College Credit For Military Training. - ACE and Beyond - Slide 1

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1 College Credit For Military Training - ACE and Beyond - Slide 1

2 2 Slide 2

3 Agenda I have one.. Take a closer look at Military Training and to fully consider it for college credit Look deeper than the credit provided by the American Council on Education (ACE) and make the credit useable Consider a combined ACE and Credit For Prior Learning Approach Slide 3

4 Reasons Schools Deny Credit for Military Training Concerned it will lessen academic quality of the degree Concerned it will impact accreditation Don t fully understand the ACE Military Programs evaluation process Concerned that awarding applied credit for theoretical knowledge may disadvantage the military student Aren t fully knowledgeable about military culture and level/extent of military training Financial incentive not to award credit, student has to take more courses, college receives more tuition/fees All of the above Slide 4

5 Who Is Dave Brand? ACE Evaluator Military Educator College Administrator Slide 5

6 Not Your Grandfather s Military Training The United States requires a warrior who possesses mastery in the skill of arms while being aware that his/her judgment, decision-making and actions can all have strategic and political consequences that can affect the outcome of not only a given mission but more importantly the reputation of his/her country. Slide 6

7 Lifelong Learning TRAINING + EXPERIENCE + EDUCATION TACTICAL OPERATIONAL STRATEGIC The SOF Soldier must be looked at holistically. For our force to succeed, we must blend training, experience and education to produce special operators who are highly trained in warrior skills and broadly educated with leadership qualities based upon humility, critical thinking, comfort with ambiguity, acceptance of prudent but calculated risks and the ability to make rapid adjustments based upon a continuous assessment of the situation. 11 Feb 10 Slide 7 of 24 Veritas et Libertas

8 Special Operations Taxonomy of Learning EDUCATION E X P E R I E N C E Level Indirect Actions The use of adaptive thinking and leadership skills to design innovative solutions to influence or persuade a target audience. Create, invent, imagine, combine, what if design, improve, adapt SYNTHESIS EVALUATION ANALYSIS APPLICATION (RUN) COMPREHENSION (WALK) A profound understanding of issues and trends that enables cross-cultural problem solving. The ability to conceptualize, then simplify complex problems to capitalize on environmental opportunities. The ability to use learned materials in the assessment of the operational environment (operational design). The ability to see relationships, concepts and abstractions beyond the recall of material. Justify, debate, solve, recommend, judge, criticize, prove, dispute Categorize, dissect, analyze, take apart, compare, contrast Model, apply, collect, organize, construct, put in order, sketch, code Explain, locate, inquire, discover, demonstrate TRAINING KNOWLEDGE (CRAWL) Memorization; the ability to recall previously learned material. Match, recognize, list, define, describe, name, identify, select, show Source: Based on Bloom s Taxonomy 11 Feb 10 Slide 8 of 24 Veritas et Libertas

9 SOF Lifelong Learning Associates Bachelors Masters Doctorate Assessment And Selection Qualification Course WOTTC Combat Deployments Overseas Deployments SLC WOAC Combat Deployments Overseas Deployments SGM Academy ILE Combat Deployments Overseas Deployments Training Missions/Events Training Missions/Events Training Missions/Events TRAINING + EXPERIENCE + EDUCATION The Foundation of ARSOF Expertise 11 Feb 10 Slide 9 of 24 Veritas et Libertas

10 Civil affairs specialists can quickly and systematically identify critical requirements needed by local citizens in war or disaster situations. They can also locate civil resources to support military operations, help minimize civilian interference with operations, support national assistance activities, plan and execute noncombatant evacuation, support counter-drug operations, and establish and maintain liaison or dialogue with civilian aid agencies and civilian commercial and private organizations. Slide 10

11 A PSYOPS Operator requires an in-depth knowledge of the art and science of persuasion and influence. They need an ability to interact with host-nation military and civilian officials, the general population, detainees, enemy prisoners of war (EPWs), displaced civilians (DCs), and internees. A PSYOPS Operator possesses a working knowledge of the political and cultural trends and attitudes in a variety of foreign countries, practical understanding of the social psychology and individual and group psychological dynamics that expose information voids in foreign populations, and executing advertising and marketing campaigns meant to create favorable results for the supported unit or organization. Slide 11

