"Committee on B accalaureate Expansion _COBE_ - Program "
Committee on Baccalaureate Expansion Program Showcase & Video-cast February 18, 2010 Program Purpose: The COBE Showcase event provides potential COBE applicants with an opportunity to learn about and discuss ideas and strategies that may lead to a successful COBE grant proposal. The event features examples of established program models and promising practices that address COBE Strategies highlighted in the RFP. Facilitated discussions give participants the opportunity to field questions relating to specific proposal ideas. COBE strategies addressed in the showcase include initiatives pertaining to: Developing dual credit opportunities for high school students. Developing developmental/remedial courses and/or programs. Developing a process to assess and award credit for non-traditional and prior learning experiences. Developing new baccalaureate degree programs targeted to adult learners. COBE Grant RFP materials may be found at http://www.uwsa.edu/acss/cobe/ . Program Locations: Live Broadcast Site: The Pyle Center – Room 335, UW-Madison Campus Receiving Video-cast Sites: UW-Stout – Millennium Hall Room 207 UW-Milwaukee – Lubar S250 UW-Green Bay – Instructional Sciences Rm 1034 UW-La Crosse – Wing Technology Building Room 31 Mediasite viewing: An archived video recording of the broadcast will be available after February 19, 2010. Cut and past the following URL into your browser: http://mediasite.ics.uwex.edu/mediasite5/Catalog/pages/catalog.aspx?catalogId=4e8617fd-eb7b-4e88-bfa2- 98f1e33198d7 Event contact: Diane Treis Rusk – email@example.com - 608.261.1115. COBE 2010-11 RFP contact: Cynthia Graham – firstname.lastname@example.org – 608.263.4398. Committee on Baccalaureate Expansion - Program Showcase & Video-cast Agenda February 18, 2010 Program Agenda 8:00 a.m. Registration and coffee 8:30 a.m. Connecting COBE to Educational Attainment Rebecca Martin, Senior Vice President for Academic Affairs, UW System RFP Overview and Strategies Larry Rubin, Associate Vice President for Student Affairs and Academic Support Services, UW System Session presentations will be preceded by a brief overview of each program area. A facilitated question and answer session will follow each set of presentation. 8:45 a.m. – 10:15 a.m. Improving Student Preparation through Dual Credit Programming Effective Collaborations to Expand Transcripted Credit Gregory Kleinheinz, Director, UW-Oshkosh CAPP Program Expanding Advanced Placement to Rural Areas Jim Bokern, Chair, Wisconsin Advanced Placement Advisory Council 10:30 a.m. – 12:00 noon Strategies in Developmental and Remedial Math Education Improving Student Success: UW-Stout Math Teaching and Learning Center Jeanne Foley, Director, UW-Stout Math Teaching and Learning Center Associate Professor, Dept. of Math, Statistics, and Computer Science Lab-based Learning and Adaptive Testing Eric Key, Professor, Department of Mathematical Sciences, University of Wisconsin - Milwaukee 12:00 noon Break (Lunch provided for participants attending the program at the Pyle Center) 12:45 p.m. Connecting COBE to Educational Attainment and RFP Overview and Strategies Larry Rubin, Associate Vice President for Student Affairs and Academic Support Services, UW System 1:00 p.m. – 2:30 p.m. Processes and Practices for Prior Learning Assessment Definitions and Outcomes in Prior Learning Assessment: A National Perspective Judith Wertheim, Vice President Higher Education Services, Council for Adult & Experiential Learning Credit for Prior Learning Portfolios: Assessment Standards and Student Preparation Stephen Kleisath, Chair, Dept. of Business and Accounting, UW-Platteville Superior Access to Prior Learning Assessment Peter Nordgren, Associate Dean of Distance Learning and Continuing Education, UW-Superior 2:45 p.m. – 4:15 p.m. Degree Programs for the Returning Adult Learner and Place Bound Student Bachelor of Applied Studies: UW-Oshkosh Center for New Learning Charles Hill, Director UWO Center for New Learning Bachelor of Applied Studies: UW-Green Bay Adult Degree Program Eric Craver, Director of Marketing & Recruitment, UW-Green Bay Office of Adult Degree Programs UW-Madison College of Engineering Transfer Blueprint Manuela Romero, Assistant Dean of Student Diversity and Academic Services, UW-Madison College of Engineering Page 2 Committee on Baccalaureate Expansion Program Showcase & Video-cast February 18, 2010 8:30 a.m. (RFP Overview Repeated at 12:45) Connecting COBE to Educational Attainment Rebecca Martin, Senior Vice President for Academic Affairs, UW System RFP Overview and Strategies Larry Rubin, Associate Vice President for Student Affairs and Academic Support Services, UW System Page 3 Committee on Baccalaureate Expansion (COBE) Grants 2010-2011 Request for Proposals Due March 15, 2010 The University of Wisconsin System Administration is seeking proposals to support the development and implementation of new programs or projects to implement one or more of the following COBE strategies outlined below. Those strategies are as follows: • Develop or expand student mentoring programs. • Develop dual credit opportunities for high school students. • Develop developmental/remedial courses and/or programs. • Develop a process to assess and award credit for non-traditional learning experiences (Credit for Prior Learning). • Develop or expand graduation completion projects. • Develop accelerated degree programs. • Develop new baccalaureate degree programs targeted to adult learners. A more detailed description of these strategies is included in Appendix A. University of Wisconsin baccalaureate institutions and Colleges are eligible to receive funding during this competitive phase. Collaborative projects between UW institutions and between UW and WTCS institutions and UW and private higher education institutions are encouraged and are eligible for funding. Institutions may submit more than one proposal. Multiple submissions should be ranked in priority order. Applicants may request up to $75,000 per project. Funds will be available starting July 1, 2010, and will be awarded for one year. Second year funding may be considered contingent upon measurable progress made in the first year. Since the UW System budget for COBE grants does not include FTE positions, institutions requiring additional positions to develop or implement their projects will need to provide the FTE. Requirements for Application To be considered for funding, a proposal must: 1. Articulate well-defined, measurable outcomes that relate to increased production of baccalaureate degree holders. 2. Impact at least one of the target populations identified by COBE (working adults, low income students, students of color). 3. Have the potential to be replicated at other institutions. 4. Employ sound evaluation measures. 5. Detail specific strategies for sustaining the initiative beyond the funding period, including exploration of extramural funding. 6. Include a concrete plan for dissemination of project results. Page 4 Proposal Components Cover Page. All proposals should be signed by the institution Provost. Collaborative proposals should include signatures of the Provost or Vice President of each collaborating institution. Please note: If you are submitting the proposal electronically and are unable to send the signed cover page via e-mail, mail or fax the original cover page with signatures to: Larry Rubin, Office of Academic and Student Services, 1604 Van Hise Hall, 1220 Linden Drive, Madison, WI 53706 Fax: 608-263-2046 Project Narrative. The length of the narrative should be up to five double-spaced pages in 12 point font. The narrative should include the following sections: • Intended project outcomes: Describe the overall purpose and intended measurable outcomes of the project and how they would impact one or more of the target populations. Indicate how the project could be replicated at other institutions. • Describe the project: Describe how you will carry out the project including major features and activities. Explain how those address the project’s intended outcomes. Describe strategies for sustaining the project after grant funds have expired. • Assessment: Outline a specific plan for evaluating the project outcomes. • Schedule: Include a timetable of the project activities. • Dissemination: Outline a concrete plan for dissemination of project results to other institutions. Budget and Narrative. Place the attached budget form and a budget narrative immediately following the body of the proposal. Specify how you arrived at the dollar figures included in the budget and how the money is to be used. Proposals may request support for the types of expenses listed below: • Replacement costs for faculty or academic staff release time (Please note that for FY 2010-11, in order to maximize grant funds, fringe benefits will not be funded though the COBE Grant Program) • Student and/or clerical help • Supplies and expenses (e.g., travel, meetings) • Consultant fees Page 5 DEADLINE Proposals must be postmarked or submitted electronically to UW System no later than March 15, 2010. Submit electronically via email to email@example.com. If you are submitting the proposal electronically and are unable to send the signed cover page via e-mail, mail or fax the original cover page with signatures to: Larry Rubin, Office of Academic and Student Services, 1604 Van Hise Hall, 1220 Linden Drive, Madison, WI 53706 Fax: 608-263-2046 QUESTIONS If you have questions regarding this RFP, contact