Using Proficiency Credit to Document Learning
AACRAO Transfer Conference 2013Tucson, Arizona
Sunday, July 14, 2013
Erin K. ReederAssistant Registrar
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
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
How We Use Proficiency Credit 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
Program Pathways
Internal and External Partners
College leadership Vice President, Deans,
Office of the Registrar High School leadership Tech Prep team
(AACC/AACPS) Virtual Campus team
Program Identification 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
Issues to Consider Textbook alignment Student and instructor access to online
course resources Assessment logistics
Timing of assessment Who administers assessment? Location of assessment
Professional Development 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
Example of Gap AnalysisMedical Assisting Program
Area Reviewed College High School (CAT-N) Content Gap Strategies
Syllabus Syllabus with objectives and national competencies
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/Quizzes Students are required to take weekly assessments
Students are required to take chapter quizzes, midterm, and final exam
No content gaps; CAT-N will align testing frequency
CAT-N will adopt AACC MDA-113 quizzes and assessments
Other Measurable Outcomes
Attendance participation Work habits, which include attendance and participation as well as classroom conduct
Align AACC attendance/participation with CAT-N classroom conduct
Course Completion 45 contact hours•Eight weeks•15 weeks
90 contact hours•2 marking periods
Assessment Administration
Modular assessments Paper copy of MDA-113 assessments with potential to move to online as feasible
No content gap identified
Develop comprehensive assessment tool (examination) for proficiency credit
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
High School Student Access to
Online College Resources 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
Assessment date is scheduled
Assessment is administered and graded by college faculty
College faculty completes Recommendation for Award of Proficiency Credit form
Assessment Administered by College Faculty
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
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 !!!
Results AY2010-AY2013
ProgramTotal
Students
Students Passed
(C or better)
Pass Percentag
e
Total Credits Earned
Medical Assisting 128 102 79.7% 306
Drafting/CAD 49 43 87.8% 147
Environmental Resource Mgmt
22 10 45.4% 40
Network Systems Administration
24 18 75% 72
CISCO 6 6 100% 24
Totals 229 179 78.2% 589
Math FIRS3T Program 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
Transcript Implications 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
Accelerated Learning
Buy One, Get One Free 13 students since fall 2012 Documentation process
Behind the scenes (old) Proficiency credit (new)
AACPS Math Bridge Partnership 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
Seamless Registration 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
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