12 So How do We Educate in a Training Environment? Slide 12

13 College Accreditation Accreditation is a voluntary, independent review of educational programs to determine that the education provided is of uniform and sound quality. Being awarded accreditation ensures that an institution has been evaluated and that it met set standards of quality determined by the accrediting organization granting the accreditation. A college or university's accreditation is maintained by continued adherence to the set criteria. Slide 13

14 Military Accreditation Accreditation is the TRADOC Commander's formal recognition given to a training institution, which gives authority to conduct (or continue to conduct) education/training. It is the result of an evaluative process that certifies an institution's training program, processes, personnel, administration, operations, and logistical support (infrastructure) are adequate to support training to course standards and that training institutions are adhering to TRADOC Command Training Guidance and directives. Accreditation of institutions are reevaluated every 3 years. Slide 14

15 The American Council On Education (ACE) Founded in 1918, the American Council on Education (ACE) is the only higher education organization that represents presidents and chancellors of all types of U.S. accredited, degree-granting institutions: community colleges and four-year institutions, private and public universities, and nonprofit and for-profit colleges ACE represents the interests of more than 1,600 campus executives, as well as 200 leaders of higher education-related associations and organizations Together, ACE member institutions serve 80 percent of today's college students Source: Slide 15

16 The American Council On Education (ACE) Since 1945, the American Council on Education has provided a collaborative link between the U. S. Department of Defense and higher education through the review of military training and experiences for the award of equivalent college credits for members of the Armed Forces. Registrars, admissions officers, academic advisors, career counselors, and DoD Voluntary Education professionals have a basis for recognizing military educational experiences in terms of civilian academic credit. Source: Slide 16

17 ACE Program Evaluations Military Programs Corporate Programs Third-party review gives unbiased assessment of non-traditional learning, training courses Engages subject matter experts in evaluative credit process Source: Slide 17

18 Military Evaluations Program The evaluation process is founded on high quality standards of practice including a rigorous review and selection of subjectmatter experts and academic faculty, a site visit to analyze the content, and an evaluator consensus in determining the learning outcomes and appropriate academic credit recommendations. Slide 18

19 The (ACE) Evaluation Process a rigorous review and selection of subject-matter experts and academic faculty a site visit to analyze the content evaluator consensus in determining the learning outcomes and appropriate academic credit recommendations Source: Slide 19

20 Evaluator Representation Community College 19% Practitioner 3% Accrediting agencies Types of institutions 4-Year College 27% University 51% Approximately 7,000 faculty on military teams (since 1954) Source: Slide 20

21 Military Course Evaluations Formal military instruction and military occupations specialties courses approved by 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 Source: Slide 21

22 ACE Review Standards Any POI that has not been reviewed in the last 10 years New Courses with 45 or more academic hours Any POI that was reviewed less than 10 years ago and Course number has changed Course title has changed Training Location has changed Training length has changed Academic hours have changed Content has changed Source: Slide 22

23 The Basis for Course Credit The POI Source: Slide 23

24 Documentation Overview Program of Instruction (POI) Branch specific documents Training Course Control Documents Master Course Schedule Approval Letters Documentation that provides clear and concise descriptions of Learning Objectives- terminal and enabling learning objectives Learning Activities method of delivery, time and structure of learning events (often found in lesson plans and instructor materials Slide 24

25 Documentation Requirements Documentation that provides clear and concise descriptions of: Learning Objectives - terminal and enabling learning objectives Learning Activities Method of delivery, time and structure of learning events In residence Courses often found in lesson plans and instructor materials In DL Courses materials that provide a sense of how materials are organized and presented, learning resources and learner support Slide 25

26 Assessment Strategies Assessment Strategies Identification of knowledge and behaviors that must be obtained Indicators that best demonstrate attainment Describe the assessment items, assessment instruments, and assessment protocols DL must show that student is identified and rigid control measures Slide 26

27 Evaluative Criteria for Courses Course content Learning outcomes Depth and breadth of material Level of difficulty Applicability to postsecondary programs Evaluative instruments Outside assignments Instructor qualifications Slide 27

