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The Benefit of College Credit Recommendations Presented by Robert Frankel, Dean, Association for Hebraic Studies and Tina Grant, Director, USNY Regents Research Fund, National CCCRS What is a college credit recommendation? If courses or proficiency exams are deemed to be at the college-level they may be awarded recommended credit. Credit recommendations are determined by a combination of required hours, academic rigor, learning objectives and outcomes. Colleges use the recommendations to determine actual college credit that will be granted for the “non-collegiate” learning. Credit Recommendations do not equal “accreditation.” Who offers college credit evaluations? n USNY, Regents Research Fund, National College Credit Recommendation Service (formerly National PONSI) n American Council on Education CREDIT service (formerly ACE/PONSI) n Charter Oak College CCAP n Colleges often conduct “generic evaluations” of courses offered by schools, corporations, or organizations for partnership opportunities (Thomas Edison State College) Why should you consider CCRs for your courses/exams? n Attract, recruit, and retain motivated employees and students. n Increase the prestige and credibility of your organization/corporation. n Provide quality assurance for your education and training programs. n Stand out from your competition. The Evaluation Process should be…. § Collegial, not critical or confrontational. § A great way to get input from subject matter experts. § Time intensive but worth it! § DETC vs. NCCR evaluations n DETC is a national accreditation agency approved by the US Department of Education; National CCRS is a credit recommendation service governed by the NYS Board of Regents. n Both are voluntary evaluations. n Compare/Contrast the Process Does your company qualify for an evaluation? Yes, if you…. n offer documentable, formalized learning experiences without granting accredited college degrees. n have administrative control over the courses/exams to be evaluated. n retain official student records in a secure manner. n include a means of assessing students' performance. n believe that the courses/exam are at the college level in terms of subject matter, depth, and rigor. n hire instructors, SMEs, or instructional designers who hold advanced degrees in their field of expertise. Preparing for a Successful Evaluation Distance Learning Criteria n Course design and delivery methods for on -line instruction (ease of navigation). n Evidence of student and instructor feedback options. n Student identity verification system and proctoring policy for proficiency examinations. Evaluation Must Haves… n A comprehensive list of learning objectives for each course/exam. n All instructional materials: (on-line or hard copies) study guides, textbooks, required readings, student manuals, workbooks, laboratory manuals, presentations, lectures. And…. n Copies of/Access to all assignments and assessments (labs, quizzes, essays, midterm and final exams, presentations, case studies, etc.) and rubrics if applicable. n Graded samples of student work for all assessments used to determine the final grade representing a range of performance from below average to above average for three students. And finally….. n Instructors’ qualifications: resume, biographical narrative, or CV. n Class rosters, attendance records, and official grade list for each course/exam. n Access to the master record keeping system. Do’s and Don’ts Helpful Advice from Robert n Complete and submit required forms on time! J n Perspective of a reviewer and a client n Other tips… Life After the Site Visit… n You n NCCRS Office The Work Continues… n NCCRS issues written report. n Your Web page on NCCRS site is created. n Course exhibits created and posted. n Excelsior College Transcript Service. n Student and college advocacy. n Five-year revalidation cycle. Course Exhibit – Association for Hebraic Studies Elementary Biblical Hebrew I (HEB 151) Location: Association for Hebraic Studies Institute, Suffern, NY, authorized instructional sites, or approved proctor sites. Length: Classroom-based or distance learning course administered through the Association for Hebraic Studies Institute. Dates: April 2010- Present. Objectives: The student will be able to: read biblical Hebrew (alphabet, vowels, pronunciation); transliterate Hebrew words; parse and find the lexical form of verbs; explain the basics of verbal forms (by roots, pronouns, gender, number, verbal stems, tenses, verbal forms, such as infinitive, participle); understand basic syntax of Hebrew; understand basic morphology of Hebrew and analyze word formation; read and translate selected biblical passages. Instruction: The primary goals of Elementary Biblical Hebrew I (HEB 151) are to introduce the elementary grammar forms, the regular verbal forms, the most frequent vocabulary, word formations and their inflection, and the characteristic syntax and other basic features of the language. Topics may include: The Hebrew alphabet; Writing – print and cursive; the vowel system (including vowel reduction); reading; the noun - gender and number; independent (personal) pronouns; demonstrative pronouns; interrogative pronouns; nominal sentence; the syntactic order “noun-adjective;” the definite article; the conjunction vav; some prepositions; construct case; pronominal suffixes; verb – overview; qatal pattern (the strong verb) of Pa’al (Qal); and the direct object marker. Credit recommendation: In the lower division baccalaureate/associate degree category, 4 semester hours in Biblical or Classical Hebrew (5/10). USNY, NCCRS 1500 Cooperating Colleges and Universities n In every state, as well as Canada, Guam, and Puerto Rico. n Usually 100% acceptance at Excelsior, Empire State, Thomas Edison, Charter Oak College. n Transcript service through Excelsior Questions?
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