Cindy Graham, by phone (608-263-4398) or e-mail (firstname.lastname@example.org). Page 6 Committee on Baccelaureate Education COBE 2010-11 BUDGET FORM PROJECT CATEGOR INSTITUTIO PERSONNEL SALARY Funds Cost to *Identify Personnel in Budget Narrative Requested Institution 1 Faculty and Academic Staff: 2 Classified Staff: 3 Limited Term Employee: 4 Research and Grad Assistants: 5 Student Workers: Hours: Hourly Rate: Total: $0.00 6 Other (i.e., Guest speakers, Consultants, etc): Personnel Salary Sub Total: $0.00 EQUIPMENT/SUPPLIES & EXPENSES * Refer to http://wwwuwsaedu/fadmin/travelht Briefly identify items. Justify each in Budget Narrative detailing travel (i.e., mileage, meals, lodging, software 1 Equipmen 2 Supplies & 3 Other (de Supplies & Expenses Sub Total: $0.00 $0.00 PROJECT FUNDING TOTALS: $0.00 $0.00 Note: In order to maximize grant funds, fringe benefits will not be funded through the Growth Agenda Grant Program. Page 7 COBE Priority Descriptions Appendix A The following topics and strategies will be given priority as we consider proposals: Topic Strategy Mentoring Programs Develop mentoring programs to provide Wisconsin students with education outreach to increase understanding of IHE post- secondary options, admission procedures and financial aid opportunities. Provide social outreach to improve precollege student confidence in pursuing post-secondary education. Dual Credit Opportunities Increase enrollment and completion of college level coursework or equivalent by Wisconsin high school students. Particularly support program development in districts that currently provide few dual credit program options and/or serve student populations underrepresented in our colleges and universities. Remedial/Developmental Reduce student time to degree and improve first-time student Programming remedial completion rates. Provide faculty and staff with opportunities to establish or replicate successful college developmental and remedial programs. Credit for Non-traditional Credit for Prior Learning: Increase CPL assessment and award Learning Experiences by building institutional and statewide capacity to provide CPL assessment. Support development and coordination of replicable models across departments and institutions. Graduation Completion Degree Completion Programs: Projects Develop graduation project initiatives that target adults who dropped out of a college program after completing a substantial portion of their degree requirements, and facilitate their return to complete their degree. Accelerated Degree Develop programs that encourage traditional and/or adult Programs students to finish their degrees in less than 4 years. Baccalaureate of Applied Develop degree completion programs targeted to working adult Science or General Studies students who hold an associate degree and who are in need of a for Career Advancement baccalaureate degree to assist in their career progression. Baccalaureate Degree Develop new baccalaureate degree completion programs in areas Completion Programs in of high student or labor market demand (e.g., Business, Nursing, Fields with High Student and Early Childhood, and Special Education). Labor Market Demand Baccalaureate Degree Offer baccalaureate degree programs at WTCS institutions and Programs Available at the UW Colleges taught by faculty from UW four-year WTCS Institutions and UW institutions Colleges Page 8 Career-focused Pre-major Develop career-focused pre-major associate of science degree Associate of Science Degree programs at WTCS liberal arts colleges. Programs Collaborative Degree Develop collaborative WTCS associate of applied science Programs degree programs with UWS two-year (1+1) and four-year institutions (1+3). Page 9 Committee on Baccalaureate Expansion Educational Attainment Grants 2010 Request for Proposals Due March 15, 2010 Through funding from the Lumina Foundation for Education, the Wisconsin Technical College System (WTCS), Wisconsin Association for Independent Colleges and Universities (WAICU), the Department of Public Instruction, and the University of Wisconsin System are seeking proposals to support the development and implementation of new programs or projects to implement one or more of the following strategies advanced by the Committee on Baccalaureate Expansion. Those strategies are as follows: Developing or expanding student mentoring programs. Developing dual credit opportunities for high school students. Developing developmental/remedial courses and/or programs. Developing a process to assess and award credit for non-traditional learning experiences (Credit for Prior Learning). Developing or expand graduation completion projects. Developing accelerated degree programs. Developing new baccalaureate degree programs targeted to adult learners. A more detailed description of these strategies is included in Appendix A. Any Wisconsin post-secondary institution is eligible to receive funding during this competitive phase. Funding priority will be given to WTCS and WAICU institutions. Collaborative projects between higher education sectors or institutions are encouraged. Approximately $70,000 will be available to fund one initiative, or up to $35,000 will be available to fund two initiatives. Requirements for Application To be considered for funding, a proposal must: 1. Articulate well-defined, measurable outcomes that relate to increased production of baccalaureate degree holders. 2. Impact at least one of the target populations identified by COBE (working adults, low income students, students of color). 3. Have the potential to be replicated at other institutions. 4. Employ sound evaluation measures. 5. Detail specific strategies for sustaining the initiative beyond the funding period, including exploration of extramural funding. 6. Include a concrete plan for dissemination of project results. Page 10 Proposal Components Cover Page. All proposals should be approved by the institution’s chief academic officer. Collaborative proposals should be approved by the chief academic officer of each collaborating institution. Please note: If you are submitting the proposal electronically and are unable to send the signed cover page via e-mail, mail or fax the original cover page with signatures to: Cynthia Graham , Office of Academic and Student Services, 1610 Van Hise Hall, 1220 Linden Drive, Madison, WI 53706; phone: 608.263.4398. Project Narrative. The length of the narrative should be up to five double-spaced pages in 12 point font. The narrative should include the following sections: Intended project outcomes: Describe the overall purpose and intended measurable outcomes of the project and how they would impact one or more of the target populations. Indicate how the project could be replicated at other institutions. Describe the project: Describe how you will carry out the project including major features and activities. Explain how those address the project’s intended outcomes. Describe strategies for sustaining the project after grant funds have expired. Assessment: Outline a specific plan for evaluating the project outcomes. Schedule: Include a timetable of the project activities. Dissemination: Outline a concrete plan for dissemination of project results to other institutions. Budget and Narrative. Place the attached budget form and a budget narrative immediately following the body of the proposal. Specify how you arrived at the dollar figures included in the budget and how the money is to be used. Proposals may request support for the types of expenses listed below: Replacement costs for faculty or academic staff release time (Please note that for FY 2010-11, in order to maximize grant funds, fringe benefits will not be funded though the COBE Grant Program) Student and/or clerical help Supplies and expenses (e.g., travel, meetings) Consultant fees Page 11 DEADLINE Proposals must be postmarked or submitted electronically to the COBE in care of the UW System no later than March 15, 2010. Submit electronically via email to email@example.com. If you are submitting the proposal electronically and are unable to send the signed cover page via e-mail, mail or fax the original cover page with signatures to: Cynthia Graham , Office of Academic and Student Services, 1610 Van Hise Hall, 1220 Linden Drive, Madison, WI 53706; phone: 608.263.4398. QUESTIONS If you have questions regarding this RFP, contact Cindy Graham, by phone (608-263-4398) or e-mail (firstname.lastname@example.org). Page 12 COBE Priority Descriptions Appendix A The following topics and strategies will be given priority as we consider proposals: Topic Strategy Mentoring Programs Develop mentoring programs to provide Wisconsin students with education outreach to increase understanding of IHE post-secondary options, admission procedures and financial aid opportunities. Provide social outreach to improve precollege student confidence in pursuing post-secondary education. Dual Credit Opportunities Increase enrollment and completion of college level coursework or equivalent by Wisconsin high school students. Particularly support program development in districts that currently provide few dual credit program options and/or serve student populations underrepresented in our colleges and universities. Remedial/Developmental Reduce student time to degree and improve first-time student remedial completion Programming rates. Provide faculty and staff with opportunities to establish or replicate successful college developmental and remedial programs. Credit for Non-traditional Credit for