28 The ACE Process 1. Pre-meetings with points of contact phone conferences; review handbook and expectations 2. ACE representative and Subjectmatter specialists (faculty) travel to military base 3. Review written materials (conduct interviews for occupations) 4. Document evaluation and write descriptions Learning outcomes, Assessment measures and Outcomes to collegiate learning (credit recommendation) Slide 28

29 Course Review: On Site In-briefing / overview of courses by point of contact and mission of schoolhouse Review materials (hands-on) Instructor materials Learner materials Assessments Tour unique lab environments or training simulators Speak to SMEs / instructors for courses Source: Slide 29

30 Course Review: On Site Consensus by reviewers (3 per course) Team write-up Learning outcomes Instruction methods Topics Credit recommendation Special notes Exit briefing Source: Slide 30

31 Post Visit Activities Team documentation returned to main office Internal review of team materials Final report to military schoolhouse and appropriate liaison days Feedback look with military schoolhouse Exhibits uploaded to database Source: Slide 31

32 Defining College Level Work Content, scope, and rigor must be at the postsecondary level. Vocational / Certificate Lower Division Upper Division Graduate Slide 32

33 Levels of College Credit Vocational / Certificate This type of coursework is normally found in year-long certificate programs that are designed to provide students with occupational skills. Course content is specialized, and the accompanying training emphasizes procedural (hands on) rather than analytical skills (theory). Lower Division Course emphasis is on learning basic principles that have broad judgmental applications. Coursework typically found in programs leading to the associate degree and/or the first two years in a baccalaureate institution. Upper Division Course content usually involves specialization of a theoretical or analytical nature beyond the introductory level. Course content is usually found in the last two years of a baccalaureate program. Graduate The course and its content typically involves: - Critical analysis. - Scholarly and professional application of specialized knowledge within a discipline. - Independent study. - Original research. Slide 33

34 Sample Course Team Consensus Sheet (TCS) - Military Source: Slide 34

35 No Credit Recommended Material presented in the course is not comparable to content and rigor at the postsecondary level Material offered is inadequate for a judgment to be made Inadequate outcome assessments Source: Slide 35

36 Military Guide Online Source: Slide 36

37 Sample Exhibits Source: Slide 37

38 ACE Recommendation - Course Slide 38

39 ACE Recommendation - Course Slide 39

40 AARTS Transcript - Course Slide 40

41 Importance of ACE Credit a) Recognizes college-level knowledge/skills gained from military experience b) Institutional value statement about military service to country (affirmation that veterans matters to school) c) Jump starts a veteran s academic progress; reduces amount of coursework required for the degree d) Motivates a servicemember toward degree completion by communicating prior learning accepted e) Accelerates their entry into the work world by shortening their degree completion time f) All of the above Source: Slide 41

42 Why Go Deeper than ACE? ACE provides structure not the final word ACE only makes recommendations ACE does not easily equate Terminology used by Evaluators is often vague Military Science is not easily articulated ACE only requires a review of 25% of POI A Deeper Dive Provides a Deeper Understanding Allows Colleges/Universities to make a more accurate determination Better alignment of military learning and college learning Better serves our Soldiers, Sailors, Airmen and Marines Slide 42

43 Combine ACE with Credit For Prior Learning Slide 43

44 Maps to Credentials CAEL ACE FTCC College Credit Slide 44

45 Experiential Learning When learning experiences occur and when these experiences are purposefully reflected upon and integrated, they can yield explicit knowledge and skills. When analyzed and aligned with college courses. Slide 45

46 Common Methods DANTES Transcript Analysis ACE Guides AP CLEP Proficiency or Challenge Exam Portfolio Review June 2011 OPR: AOJK-DRSE Slide 46 of 92 Veritas et Libertas

47 What Does the Research Say? Source: Slide 47

48 Reduced Period to Graduation Slide 48

49 Increased Persistence Slide 49

50 Increased Graduation Rate Slide 50

51 Top Reasons for Offering PLA Source: Slide 51

52 Reasons Schools Deny Credit for Military Training Concerned it will lessen academic quality of the degree Concerned it will impact accreditation Don t fully understand the ACE Military Programs evaluation process Concerned that awarding applied credit for theoretical knowledge may disadvantage the military student Aren t fully knowledgeable about military culture and level/extent of military training Financial incentive not to award credit, student has to take more courses, college receives more tuition/fees All of the above Slide 52

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