1. Hang Ten—Making Waves with CLEP Deborah Anderson M.Ed. Higher Education Consultant

2.  What is CLEP  Does it apply to my students  What is the process at my institution  CLEP and military  Identify road blocks & solutions  How do I identify a CLEP student  What are my responsibilities regarding CLEP  What are student responsibilities regarding CLEP  What resources are available  Become an advocate Top Ten List

3. Understanding CLEP Facts & Benefits

4. CLEP allows students to demonstrate that they have acquired mastery of college-level course content. CLEP allows students to translate that knowledge into college credit that is commonly recognized by passing any of the program’s exams. CLEP allows diverse groups, including traditional and non- traditional learners, adult students, and military service members to save time and money as they pursue a college degree. Core Purposes

5. CLEP Offers Colleges…

6. What age group do you think has the largest percentage of CPL students? A.Under 18 B.18-22 C.23-29 D.30-35 E.36 & older

7. Age Group Breakdown Age Group Breakdown Exams Administered to National Candidates, 2009-10 There are no age requirements for CLEP

8.  Save time for students  Save money for students  Allow students to enroll in higher level courses sooner  Earlier graduation How Does CLEP Apply to Students?

9. What is Happening Now?

10.  What is done now?  If you don’t know—why don’t you know?  Who knows the processes?  Who is responsible for updates?  Where is information stored & posted?  If there is no formalized process, ask why. Evaluate Current Methodology

11. Who Needs to Know Your CLEP Policy?

12.  How does your institution grant credit for military training/service?  Cross walk with 2-year/4-year  How do we promote?  Who needs to be involved?  VA representatives  Transcript evaluators  Advisors Military Credit

13.  All 13 colleges follow same rules  Legislation passed in 1990s stating a “Student Bill of Rights”  Faculty convene to discuss scores and acceptance of exams  CCCS CLEP Handbook maintained and updated annually: http://www.cccs.edu/Docs/EdServices/Credit-for-Prior- Learning-Handbook.pdf http://www.cccs.edu/Docs/EdServices/Credit-for-Prior- Learning-Handbook.pdf Colorado Community College System

14.  California’s four-year institutions set policy  California community colleges determine how to implement for their schools  Great confusion due to lack of coordination between systems  CSU system handbook: http://www.calstate.edu/AcadAff/codedmemos/AA- 2010-09.pdf http://www.calstate.edu/AcadAff/codedmemos/AA- 2010-09.pdf California CLEP Policies

15. Possible Road Blocks

16.  How are students notified of their opportunity for CLEP?  What is on your website?  Are your policies current?  Do you know who is responsible for CLEP policy? Consider these questions:

17.  Lack of communication  Poor website design  Lack of training for advisors/staff  Lack of knowledge support from faculty  No “champion” Student Road Blocks

18.  Negates transferability  It’s too complicated.  I don’t understand the process.  Who should I advise to take CLEP?  No one really cares. Comments I hear from advisors

19.  Help educate on test development  De-mystify  Encourage them to become part of the process Faculty can be a Road Block

20. Faculty Role in CLEP More than 600 college and university faculty members are involved in developing and setting the standards for CLEP exams. Faculty responsibilities include: Serving on test development committees Responding to curriculum surveys to determine exam content Serving on standard-setting panels Serving on ACE review panels Determining departmental credit-granting policies

21.  Educate  CLEP Policies  CLEP Procedures  Engage  Share success stories  Attend faculty meetings  Encourage  Get them to volunteer  Share the data Solutions with Faculty

22. Who are CPL Students?

23. Identify CPL Students  First year students looking to accelerate their education paths  Students with high SAT or ACT scores  Homeschooled students  Students who are fluent in Spanish, French, or German  Juniors or seniors who have not met lower-division requirements

24. CPL Students Continued  Adults returning to college  Military service members  Veterans  Students at risk for stopping out or struggling with finances  International students needing to translate their overseas credit  Students with expired courses  Students with high placement scores

25. Responsibilities

26.  Recent focus has been students placing into developmental courses  Why do we ignore students who are college level and higher?  Important to serve all students  What is our role in guiding students? Focus on All Students

27.  Advising job is information  Advising job is to provide options/choices  Advising job is student success  Advising job is to advocate for student A New Set of Lenses

28.  Intake process  Initial student contact  Front Desk Staff  Advisors  Testing Administrators  Student Orientation/Preview  Deans Educate Departments on CLEP

29.  http://www.uwgb.edu/oira/cfpl/clep/ http://www.uwgb.edu/oira/cfpl/clep/  http://frontrange.edu/testing http://frontrange.edu/testing Sample Websites

30.  Critical to know who are the decision makers  Critical to get faculty input  Critical to evaluate plan on regular basis Identify Decision Makers

31.  Student may want to discuss with VA advisor  Student may need to talk to Testing Center  Student may need to talk with Admissions & Records  Student may need to talk with Department/Program chair Time for a Decision

32. Responsibility Check List Advisor  Be well versed in policy  Identify CLEP student  Educate CLEP student  Be an advocate  Stay current Student  What exam(s) may I take  How do I get credit  What will transfer  Know deadlines  Follow through

33. Identify Leaders for Implementation

34.  Testing Directors  Dean of Student Services  Dean of Instruction  Director of Advising  State committees  Faculty  Advisors  Legislators Key Leaders

35.  Identify change  Create a plan  Identify appropriate committee members  Student input  Faculty  Research Implement Change

36.  Process  What departments are impacted?  What makes sense for students?  Payment  Marketing  Free materials  Opportunities to tell students  Evaluate  Feedback surveys  Data Reports Key Questions for Change

37.  State wide systems  2-year  4-year  Guarantee transfer within a state  Identify key players  Faculty  Deans  System presidents Promote/Create/Implement

38.  Directors  Important to have key leaders  Testing  Instruction  Support Staff  Invaluable resource  Great ideas  Students  Know their needs How to Recruit Committee

39.  No need to reinvent the wheel  Data critical to your cause  National organizations  College Board  ACT  NCTA  Webmaster Resources for Change

40. Share results of FRCC project

41. Need More Information? CLEP website for professionals: professionals.collegeboard.com/clep CLEP website for students: www.collegeboard.com/clep CLEP email address: CLEP@collegeboard.org

42.  Educate your teams  Evaluate current methodology  Create a plan for implementation of CLEP policies  Eliminate road blocks for students  Identify key leaders  Identify recommendations for change  Identify resources  Take ACTION! Summary

43. Are you for student success?

44. Discussion/Questions/Wrap Up

45. Thank you! Deborah Anderson M.Ed. Higher Education Consultant Deb.anderson1952@gmail.com