Prior Learning: Increase CPL assessment and award by building institutional Learning Experiences and statewide capacity to provide CPL assessment. Support development and coordination of replicable models across departments and institutions. Graduation Completion Projects Degree Completion Programs: Develop graduation project initiatives that target adults who dropped out of a college program after completing a substantial portion of their degree requirements, and facilitate their return to complete their degree. Accelerated Degree Programs Develop programs that encourage traditional and/or adult students to finish their degrees in less than 4 years. Baccalaureate of Applied Develop degree completion programs targeted to working adult students who hold an Science or General Studies for associate degree and who are in need of a baccalaureate degree to assist in their Career Advancement career progression. Baccalaureate Degree Develop new baccalaureate degree completion programs in areas of high student or Completion Programs in Fields labor market demand (e.g., Business, Nursing, Early Childhood, and Special with High Student and Labor Education). Market Demand Baccalaureate Degree Programs Offer baccalaureate degree programs at WTCS institutions and the UW Colleges Available at WTCS Institutions taught by faculty from UW four-year institutions and UW Colleges Career-focused Pre-major Develop career-focused pre-major associate of science degree programs at WTCS Associate of Science Degree liberal arts colleges. Programs Collaborative Degree Programs Develop collaborative WTCS associate of applied science degree programs with UWS two-year (1+1) and four-year institutions (1+3). Page 13 Committee on Baccelaureate Education Educational Attainment Grant 2010 BUDGET FORM PROJECT TITLE: CATEGORY: INSTITUTION: PERSONNEL SALARY Funds Cost to *Identify Personnel in Budget Narrative Requested Institution 1 Faculty and Academic Staff: 2 Classified Staff: 3 Limited Term Employee: 4 Research and Grad Assistants: 5 Student Workers: Hours: Hourly Rate: Total: $0.00 6 Other (i.e., Guest speakers, Consultants, etc): Personnel Salary Sub Total: $0.00 EQUIPMENT/SUPPLIES & EXPENSES * Refer to http://wwwuwsaedu/fadmin/travelhtm Briefly identify items. Justify each in Budget Narrative detailing travel (i.e., mileage, meals, lodging, software, computers, server time costs) 1 Equipment: 2 Supplies & Expens 3 Other (describe): Supplies & Expenses Sub Total: $0.00 $0.00 PROJECT FUNDING TOTALS: $0.00 $0.00 Note: In order to maximize grant funds, fringe benefits will not be funded through the Growth Agenda Grant Program. Page 14 Committee on Baccalaureate Expansion Program Showcase & Video-cast February 18, 2010 8:45 a.m. – 10:15 a.m. Improving Student Preparation through Dual Credit Programming Topic Overview and Introduction Effective Collaborations to Expand Transcripted Credit Gregory Kleinheinz, Director, UW-Oshkosh CAPP Program The University of Wisconsin – Oshkosh Cooperative Academic Partnership Program is a nationally accredited program that provides high school students an opportunity to dually enroll in high school and college coursework. The program serves hundreds of Wisconsin students each semester. Learn about the program’s structure and success. Consider how CAPP partners with local high schools and examine the factors campuses must consider when designing a transcripted credit program. Expanding Advanced Placement to Rural Areas Jim Bokern, Chair, Wisconsin Advanced Placement Advisory Council The Wisconsin Advanced Placement Advisory Council works to improve access to Advanced Placement. Consider methods to expand AP coursework in rural districts and to students who are underrepresented in the AP classroom and our colleges and universities. Examine how participation in AP coursework may improve student readiness. Consider ways university precollege programs can collaborate with middle and high schools to prepare students for advanced coursework. Explore how high schools and universities/colleges can partner to develop quality AP programming. Questions, Ideas, and Discussion Participants are invited to pose questions regarding the RFP and/or their specific proposal ideas. Page 15 Concurrent Enrollment Program Not AP College credit given for course taken at the Gregory T. Kleinheinz, R.S., Ph.D. Associate Dean, College of Letters and Science Dean g School, g School students High Sc oo , by High Sc oo stude ts Director, Cooperative Academic Partnership Program Taught by staff from High School University of Wisconsin – Oshkosh College of Letters and Science Collaboration with University staff/faculty Oshkosh, WI 54901 920-424-3302 Alternative to AP and Youth Options email@example.com Benefits beyond just the ‘college credit’ The Cooperative Academic Partnership Program Started in 1974 via Chancellor Birnbaum and (CAPP) at the University of Wisconsin Oshkosh has Superintendent Pellegrin provided academically able high school students an 1975 the Accelerated Placement Program was approved by opportunity to earn college credits while still in high the Oshkosh School District school since 1975. Qualified students may enroll in g g y y pp select college courses taught by university approved 11 Courses started the program with 23 students from two Oshkosh High Schools (Tuition was $21.75/credit) $21 75/credit) high school instructors. These adjunct faculty work with UW Oshkosh department faculty liaisons to 1977 added Lourdes and Omro. Courses offered grew to 15 and enrollment was 106. ensure that their CAPP courses give students a chance to experiment with the academic rigor of university CAPP Acronym Started in 1977 – Cooperative Academic Placement Program course work while remaining with high school peers. CAPP helps to set these students apart from other 1977 – Meeting of cooperative programs at UW-Oshkosh college applicants and gives them a jump start on a took place. Syracuse, St. Louis University, Matteo Ricci College, and Seattle University. college career. Page 16 = CAPP School District = UW 2-Year Campus 1981 – Expansion planned to 10+. 1982 – Number of schools reached 10. 1984 – Number of schools reached 19 with 28 adjunct instructors. 1986 – UW Administrative Policy GAPP 36 went into effect. p Stated students must be seniors, no more than 6 credits per semester, and fee was ½ the resident tuition. 1993 – Name was changed to Cooperative Academic UW-Oshkosh Partnership program (Same CAPP acronym). 1993 – First program review conducted by faculty from Syracuse. 1995 – 20th Anniversary of CAPP. CAPP was in 26 schools and an enrollment of 1,406 students. Current – 33 Schools, 28 courses, 73 Adjuncts, 23 Liaisons, and ~1,400 students. Adjunct = High School Teacher Ability to teach the course being offered. Must possess an Masters Degree Can be faculty or academic staff. Department sets specific requirements and is Interest in concurrent enrollment program. a ed varied by depa t e t. department. Enthusiasm and willingness to work with the E h i d illi k ih h Must be approved by Department offering high schools. course. Generally, must possess qualifications that would allow them to be hired on campus for teaching on-campus courses. Page 17 Liaison and adjunct work together to develop identical or A student can be eligible for CAPP if: very similar syllabus and course structure. Student at the high school (HS) enroll through the HS office. HS works with CAPP office on registration and payment issues. 1. they are ranked in the upper 25% of their class OR Course costs ½ UW-Oshkosh tuition and almost no fees! y g 2. they have a GPA of 3.25 or higher on a 4.0 g grade staff Course is taught using HS facility and staff. scale OR One site visit/semester from the liaison. 3. they are ranked in the upper 50% AND they have Visit by HS class to UWO whenever works. an ACT of 24 or higher. Class taught ‘as usual’ by the HS adjunct. Adjunct records grades and places them on-line through UWO. Sign-in option of adjunct, liaison, and Director Adjunct and students get UWO IDs and access to resources UWO transcript generated as usual when a student requires approve. one. For the high school, CAPP offers: • Collegial connections between high school and university instructors. • Program articulation between high school and college. Contact the CAPP Office at UW-Oshkosh! • The opportunity to collaborate with university faculty in regard to student preparation for college courses. • Response to community concerns for gifted education. • Reduced curricular redundancy. • Save on YOP costs. For students the advantages are numerous. Besides providing dual credit, cost savings on college credits and the opportunity to test the rigors of college course work, CAPP offers: • A transition and gradual introduction to university study while remaining with high school peers. • More scheduling flexibility when enrolling at a university. • Earlier completion of general education requirements. • Demonstration of academic seriousness to university admissions officials. • Possible early completion of a college degree program. Page 18 NACEP = National Alliance of Concurrent Enrollment Partnerships AP (does not have to compete in all cases) One of the charter members. Non-UW institutions First review was 10 years p o to actual st e e as 0 yea s prior actua Youth Options Programs accreditation. On-line courses UW-Oshkosh is the only NACEP accredited program in Wisconsin. = CAPP School District = UW 2-Year Campus Would like to expand CAPP offerings Interested