League for Innovation in the Community College Innovations 2014 Conference

League for Innovation in the Community College

Innovations 2014 ConferenceMarch 2-5, 2014

Anaheim MarriottAnaheim, CA

Proficiency Credit Makes the Grade!

Mary Garner, Assistant DirectorBusiness Education Partnerships

mhgarner@aacc.edu

Anne Arundel Community College

Arnold, Maryland

www.aacc.edu/programpathways

Out Program Pathways

Questions?Mary Garner – mhgarner@aacc.edu

On the at

W BE

About AACC FY13 Enrollment Profile

◦ Credit Enrollment 25,086◦ Noncredit Enrollment 28,893◦ Combined Unduplicated Enrollment 51,728

High School Feeder System◦ 12 County Public High Schools◦ 2 Technical High Schools

70% of high school graduates attending college in Maryland enroll at AACC.

Power in CollaborationProgram Pathways Consortium15+ Years Articulated Tech Prep PathwaysValue Added OpportunitiesFoundation for Action

AACC AACPS

1. Not always requested

2. Not always deserved

3. Time between requesting and receiving credit can be 1-2+ years

1. Teacher guides the request process

2. College assessment aligned with high school content

3. Assessment results and award of credit occur within one month

Articulated Credit vs. Proficiency Credit

Why Proficiency credit?

College Leadership• Vice President, Deans, Registrar’s Office

High School Leadership• Principal, CTE Director

Program Pathways Team

MSDE Dean of Virtual Campus

Internal (AACC) and External Partners

AACC FACULTY

STUDENT

AA

CPS

TEAC

HER

Proficiency Credit

3- Sided Approach to Success

Proficiency Credit Process

Program Identification

Professional Development

Student Assessment

Example of Proficiency Credit – Gap AnalysisMedical Assistant Program

AACC AACPSTOPIC AACC CAT-N Content Gaps Strategies

Syllabus Alignment

Use syllabus with objectives, and national competencies.

Utilizes 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/QuizzesStudents are required to take weekly assessments

Students are required to take chapter quizzes, midterm, and final

No content gaps;CAT-N will align testing frequency

CAT-N will adopt AACC MDA 113 quizzes and assessments

Other Measurable Outcomes

AttendanceParticipation

Work habits, which include attendance and participation as well as classroom conduct

Align AACC attendance/participation with CAT-N classroom conduct

Course Completion45 contact hours

• Eight weeks• 15 weeks

90 contact hours• December 15th

Assessment Administration

Modular assessments

Paper copy of MDA 113 assessments with potential to move to on-line as feasible

No content gap identified.

Develop comprehensive assessment tool (examination) for proficiency credit

Issues to ConsiderTextbook Alignment

Online Course Content

Assessment Logistics◦Timing of Assessment◦Who Administers Assessment?◦Location of Assessment

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.

Results

Since 2010 :

179 out of 229 students have

received a total of 589 AACC credits for a tuition savings of over $58,311.

Professional development is most effective atbeginning of year

Teacher experience is a plus Testing location can make a difference Culinary programs not conducive to

proficiency assessment Prepare for students requiring testing

accommodations

Lessons Learned

Questions?

Thank you!

Colleague ProcessStep 1: Set Up Online (ANGEL) Course Shell

Colleague ProcessStep 2: Give Students Access to the Online Course