Transcript The Benefit of College Credit Recommendations

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?
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USNY, Regents Research Fund,
National College Credit Recommendation Service
(formerly National PONSI)
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American Council on Education CREDIT service
(formerly ACE/PONSI)
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Charter Oak College CCAP
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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?
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Attract, recruit, and retain motivated
employees and students.
Increase the prestige and credibility
of your organization/corporation.
Provide quality assurance for your
education and training programs.
Stand out from your competition.
The Evaluation Process should
be….
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Collegial, not critical or
confrontational.
A great way to get input from subject
matter experts.
Time intensive but worth it!
DETC vs. NCCR evaluations
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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.
Both are voluntary evaluations.
Compare/Contrast the Process
Does your company qualify for an
evaluation?
Yes, if you….
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offer documentable, formalized learning experiences
without granting accredited college degrees.
have administrative control over the courses/exams to be
evaluated.
retain official student records in a secure manner.
include a means of assessing students' performance.
believe that the courses/exam are at the college level in
terms of subject matter, depth, and rigor.
hire instructors, SMEs, or instructional designers who hold
advanced degrees in their field of expertise.
Preparing for a Successful
Evaluation
Distance Learning Criteria
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Course design and delivery methods for
on-line instruction (ease of navigation).
Evidence of student and instructor
feedback options.
Student identity verification system and
proctoring policy for proficiency
examinations.
Evaluation Must Haves…
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A comprehensive list of learning objectives
for each course/exam.
All instructional materials: (on-line or hard
copies) study guides, textbooks, required readings,
student manuals, workbooks, laboratory manuals,
presentations, lectures.
And….
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Copies of/Access to all assignments and
assessments (labs, quizzes, essays, midterm and
final exams, presentations, case studies, etc.)
and rubrics if applicable.
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…..
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Instructors’ qualifications: resume,
biographical narrative, or CV.
Class rosters, attendance records,
and official grade list for each
course/exam.
Access to the master record keeping
system.
Do’s and Don’ts
Helpful Advice from Robert
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Complete and submit required forms
on time! 
Perspective of a reviewer and a client
Other tips…
Life After the Site Visit…
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You
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NCCRS Office
The Work Continues…
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NCCRS issues written report.
Your Web page on NCCRS site is created.
Course exhibits created and posted.
Excelsior College Transcript Service.
Student and college advocacy.
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
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In every state, as well as Canada, Guam,
and Puerto Rico.
Usually 100% acceptance at Excelsior,
Empire State, Thomas Edison, Charter
Oak College.
Transcript service through Excelsior
Questions?