in partnering with UW-Colleges Use UW-Oshkosh experience and administrative structure. Use UW Colleges reach into new areas of the UW-Oshkosh Provide collaboration between 2 and 4-year institutions. Allow UW College faculty to gain new professional opportunities. Page 19 Offer courses via Distance Education “Share” instructors More Information: Offer more opportunities for High School Instructors to get their M I ’ Degree h i Master’s D http://www.uwosh.edu/CAPP/ htt // h d /CAPP/ • Course offerings in discipline • Novel programs with College of Education CONTACT: Gregory T. Kleinheinz, R.S., Ph.D. Associate Dean, College of Letters and Science Director, Cooperative Academic Partnership Program University of Wisconsin – Oshkosh Oshkosh, WI 54901 920-424-3302 firstname.lastname@example.org Page 20 2009 Wisconsin AP Updates • 27,269 Wisconsin students took 43,830 AP exams at 442 high schools. • AP students are prepared by high school COBE Showcase teachers or on line courses for national exams. • In July, universities, students and high schools l d dh h h l Expanding Advanced Placement receive AP exam scores ranked 1‐5. Opportunities for Rural and • Credit is typically awarded for grades of 3‐5. Underrepresented Students • 68.5% of exams completed by Wisconsin students earned grades of 3‐5. Recent AP Developments Washburn High School The AP Ledger • All AP teachers must electronically submit a syllabus, resources requirements and lab requirements for science courses to be approve by the College Board. College faculty are by the College Board College faculty are employed to review the syllabi, resources and labs. • Once AP courses are approved anyone can view high school AP course offerings on the AP Ledger. • https://apcourseaudit.epiconline.org/ledger/ Page 21 Tomahawk High School Juda High School Rural schools teach 44% of Wisconsin Access and Equity students • Reviewing the on line AP Ledger reveals that many • AP is no longer for just the Valedictorian, but rural schools have emerging AP programs. should include all serious college bound • Rural schools are often challenged to offer access to AP students. This movement to expand access to due to funding and logistics. AP is referred to as “Equity” by the College • Wisconsin’s high school seniors had an AP participation Wisconsin s high school seniors had an AP participation Board. rate of 25.3 %, lagging behind the national average of 26.5% high school seniors participating in AP. • Wisconsin state statute further supports • Wisconsin’s strong performance on AP test suggest Equity by requiring all free and reduced lunch that many able high school student chose not to students to have their exam fees paid by the participate in AP or lack access to these opportunities. school district. This is an unfunded mandate. Page 22 AP and Traditionally Underserved Students Closing Equity Gaps • African American and Hispanic students who took AP courses and exams earned higher grades in college than other African American and Hispanic students from the same SAT® range and the same socioeconomic background who had taken only regular From 2002 to 2007: high school courses or dual enrollment courses. – 96 percent increase in the number of low‐income students scoring 3 or higher on AP Exams “College Outcomes Comparison by AP and Non‐AP High School Experiences.” Barbara G. Dodd, Linda – 72 percent increase in the number of African Hargrove, Donn Godin (2008). Full study can be found at: www.collegeboard.com/research American students scoring 3 or higher on AP Exams – 52 percent increase in the number of Latino students scoring 3 or higher on AP Exams • African American, Latino, and low‐income students scoring 3+ experience much higher college graduation rates than comparable non‐AP students. See: Chrys Dougherty, Lynn Mellor, and Shuling Jian, “The Relationship Between Advanced Placement and College Graduation” (2005), National Center for Educational Accountability. Impact of AP on 5-Year College Graduation Rates AP Helps Students Graduate on Time Students who take AP courses and exams are much more likely than their Student Group AP Exam Grade AP Exam Grade Took AP course, peers to complete a college degree on time in 4 years. of 3, 4, 5 of 1, 2 but not exam • Only 1 in 4 students who enter college will complete their bachelor’s African-American 28% higher 22% higher 16% higher degree on schedule in 4 years. • Research consistently shows that students taking AP courses and exams have a much higher likelihood of earning their college degree on schedule Hispanic 28% higher 12% higher 10% higher in 4 years. Example: – A 2008 study conducted by researchers from the Texas Higher White 33% higher 22% higher 20% higher Education Coordinating Board found that AP English Literature students had 4‐year college graduation rates that were 62% higher Low-Income 26% higher 17% higher 12% higher than students who had not taken AP English Literature. • Students who take 5 years or more typically spend $18,000‐$29,000 more each year to complete their degree. Not Low-Income 34% higher 23% higher 19% higher • Full study can be found at: www.collegeboard.com/research Source: Dougherty, C., Mellor, L., & Jian, S., (2006). The Relationship Between Advanced Placement and College Graduation. Austin, TX: National Center for Educational Accountability. Page 23 Wisconsin Graduates Performance on AP test (using the Excellence metric) • The Excellence Metric of the College Board divides the number of graduating seniors by the number of seniors who scored 3 or higher on at least one AP exam on at least one AP exam. • 25.3% of Wisconsin seniors took an AP exam during their tenure in high school. • 17.3 % of Wisconsin seniors scored a 3 or higher on at least one AP exam. AP courses prepare students majoring in engineering, Research on AP biochemistry and other STEM majors in college. Keng, Dodd study conducted by University of Texas found: – AP students earn higher GPAs in the advanced college courses into which their AP credit allowed them to place, compared to students • 27 prestigious colleges and universities participated in a study with the same high school class rank and SAT scores who did not earn comparing the degree to which AP science, math and technology AP credit and who did not skip the entry‐level college course. students chose to pursue STEM majors, in comparison to students who did not receive exposure to these disciplines via AP. • The sort of student who participates in AP science, math and technology coursework in high school is far more likely than other technology coursework in high school is far more likely than other students to proceed to major in a related STEM discipline. • This relationship between the AP course and the choice of a STEM major holds true across several groups of students most under‐ represented in STEM majors today: women and minorities. • Full study can be found at: www.collegeboard.com/research. Rick Morgan and John Klaric, “AP Students in College: An Analysis of Five‐Year Academic Careers.” Page 24 AP students perform well when placed ahead in Why does AP have such a significant college. impact on student learning? • AP students are performing better in their intermediate‐level • Rigor, rigor, rigor which is required for STEM coursework than students with the same SAT score who students to score 3 or higher on AP exams. had taken the college’s own introductory course. • AP educators are building Vertical Teams g between middle school and high school to improve student learning and advanced skills. • AP teachers are analyzing student performance data, adjusting instruction, and actively seeking best practices to improve student learning. University Pre‐College Programs University Pre‐College Programs Collaboration Collaboration • Summer and other collegiate outreach • Many high schools run summer school programs programs share the common mission of on site that could be linked via web or video for academic rigor and building student familiarity collaboration with UW faculty. with collegiate expectations. • Rural areas use CESA service a great deal and • Problem: Rural middle school and high school could communicate and coordinate collaboration students have less access to higher education efforts between rural schools and the UW System. sites. • Wisconsin Virtual School operated by CESA 9 • Solution: Create online, video conference, needs some instructors and would welcome UW webinars to reach rural community students. support. Page 25 WVS is looking for qualified AP AP Partnership between High Schools Teachers in the following areas and Universities/colleges • AP Art History • Assisting AP teachers with labs, syllabus ideas • AP Computer Science for the AP Audit for Ledger, and best • AP Environmental Science instructional practice. • AP French Language AP French Language • C ti Creating online outreach with webinars to li t h ith bi t • AP Macroeconomics AP Microeconomics encourage student participation in rigorous • AP Spanish Language course work or clarifying academic standards. • AP US Gov't & Politics • Working with CESA’s and DPI to help with • AP World History outreach to rural schools. 