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					Dr. Gale Gibson-Ballah
Dean, College of Freshman Studies
Medgar Evers College, City University of New York


Ms. Jo-Ann Jacob
Assistant Director Testing Center
Medgar Evers College, City University of New York


Mr. Corey Vigdor
Outreach Manager
The College Board
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• Established in 1970 as a result of collaborative efforts by
  community
• Named for the late Civil Rights leader, Medgar Wiley Evers
  (1925-1963)
• Located in Central Brooklyn
• CUNY “comprehensive”, offering baccalaureate and
  associate degrees
• 6000 students
• 4-year, non-residential, public, co-educational college
• Part of CUNY, the 3rd largest Public University System in
  the US.
• 150 FT and 200 PT Faculty
• 100% non-residential                    • 84% full-time
• 73% female                              • Average age 25 years
• 65% have been out of HS on              • 86% live in Brooklyn
  average 7 years                         • 49% support at least one child
• 50% work more than 20 hours per week    • 28% GED
• 70% earn less than 30K                  • 69% First-generation college
• 25% weren’t born in the US              • 93% Black
• 70% have no college prep course work    • 11% Permanent Residents
• 75% need 1-3 non-credit remedial        • 50% 1st Generation Immigrants
  courses
• 85% have parents who did not graduate
  from college
• CB Mission




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    CLEP allows individuals to earn college credit by passing one of the
     program’s 34 exams. CLEP validates knowledge earned through
     independent study, on-the-job training, experiential learning and
     translates that learning into college credit that is commonly
     recognized. CLEP serves many non-traditional (adult) learners
     and military candidates worldwide.
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A diagnosis of schizophrenia typically includes which of
   the following symptoms?
A. Delusions
B. Panic Attacks
                                   Answer: A
C. Hypochondrias
D. Multiple Personality
E. Psychosexual Dysfunction
              (2x-1)2 =
A. 2x2+1
B. 4x2-1
                     Answer: E
C. 4x2+1
                  Remember “FOIL”
D. 4x2-2x+1
E. 4x2-4x+1
• Introduced at CAEL in 2007 during MEC presentation of Executive
  Program. Through conversation realized there were more
  opportunities beyond current use
• Met and realized that beyond the Executive Program no one knew of
  CLEP on campus and the policies were old
• Over one year, worked collaboratively with all offices to redo the
  CLEP policy and educate entire college community on CLEP and its
  benefits for students.
• One year later, efforts are now underway to get the policy in the
  hands of all students through advisors, faculty, testing center staff
  and admissions
• New accelerated degree program incorporates CLEP opportunities
  underway
• Part of strategic planning for Retention and Graduation
• CLEP utilized in the Executive Institute
• Socialized CLEP Ideas to Chairs and Provost
• Provided documentation about exams-limited in scope
• Presented Executive Institute at CAEL 2007
  Conference in San Francisco
• Post-Conference CLEP Policy Consultation with
  various departmental leaders and The College Board
• CLEP resources sent to Academic Advisors by The
  College Board
• Updated CLEP Policy approved at Medger Evers
  College
• Advising Workshop conducted by The College Board
  with Admissions, Advisement, Registrar and Testing
  Center Staff
• CLEP presented to Academic Council Meeting with
  Provost, Deans and Chairs by The College Board
• Reviewed Performance Reports and began to think
  about how to include CLEP as a tool to meet various
  retention and graduation goals.
• Planning campus-wide CLEP initiative
• The College Board and MEC met to review yearly
  activities, CLEP data and plan for future activities
• Active Promotion of CLEP Policies to students
• Implemented Portfolio Seminar Course with CLEP as a
  component
• Enlightened various upper-level administrators of
  performance management report and role of CLEP
Academic Year   # of Students   # of MEC
                   Tested       students
2004-2005             22            6
2005-2006            85           25
2006-2007           134            11
2007-2008           181           14
• Usage of CLEP grew from 14 students within a specialized
  program to now being available to over 6000 students
• CLEP is being actively marketed to all new freshmen students
• It has become an accepted strategy to attack retention and meet
  graduation goals
• A new accelerated program has been created with supporting
  courses that actively promote CLEP as a way to progress through
  the curriculum
• CLEP has become a permanent part of campus culture
• CLEP Awareness?
• Conversations?
• Culture Changing?

				
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