Things to Consider Exhibit Dates - Start and End Dates Type of Credit Recommended - Vocational/Technical - Lower Division Associate/Bachelors - Upper Division Bachelors - Graduate

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86 English Composition (with or without Essay) Description: The CLEP English Composition examination assesses writing skills taught in most firstyear college composition courses and, in particular, skills for college assignments requiring writing that explains, interprets, analyzes, presents, or supports a point of view. The examination does not require knowledge of grammatical terms. However, the student will need to apply the principles and conventions expected of academic writing discourse. Two versions of the test are offered. One is all multiple-choice, and contains approximately 90 questions to be answered in 90 minutes. The other version includes two sections, which are separately timed: Section I contains approximately 50 multiplechoice questions to be answered in 45 minutes, and Section II is comprised of one essay question to be answered in 45 minutes. The essay is scored by college faculty who teach writing courses. Each essay is read and assigned a rating by two scorers; the sum of the two ratings is weighted and then combined with the candidate's multiplechoice score. The resulting combined score is reported as a scaled score between 20 and 80. Separate scores are not reported for the multiple-choice and essay sections. Both versions of the exam are administered on a computer terminal. Through the military's DANTES program, a pencil-and-paper paper version of the all-multiple-choice version of the exam is available to active service military test takers. Credit Recommendation: At the baccalaureate/associate level, up to six semester hours of credit are recommended for candidates with scores of 50 or above (12/09). There are two versions of the CLEP English Composition exam. Some colleges grant credit only for the version with essay; others grant credit for the all-multiple-choice version; still others accept either version for credit. A number of schools supplement the all-multiple-choice version with a writing assignment that they administer and score themselves. Many colleges grant six semester hours (or the equivalent) of credit toward satisfying a liberal arts or distribution requirement in English; others grant six credit hours of course credit for a specific first-year composition or English course that emphasizes expository writing.

87 History of the United States I: Early Colonization to 1877 (Formerly: American History I: Early Colonizations to 1877, History of the United States I: Early Colonizations to 1877) Description: The CLEP History of the United States I: Early Colonization to 1877 examination covers material that is usually taught in the first semester of a two-semester course in United States history. The examination covers the period of United States history from early European colonization to the end of Reconstruction, with the majority of the questions on the period of In the part covering the seventeenth and eighteenth centuries, emphasis is placed on the English colonies. o The examination at is administered ed on computer, and contains approximately 120 questions to be answered in 90 minutes. A paper-and-pencil version of this examination is also available. Credit Recommendation: At the baccalaureate/associate level, three semester hours are recommended for examinees with scores of 50 and above (12/09).

88 Ethics in America Fact Sheet 2008 CONTENT OUTLINE The following is an outline of the content areas covered in the examination. The approximate percentage of the examination devoted to each content area is also noted. Ethics in America Exam Content Outline I. Ethical Traditions 44% A. Greek Views: Thucydides, Socrates, Plato, Aristotle B. Religious traditions C. Moral law: Epictetus, Aquinas, Hobbes, Locke, Rousseau, Jefferson, Kant, Royce, King, Rawls, Nozick D. Consequential ethics: Epicurus, Smith, Bentham, Mill, Rand E. Feminist ethics: Gilligan, Noddings II. Ethical Analysis of Issues and Practical Applications 56% A. Morality, relationships, and sexuality B. Life and death issues C. Economic inequity, poverty, and equal opportunity D. Racism and affirmative action E. Punishment F. War and peace G. Life-centered and human-centered ethics H. Human rights I. Biomedical ethics Area or Course: Ethics in America Equivalent: Level Upper-level baccalaureate Amount of Credit Three (3) semester hours Source: A.C.E.

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90 Examinations Review

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92 ACTF0005 Oral Proficiency Interview Skills Measured:The OPI is a global assessment that measures language holistically by determining patterns of strengths and weaknesses, establishing a speaker's level of consistent functional ability as well as the clear upper limits of that ability, and compared to the ACTFL Proficiency Guidelines- Speaking (Revised 1999). Though holistically rated, there are four major categories of assessment criteria on which ratings are focused-the global tasks/functions performed with the language, the social context and content areas in which the language can be used, the accuracy features which define how well the speaker performs the task pertinent to those contexts and content areas, and the oral text type (from individual words to extendeddiscourse) produced. Credit Recommendation:In the lower division baccalaureate/associate degree category, 10 semester hours and in the upper division baccalaureate degree category, 2 semester hours in Foreign Language (Advanced High/Superior). SPA-327 Advanced Conversation I, SPA-328 Advanced Conversation II, SPA-401 Spanish Language Advanced

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94 ACTF-0028 ACTFL Writing Proficiency Test Skills Measured:The WPT is a global assessment that measures language holistically by determining patterns of strengths and weaknesses, establishing a writer's level of consistent functional ability as well as the clear upper limits of that ability, and compared to the ACTFL Proficiency Guidelines-Writing (Revised 2001). Though holistically rated, there are four major categories of assessment criteria on which ratings are focused-the global tasks/functions performed with the language, the social context and content areas in which the language can be used, the accuracy features which define how well the speaker performs the task pertinent to those contexts and content areas, and the written text type (from individual words to extended discourse) produced. Credit Recommendation:In the lower division baccalaureate/associate degree category, 2 semester hours in Foreign Language (Novice High/Intermediate t Low); Or in the lower division baccalaureate/associate degree category, 4 semester hours(intermediate Mid); Or in the lower division baccalaureate/associate degree category, 6 semester hours (Intermediate High/Advanced Low); Or in the lower division baccalaureate/associate degree category, 8 semester hours and in the upper division degree category, 2 semester hours (Advanced Mid); Or in the lower division baccalaureate/associate degree category, 8 semester hours and in the upper division degree category 4 semester hours (Advanced High/Superior). SPA-332 Advanced Grammer & Comp I, SPA-333 Advanced Grammer II, SPA- 335 Adv. Composition and Style I

95 Specialized Training Programs Overview Things to Consider Exhibit Dates - Start and End Dates Type of Credit Recommended - Vocational/Technical - Lower Division Associate/Bachelors - Upper Division Bachelors - Graduate

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97 Specialized Training Review

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100 Awarding Credit for Non-Traditional Training Experiences Steps to Success Gain academic and institutional support You will not succeed without it! Develop clear (and enforceable) policies Document, document, document Communicate, communicate, communicate Develop a comprehensive training program Non-traditional credit transfer is only as good as the evaluator who awarded it Stay committed to QUALITY USE YOUR RESOURCES Makes the above much easier to achieve Monitor your progress and be open to improvement

101 How Do You Award Credit?

102 Awarding Credit for Non-Traditional Training Experiences THANK YOU FOR YOUR PARTICIPATION - Jeremy Simpson Director, Transfer Credit Evaluations & Operations American Public University System jsimpson@apus.edu; Jolene Passut Director, Transfer Student Outreach & Training American Public University System jpassut@apus.edu; Mary Beth Lynch Assistant Director of Evaluations Thomas Edison State College mlynch@tesc.edu; , ext Kristin Lobasso Senior Evaluator Thomas Edison State College klobasso@tesc.edu; , ext. 3410