2009 Wisconsin won $2.2 million grant to College Board sponsored opportunities expand Advanced Placement to low‐ income students for university faculty • Participating in College Board/ETS programs of AP • The Wisconsin Department of Public Reading, professional development consulting, Instruction’s grant, “Blended Learning test development, etc. Innovations: Building a Pipeline for Equity and • The College Board has required training and Access”. protocols for AP professional development. • Chrys Mursky the DPI consultant for Gifted • College Board partnerships with the UW System and Talented and Advanced Placement is the includes the UW Madison AP Summer Institute, Robert Zeide ( UW Stout) and Kurt Leichtle (UW contact person for this 3 year grant. River Falls) moderating AP US History Listserv and are Table Leaders at the AP Reading. Page 26 Committee on Baccalaureate Expansion Program Showcase & Video-cast February 18, 2010 10:30 a.m. – 12:00 noon Strategies in Developmental and Remedial Math Education Topic Overview and Introduction Improving Student Success: UW-Stout Math Teaching and Learning Center Jeanne Foley, Director, UW-Stout Math Teaching and Learning Center Associate Professor, Dept. of Math, Statistics, and Computer Science The UW-Stout Math Teaching and Learning Center was created in 2004 to tackle the problem of declining first –to-second year undergraduate retention stemming from low success rates in remedial and introductory mathematics courses. Learn how a comprehensive redesign of two introductory algebra courses that combine daily online work, classroom sessions, and tutoring significantly reduced failure and withdrawal rates in remedial algebra and narrowed the achievement gap between student groups. Lab-based Learning and Adaptive Testing Eric Key, Professor, Department of Mathematical Sciences, University of Wisconsin - Milwaukee The UW-Milwaukee Department of Mathematical Sciences offers lab based versions of standard remedial math courses using adaptive testing. This lab classroom model offers students the opportunity to complete two or three pre-college level mathematics courses in one semester. Learn how computer adaptive testing accelerates remedial math course completion. Consider how modularization of lab based remedial math coursework may support earlier student entry into degree coursework with math prerequisites. Questions, Ideas, and Discussion Participants are invited to pose questions regarding the RFP and/or their specific proposal ideas. Page 27 Rationale and Mission: • National and local studies show that in many cases the single strongest predictor of retention from the first year of college to the second year is taking and passing a math class in the first year. • 5-10% of students entering UW-Stout typically place into Beginning Algebra or Math 010, a Placement Level 0 (remedial) course. Another 30-35% place into Intermediate Algebra or Math 110, a credit-earning, Placement Level 1 course that serves as a prerequisite to courses satisfying the general math requirement. • Failure/withdrawal rates in these two classes have historically averaged about 30% at UW-Stout. Our placement statistics approximate U.S. collegiate averages, while national failure/withdrawal rates in similar courses average about 40% (U.S. Department of Education, 2004 report). • In 2003, a UW-Stout Mathematics, Statistics and Computer Science Department task force determined that the three biggest barriers to students’ success in these introductory algebra course were (1) failure to do homework, (2) skipping class, and (3) not using available free tutoring services or instructors’ office hours. • To address these problems, the Math Teaching and Learning Center was inaugurated in the fall semester of 2004. The three primary strategic changes in course delivery are (1) daily computer-graded homework assignments using software with algorithmically generated questions and problem-by-problem online help; (2) small class sections that meet daily with a classroom instructor for short lectures followed by in-class homework help, with attendance taken daily; and (3) pooling of instructors’ office hours to staff a dedicated help lab for 40 hours per week in a room adjacent to the Math TLC classroom, augmented by a specially trained staff of undergraduate peer tutors from many majors and representing diverse student populations. 5-Year Results and Highlights: • The Math TLC program has served nearly 4000 students since the fall of 2004. • F/W rates have been reduced by 52% in Math 010 and by 39% in Math 110. • An estimated 400 more students passed introductory algebra courses than would have passed without the Math TLC program. This number translates to nearly 4% of the entire Stout undergraduate student population over those five years. • The fall-to-spring retention rate for first-year students who took remedial math (Math 010) in 2008-2009 exceeded the rate for all first-year students in the four higher math placement levels combined. • The Math TLC program has cut the minority student achievement gap by 80%. • The Math TLC program has received four external grant awards, including a 4-year, $450,000 grant from the U.S. Department of Education FIPSE program, funding from the UW System Office of Equity, Diversity and Inclusion for a two-year minority achievement gap reduction project, and a small projects grant from the NSF-funded Wisconsin Alliance for Minority Participation (WiscAMP) program. • FIPSE grant-funded course redesign workshops developed by the Math TLC teaching team have been attended by 45 educators from 30 institutions in 12 states. For more information visit http://mathtlc.uwstout.edu This work is supported by U.S. Department of Education FIPSE grant number P116B06011. 28 Page 27 MORE RESULTS AND HIGHLIGHTS: • Homework: 96% of all homework assignments are turned in; the average homework score is 93%. Students are spending an average of 95 minutes on each daily homework assignment. • Tutor lab visits for Math 010/110 now average 150-200 a week or 2500-3000 per semester vs. 80 total visits to the campus tutoring office for these two classes in the fall semester of 2003, before the Math TLC program. • Class attendance now averages over 90% in both Math 110 (Intermediate Algebra) and Math 010 (Beginning Algebra). • Student comments from end of semester survey: o The class is better than I expected. I’m learning more this way than I ever did in high school. o I REALLY like the way this class operates thus far, and let it be known that I can’t even remember “not minding” a math class since Jr. high school! o I loved the online homework and tests/quizzes. I believe that helped me a lot! Closing the Minority Achievement Gap: The proportion of underrepresented minorities among first-year Stout undergraduates has increased over 50% in the past six years. The average math ACT score of minority students in the most recent entering class was nearly 3 points lower than other students. The proportion of minority students placing into remedial math (Math 010) was more than twice the rate for all others. Prior to the Math TLC program, failure/withdrawal rates for minority students in remedial math averaged 60%, compared to 20% for all other students. This 40-point gap was reduced by more than half in the first year of the Math TLC program, and has continued to decline to an all-time low of less than 8 percentage points in the fall semester of 2008. COURSE REDESIGN WORKSHOP Materials and Resources: A U.S. Department of Education FIPSE grant funded three annual summer course redesign workshops at UW-Stout. Attendees at the 2007, 2008 and 2009 workshops included teaching teams from five UW System universities and six Wisconsin technical colleges, as well as participants from 2-year and 4- year colleges and universities in Michigan, Texas, West Virginia, Missouri, Illinois, North Dakota, Minnesota, Kansas, South Carolina, and Iowa. All presentation slides and other resources and materials developed for these workshops are available to the public at: http://mathtlc.uwstout.edu/2009%20Workshop%20Materials%20and%20Resources.html Questions? Contact Dr. Jeanne Foley, Math TLC Director, at email@example.com or (715)232-5001 or visit our web site at http://mathtlc.uwstout.edu/. This work is supported by U.S. Department of Education FIPSE grant number P116B06011. 29 Page 28 Background on UW-Milwaukee • Freshman class is about 4000 students. A Computer Adaptive Testing • 75-80% of these students test below the Strategy for Pre-College level of algebra, geometry and pre-algebra UW-Milwaukee Mathematics at UW Milwaukee admission. required for admission COBE: Productive Strategies in • 3 levels of coursework to address these Developmental Education deficiencies. February 18, 2010 • We wanted strategies that leveraged the mathematics students had mastered. Math 90: Seventh and Eighth Math 95: Ninth grade algebra. Grade Pre-algebra • Fall Enrollment: 500 students. • Fall Enrollment: 1100 students. • Spring Enrollment: 250 students. • Spring Enrollment: 700 students. • Arithmetic operations involving whole equations, • Number systems; linear equations numbers, integers, positive and negative inequalities; exponent notation, radicals; rational numbers; decimals, percents; polynomials, operations, factoring, rational ratio, proportion; radicals; descriptive expressions; coordinate geometry; linear statistics; units of measure; geometry; systems; quadratic equations. introduction to algebra. Math 105: Part of Eleventh Grade Problems Algebra • Students know fragments of the material • Fall Enrollment: 2200 students. from each of these courses, but the • Spring Enrollment: 1100 students. fragments differ from student to student. polynomials, • Algebraic techniques with polynomials rational One all • “One size fits all” approach ignores what expressions, equations and inequalities, exponential and logarithmic functions, rational students already bring to the course. exponents, conic sections, systems of linear • Time is wasted on topics students have equations. mastered leaving less time for what needs to be mastered. Page 31 Solution: Computer Adaptive Implementation Testing • UW-System placement test is used to • Classes meet M-F, 75 minutes AM, 50 roughly place students into either Math 90 minutes PM = 625 minutes/week. or Math 95. • Classes of about 20 students. • Adaptive testing software is used to p g determine more precisely which elements Individual d ll instruction. • I di id l and small group i t ti of Math 90, 95 and 105 a student has • Grading basis is both written work and mastered. repeatable computer generated adaptive • Students work from what they know to final exam. what they need to learn. Benefits to Students Benefits to Staff • Most students complete the equivalent of • Smaller class sizes with more contact time two courses in one semester. Some with individual students. complete the entire suite of 90, 95, 105. • Class size decreases as semester passes answer. • Instant feedback on right/wrong answer allowing more time with struggling • Lower stress as exams are repeatable. students. • One purchase covers all the courses. • No time spent checking routine problems. • Feedback on written work. • More time to evaluate student written work for correct strategies for problem solving. Benefits to the Institution Grade Distributions • Increased student success (as measured • Math 090: Average Grade 3.75/4 (125 by grades) improves retention. students). • Provides a way to more accurately gauge • Math 095 with 090 in the same term: preparedness. student preparedness 3.04/4 students). Average Grade 3 04/4 (125 students) • Provides the information needed to place • Math 095 with 105 in the same term: students into courses requiring 3.76/4 (273 students). quantitative skills before they have • Math 105 with 095 in the same term: completed all pre-college math courses. 3.16/4 (273 students). Page 32 A new approach: Math 94 • Math 94 combines Math 90 and Math 95. • Grade is based entirely on mastery of Math 95 material. hours of i di id l and small group • 10 h f individual d ll instruction per week. • 86 students to date, 41% earned grades of A- or higher, 72% earned grades B- or higher, 84% earned grades of C or higher. Page 33 Page 34 Committee on Baccalaureate Expansion Program Showcase & Video-cast February 18, 2010 1:00 p.m. – 2:30 p.m. Processes and Practices for Prior Learning Assessment Topic Overview and Introduction Definitions and Outcomes in Prior Learning Assessment: A National Perspective Judith Wertheim, Vice President Higher Education Service., Council for Adult & Experiential Learning Review models used to assess prior learning and how these models are applied across the nation. Examine 10 standards essential to ensuring quality of assessment. Learn what national data tells us about academic outcomes of students awarded credit for prior learning. Credit for Prior Learning Portfolios: Assessment Standards and Student Preparation Stephen Kleisath, Chair, Dept. of Business and Accounting, UW-Platteville Learn strategies for developing a successful credit for prior learning portfolio assessment program. Review the essential features that comprise a quality student portfolio assessment design. Discuss how to engage campus faculty and staff in program development and implementation. Superior Access to Prior Learning Assessment Peter Nordgren, Associate Dean of Distance Learning and Continuing Education, UW- Superior UW-Superior’s comprehensive prior learning assessment program offers students a variety of opportunities to apply and obtain credit for prior learning, including portfolio assessment. Learn how the campus maintains program vitality through campus faculty and staff engagement, student advising and training, and policy development. Questions, Ideas, and Discussion Participants are invited to pose questions regarding the RFP and/or their specific proposal ideas. Page 35 PLA: A National Perspective Judy Wertheim Prior Learning Assessment (PLA): Vice President for Higher Education Services A National Perspective p The Council for Adult and Experiential Learning University of Wisconsin System (CAEL) Committee on Baccalaureate Expansion February 18, 2010 firstname.lastname@example.org www.cael.org 2 What Is PLA? Ensuring Quality Prior Learning Assessment is -- Five Approaches to PLA Ensure Academic Quality: The evaluation for college credit of the knowledge and skills one gains from life • Nationally standardized exams in experiences (or from non-college instructional specified disciplines programs) including employment, travel, • Evaluated non-college programs hobbies, civic activities and volunteer service. • ‘Challenge’ exams for local courses • Individualized assessments • Evaluation of local training 3 4 Page 36 National Trends Ensuring Quality: 10 Standards PLA Methods Accepted 87% 1. Credit or its equivalent should be awarded only for CLEP Exams 89% 88% learning, and not for experience. 84% AP Exams 92% 90% ACE Guides 70% 78% 75% 2. Assessment should be based on standards and 55% 66% 2006 it i for the l l f t bl learning th t are criteria f th level of acceptable l i that Experiential Learning 50% 1996 both agreed upon and made public. 57% Challenge Exams 72% 1991 72% 48% DSST Exams 52% 62% 3. Assessment should be treated as an integral part of Local Training 38% learning, not separate from it, and should be based 28% on an understanding of learning processes. Excelsior Exams 37% 35% 0% 20% 40% 60% 80% 100% 5 6 Ensuring Quality: 10 Standards Ensuring Quality: 10 Standards 4. The determination of credit awards and competence levels must be made by appropriate subject matter 7. Policies, procedures, and criteria applied to and academic or credentialing experts. assessment, including provision for appeal, should be fully disclosed and prominently available for all parties involved in the assessment process. 5 C dit or other credentialing should b appropriate t 5. Credit th d ti li h ld be i t to the context in which it is awarded and accepted. 8. Fees charged for assessment should be based on the ******** services performed in the process and not 6. If awards are for credit, transcript entries should determined by the amount of credit awarded. clearly describe what learning is being recognized and should be monitored to avoid giving credit twice 9. All personnel involved in the assessment of learning for the same learning. should pursue and receive adequate training and continued professional development for the functions they perform. 7 8 Page 37 Ensuring Quality: 10 Standards National Study of PLA 10. Assessment programs should be regularly Funded by Lumina Foundation for monitored, reviewed, evaluated, and revised as Education, CAEL completed a national needed to reflect changes in the needs being study of PLA in 2009 (publication in served, the purposes being met, and the state of the assessment arts. February 2010) February, Data from 48 institutions (46 in the U.S. and 2 in Canada) 9 10 National Study National Study Preliminary Findings: Preliminary Findings: Graduation Persistence PLA students in the study had much higher Among students who did not earn degrees within degree-earning rates than non-PLA students over study the seven year period examined in the study, the a seven-year time period. PLA students had accumulated more credits towards their degree, compared to non-PLA students. (This was true regardless of institutional size, level or control, and regardless of age, gender or In addition, non-degree-earning PLA students re- race/ethnicity. This was also true when comparing enrolled more consistently than non-PLA students students with similar academic abilities.) without degrees. 11 12 Page 38 National Study Lifelong Learning Is Essential Preliminary Findings: Time to Degree Learning and credentials – both of which are supported by the assessment of prior learning -- are key to success in the new g y t d t i b h l ’ degrees PLA students earning bachelor’s d economy: save an average of between 2.5 and 10.1 months of time in earning their degree, depending upon the number of PLA credits States with more postsecondary earned, compared to non-PLA students degree holders have more earning degrees. competitive and innovative economies. 13 14 Benefits of PLA PLA contributes significantly to “success in the new economy.” It benefits the individual, the institution, the state, and our country. 15 Page 39 Revitalizing Prior Learning Some history…. UW- Assessment at UW-Superior UW- • 1977 - UW-Superior adopts Prior Learning Assessment policies as part of creating Peter D. Nordgren the Center for Continuing Education/ COBE Showcase Extension and Extended Degree Program February 18th, 2010 Some successful students who earned Some successful students who earned UW- credit for prior learning at UW-Superior UW- credit for prior learning at UW-Superior Shippar, Don Shippar, B.S. 1988 Larry Anderson, B.S. 1990 Then: Labor Relations Manager Then: Welder Now: CEO & Chairman of Now: President, Fond du Lac Minnesota Power/ALLETE Tribal & Community College Page 40 Some successful students who earned UW- credit for prior learning at UW-Superior PLA is an alternate way colleges and universities grant credit – different, but Arnold Schwarzenegger, equivalent to traditional instruction and B.S. 1979 examination. In either system, students Then: B d b ild Th Bodybuilder earn credit by demonstrating knowledge and mastery of a subject. Now: Governor of California • PLA credit by portfolio is not well known UW- At UW-Superior, students may receive up among incoming faculty, most of whom to 30 credits through prior learning went through a traditional education path 6- assessment by portfolio. Typically, 6-8 students per year take advantage of this program, program earning 12 credits on average average. q y program • Consequently, an effective p g requires continuing education of faculty in PLA principles and maintenance of PLA portfolio evaluation skills Page 41 Goals for Revitalizing PLA Implement CAEL Best Practices • Implement CAEL Best Practices Through university governance processes: • Build PLA knowledge and capacity within • Changed fee process so students pay for credits academic departments evaluated rather than credits awarded Improve student awareness of PLA as an • I t d t f option • Recommend multiple evaluators for portfolios • Mainstream PLA program into university • Accept portfolio credit awarded by other accredited academic program institutions Build PLA Knowledge in Build PLA Knowledge in Academic Departments Academic Departments Through direct work with departments: • Provided resource guides and CAEL published materials to faculty and staff advisors across campus • All academic departments updated department PLA policies • PLA information session as part of campuswide Faculty/Staff Enhancement Day program • Provided training workshops for faculty, both in UW- partnership with UW-Extension project and on campus • Provided opportunity for academic administrators to learn more about practices, attend CAEL conference Page 42 Improve student awareness of Mainstream PLA Program into PLA as an academic option university academic program • Developed an expanded website explaining PLA options • Advocated placement of program within the portfolio of the Associate Dean for Academic Affairs • Produced and distributed brochures and flyers • Advocated establishment of an 0.25 appointment for • Carefully focused on informing students PLA coordinator Mainstream PLA Program into Next Steps from CAEL Review university academic program • Create a clearly identified place for potential adult UW-Superior’s student population of adults age 25 and UW- learners to get information and help about available older is 29% of enrollments. Of these, about half are options and degree completion enrolled through the Distance Learning Center, the other half on campus. However, nearly all PLA portfolios • Review organization of all p g g p prior learning credit options. come from Distance Learning Center students. Currently, CLEP/DANTES, ACE, and portfolio credit programs are separately administered We believe there is the potential to double the credits awarded by portfolio through effective engagement of • Make clear relationship with Continuing Education & adult learners on campus. Extension programs Page 43 Additional Goals What we learned (so far) re- • PLA needs to be an ongoing re-education program for • Approval to record PLA by portfolio as resident credit faculty and departments. • Transcript PLA by portfolio in a more appropriate way – • Effective professional development can create currently is recorded as transfer credit passionate advocates among faculty • Not every academic program will adopt PLA practices, usually due to accreditation concerns. • Involvement of key administrators as advocates is critical Contacts Christina Kline, Project Coordinator email@example.com 715-394- 715-394-8055 Peter Nordgren Associate Dean for Distance Learning & CE firstname.lastname@example.org 715-394- 715-394-8475 Page 44 Committee on Baccalaureate Expansion Program Showcase & Video-cast February 18, 2010 2:45 p.m. – 4:15 p.m. Degree Programs for the Returning Adult Learner and Place Bound Student Topic Overview and Introduction Bachelor of Applied Studies: UW-Oshkosh Center for New Learning Charles Hill, Director UWO Center for New Learning UW-Oshkosh’s Bachelor of Applied Studies program works in collaboration with two- year campuses within both the UW and Wisconsin Technical College Systems. Now in operation for three-years, learn how the program was established, its scope, and important factors campuses should consider when designing a BAS program. Bachelor of Applied Studies: UW-Green Bay Adult Degree Program Eric Craver, Director of Marketing & Recruitment, UW-Green Bay Office of Adult Degree Programs The Bachelor of Applied Studies Degree Program is designed to facilitate transfer and bachelor degree completion for those students with an applied associate degree from a Wisconsin Technical College or other regionally-accredited schools. Learn about the program structure. Examine student data and consider how the program design supports student success and completion. UW-Madison College of Engineering Transfer Blueprint Manuela Romero, Assistant Dean of Student Diversity and Academic Services, UW-Madison College of Engineering The UW-Madison COE and Madison Area Technical College Transfer Blueprint enhances transition and transfer of MATC students. The program serves students who are often underrepresented in our colleges and universities. Examine the program’s scope and features. Learn about its design and organization. Consider student data and experiences and important factors that have impacted the program’s success. Questions, Ideas, and Discussion Participants are invited to pose questions regarding the RFP and/or their specific proposal ideas. Page 45 Bachelor of Applied Studies (BAS) Purpose of the BAS Program COBE Grant awarded to To provide an alternative pathway to a baccalaureate degree for people holding an AAS UW Oshkosh and UW Green Bay degree from a Wisconsin technical college. 2006-2008 Purpose of Grant Funds Developing the • Staff time to develop procedures for the transfer Program at UW of technical college credits. • Launch a major promotional campaign with Oshkosh brochures, mailings t t h i l college alumni, b h ili to technical ll l i advertising, news releases and information sessions. • First year’s salary for coordinator/recruiter/advisor. • Instructional costs for first year’s classes. Page 46 Fall, 2005 Spring, 2006 Campus-wide ad hoc faculty College of Letters and Science committee: Department Chairs: Rejection of faculty committee proposal. • Cross-disciplinary liberal arts and sciences • Lack of “sequencing” and prerequisites. courses. • Need for a recognizable disciplinary core. • “Upside-down” degree. • Department ownership of disciplinary courses. Fall, 2006 Entrance Requirements: Back to campuswide adhoc faculty • AAS Degree from Wisconsin technical college, committee: 2.5 GPA • major: Leadership & Organizational Studies Same requirements as all other UW Oshkosh • 39 upper-division credits: 4 sequenced “blocks” Bachelor s Bachelor’s degrees f of courses. • (120 credits, 36 upper-division credits, 42 gen. ed. credits, etc.) Page 47 Block 1: organizational theories and strategic Sample Courses planning; Block 2: communication and leadership theories • Creating Presentations in the Virtual Workplace and skills; • Introduction to Organizational Administration 3 p g g projects Block 3: planning and management of p j • Collaborative Leadership Dynamics and programs; • Conflict Resolution Block 4: capstone course and individual research project. • Project Planning & Implementation • Applied Research Project 2006-2007 April, 2007 Back to College of Letters and Science Department • UW System and Board of Regents Approval Chairs: • Second (previous) major added: p • Acceptance i Fire & Emergency Response Management Faculty Senate: • Blessing from College of Business Needed After negotiation, blessing given: • Program approved. Page 48 1st Total # Semester Students Offered L&OS 105 L&OS Fall, 2007 FERM 71 FERM Fall, 2006 # of # Discontinued Graduates Since Beginning L&OS 2 L&OS (4.8%) 5( ) FERM 5 (7.0%) FERM 14 Page 49 # “stopped out” Average Age Spring 2010 L&OS 37 FERM 32 L&OS 18 (18.4%) BLS Programs 36 FERM 16 (28.1%) Current Situation • Each BAS major self-supporting after first year. • Steady growth. • Strong support from technical colleges. g pp g • Well-suited to a manufacturing economy. • Potential revenue growth for comprehensives and UW Colleges. • Alternative pathway to 4-year degree for adult learners. Page 50 UW- HISTORICAL OVERVIEW OF UW-GREEN BAY’S ADULT DEGREE PROGRAM COBE GRANT OVERVIEW FOR One of four UW “Extended Degree” pilots started in 1978. UW- UW-GREEN BAY & UW OSHKOSH Adult Degree combined with Outreach and Extension and the Small Business Development Center in 2004 to form the newly established Division of Outreach and Adult Access. UW- THE FUTURE OF UW-GREEN BAY’S Three degree options available – B.A., B.A.S., and B.B.A. ADULT DEGREE PROGRAM B.A. and B.A.S. students to identify or create a Self-Directed Area of Emphasis. COBE Program Showcase and Courses / programs available fully online, weekends – one Video Cast Saturday per month, and evenings – one night per week. Thursday, February 18, 2010 Weekend courses and on-site academic advising available in Green Bay, Appleton, and Rhinelander. THE CHANGING NEEDS OF ADULT LEARNERS THE CHANGING NEEDS OF ADULT LEARNERS IN NORTHEAST WISCONSIN IN NORTHEAST WISCONSIN Wisconsin population has increased by 254,000 (2000-2008) Wisconsin unemployment rate has risen from 4.2% in Sept. with projection of additional 377,000 (2008-2020.) 2008 to 9% in Sept. 2009. (U.S. Census Bureau - http://www.census.gov/) (D.W.D Wisconsin Economic Indicators - http://dwd.wisconsin.gov/oea/wi_econ_indicators.htm) 26% (21% in the “New North” Region) of Wisconsin residents Wisconsin lost 130,000 jobs lost as of May, 2009. aged 25 and older hold a bachelor’s degree or higher. 29% (Milwaukee Journal-Sentinel, May 23, 2009 - http://www.jsonline.com/business/45879657.html) have some college or an associate’s degree completed. (U.S.C.B American Community Survey, 2006-2008 - http://www.census.gov/acs/www/) Page 51 THE CHANGING NEEDS OF ADULT LEARNERS BACHELOR OF APPLIED STUDIES DEGREE FOR IN NORTHEAST WISCONSIN TECHNICAL COLLEGE GRADUATES Approved by the U.W. BOR in May 2007, the B.A.S. degree had an enrollment of 80 students in Fall, 2007 and now g Adult learners are looking for has 263 students enrolled. degree programs available in This degree guarantees any student with an earned applied associate degree from an accredited technical, community, online, weekend, evening, and or junior college a minimum of 60 transferable credits. hybrid formats. No restrictions on the degree earned, age of the degree, or courses taken. BACHELOR OF APPLIED STUDIES DEGREE FOR UW- THE FUTURE OF UW-GREEN BAY’S TECHNICAL COLLEGE GRADUATES ADULT DEGREE PROGRAM - ENROLLMENT Major is Interdisciplinary Studies Enrollments in the Adult Degree Program have increased Students choose from six Areas of Emphasis, including: dramatically from 154 students enrolled in Fall, 2004 to Emergency Management 550 enrolled for Fall, 2009 and over 600 students enrolled , Organizational Communication today. Corporate Communication Significant increase in the number of courses and sections Human Development offered to students from fewer than 20 available with only Environmental Policy Analysis one online course in Fall, 2004 to 60 available today – 45 Self-Directed Emphasis of which are offered fully online. Several Emphases in development, including: Audio/Visual Design, First Nations Studies, Health Care Administration, and Municipal Government. Page 52 UW- THE FUTURE OF UW-GREEN BAY’S UW- THE FUTURE OF UW-GREEN BAY’S ADULT DEGREE PROGRAM – DEGREES/SERVICES ADULT DEGREE PROGRAM – NEW INITIATIVES Addition of the Bachelor of Applied Studies degree along with the Bachelor of Business Administration degree offered in Now able to offer not only courses, but complete degree our adult-accessible formats. programs fully online. Several other major options i d S l th j ti l t in development. Development of new partnerships with Fox Valley Technical College, Nicolet College, and Northcentral Technical Moved from no specific Area’s of Emphasis available in 2004 College as well as several UW-Colleges campuses. to six different options today with others in development. Partnership with UW-Superior to promote our online courses Designated tech support by e-mail and phone with two full- and degree programs in Northern Wisconsin Communities: time staff to assist students and Adult Degree faculty. www.UWWhereYouNeedIt.com Support services for adult learners through the Library, University Writing Center, and Assessment Services. UW- UW-GREEN BAY’S ADULT DEGREE PROGRAM Page 53 Outline The Madison College – University of Wisconsin Madison, College of Engineering • What is the Madison College - CoE Engineering Transfer Blueprint Engineering Transfer Blueprint? • What are the essential mechanisms? COBE Showcase • Where are we? Manuela Romero, Assistant Dean Bonnie Schmidt, Coordinator, Engineering Transfer Admissions • Can it be duplicated? • What have we learned? February 18, 2010 What is the Madison College -CoE ETB? The Engineering Transfer Blueprint (ETB) provides Madison College students with a clear pathway for WHAT IS THE MADISON guaranteed admission to University of COLLEGE – COE ENGINEERING Wisconsin-Madison College of TRANSFER BLUEPRINT? Engineering (CoE). Page 54 Requirements Eligibility & Qualifications • Consult regularly with Madison College and CoE academic advisors • Students enroll at Madison College as first- • Fulfill UW-Madison minimum transfer requirements year college students and sign a • Fulfill CoE minimum transfer requirements participation form prior to the completion of • Take additional Madison College courses as required by twenty-four (24) college credits specific engineering degree program (recommended) • Achieve an overall Madison College GPA of at least a 3.0 • Student specify degree program at CoE in all college-transfer courses they wish to enter • Fulfill the ETB requirements within no more than five academic years after matriculating at Madison College Mechanisms • Begin with end in mind • Committed individuals – faculty, staff and students • Goals and Defined Outcomes • Funding is crucial – COBE Grant WHAT ARE THE ESSENTIAL – Course development; Faculty buy-out; Staff MECHANISMS? support; Academic support; Meetings • Assessment Page 55 Individuals CoE • Deans Goals & Outcomes Madison College – Paul Peercy, Dean • Center for Agrisc & Tech – Steve Cramer, Associate Dean – David Shonkwiler, Dean • Engineering General Resources – John Stranskly, Assoc. Dean – Don Woolson, Assistant Dean – Bonnie Schmidt & Ann Morris • Increase Access • Center for Arts & Science Coordinators, Engineering Transfer – Veronica Delcourt, Dean – Shawna Carter, Assoc. Dean Admissions • Increase Diversity – Jia-Ling Lin, Academic Support – Todd Stebbins, Assoc. Dean • Faculty & Instructors – Age • Advising & Career Res. Ctr. – Civil Eng: Marc Anderson – Claudia Griesbach, Advisor – Electr & Comp Eng: Mark Allie, Mikko – Ethnicity • Faculty Lipasti, Giri Venkatarmann – Chemistry, Kenneth W alz – Eng Physics, John Murphy – Gender – Math, Al Lehnen & Kevin Mirus – Mech Eng: Kim Manner, Robert – Electronic Technolgoy, Alberto Rodriguez Rowlands, Jeff Roessler, Ryan Kershner • Create a process that others could emulate – Mechanical Technology, Ron • Evaluation Olson – WiscAMP, Manuela Romero & Richard Donohue COBE Proposal ETB – Four Prongs 1. Enhanced advising and transfer coordination 2. Engineering course development at Madison College 3. Enhanced collaboration between CoE and Madison College faculty WHERE ARE WE? 4. Enhanced academic support for students Page 56 First Prong: First Prong, cont: Enhanced advising and transfer coordination Expanded Advising • Development of Blueprint goals and requirements • In Person – Madison College and CoE administrators, advisors, faculty – Visits to Madison College by engineering advisors – UW-Madison Admissions – CoE Open House for Madison College students • Extensive collaboration to produce quality documentation – Engineering project assistants – Madison and CoE advisors • former Madison College student as a peer mentor, Keegan Karl – Media and technical support • Industrial engineering graduate student, Holly Banaszak • Clarification of standard transfer admission • By Distance – “Live-Help” (Velaro) distance advising tool Second Prong: Third Prong: Enhanced collaboration between Engineering course development at Madison College CoE and Madison College faculty • Introduction to Engineering Design • Faculty small-group meetings • Statistics for Engineers • Course equivalency reviews • Introduction to Engineering Graphics • Faculty retreats • Differential Equations – Discussion of students’ academic preparation • Introduction to Computer Engineering and institutional expectations • Circuit Analysis Methods – Short- and long-range course development – Education & engineering trends Page 57 Fourth Prong: Enhanced academic support Student Demographics Other Madison College Transfers EBT Students • At Madison College • Transfers per year • First year signed 14 – Math Tutoring Center ranged 4 – 7 students • p pp , g Anticipated support for math, science and engineering g • Age range 17 – 39 Age, p per – Anticipated transfers p year, 6 – 9 C • AT oE – 4%, 17 – 19 – 53%, 20 – 25 • Age, range 20 – 35 – Tutor by Request – 65%, 20 – 25 – 24%, 26 – 30 • Free – 30%, 26 – 30 – 14% 30 – 35 • First two semesters after transfer – 5%, 31-35 • Gender, 11% female • One-to-one tutoring if a tutor is available • Gender, 15% female Departments Students Intended COE Department of Transferred into from Current Blueprint Candidates Madison College MS&E NE MSE ME ME IE EMA GLE EM ECE EGR EE CMPE CHE CAN IT BE DUPLICATED? CHE CEE CEE BME 0 5 10 15 20 0 2 4 6 8 Page 58 Yes, But…. • Continuous interaction is crucial at all levels • Administrative logistics are important and time consuming in the start-up phase • Designate point person on each campus • Program success ultimately depends upon resources that support students’ pre- to post- transfer experience WHAT HAVE WE LEARNED? • Assessment must be integral • Program will always be a work in progress Lessons Learned Next Steps • Enhancing access and support is good for all • Interview Blueprint Students • Documenting the process, clarified the • Focus groups with existing Madison College p process for all transfer students – Pathway is there for all to follow • Match our student information • While focusing on the group in the program, • Open House for transfer students think about how it will affect others • Retreat – Rethinking the “first-year college student” rule • Renew our COBE grant • Sustainability Page 59 Contact Information • Bonnie Schmidt, CoE Transfer Coordinator; email@example.com Manuela R • M Assistant Dean; l Romero, A i t t D firstname.lastname@example.org http://matcmadison.edu/engineering- transfer-blueprint-program Page 60