Articulation

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Articulation Transfer Updates

• Ohio Transfer Council Conference
• May 30, 2008

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Course Equivalency
Career-Technical Credit Transfer (CT2)
Transfer Assurance Guides (TAGs)
Course Equivalency Management System (CEMS)
Advanced Placement (AP) Policy
The University System of Ohio
Transfer Research Findings
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Contact Information

• Paula Compton
• Director, Articulation Transfer
• Ohio Board of Regents
• [phone]
• pcompton_at_regents.state.oh.us
• Candice Grant
• Administrator, Articulation Transfer
• Ohio Board of Regents
• [phone]
• cgrant_at_regents.state.oh.us

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Five Steps to Course Equivalency

• Defining Joint faculty panels meet to define
  learning outcomes and credit hour ranges.
• Agreeing Educational partners reach consensual
  agreement on the learning outcomes via a
  statewide feedback process.
• Matching Institutions match courses to learning
  outcomes and credit hour ranges.
• Submitting Institutions submit specific course
  materials based on learning outcomes and credit
  hours.
• Reviewing Faculty review panels validate course
  materials against learning outcomes, recommended
  credit hour ranges, and other requirements.

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What is a match?

• A match is a set of one or more courses in a
  subject area that are grouped together as meeting
  a specific set of learning outcomes, recommended
  credit hour ranges, and other requirements,
  represented by a corresponding Ohio Articulation
  Number (OAN).
• An OAN is simply a naming convention used to
  uniquely identify each set of learning outcomes.
  Because Ohio does not have a common course
  numbering system, OANs were created instead to
  act as connectors.

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Who approves matches?

• Faculty panels have been formed based on
  nominations from both two- and four-year
  institutions.
• These panels consist of faculty members from
  across the state who have been chosen to
  represent their discipline.
• It is these panel members who make the decisions
  regarding whether or not a match should be
  approved.

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What qualifies a match for approval?

• The match must meet 70 (or in some cases 100)
  of the learning outcomes
• Credit hours should be taken into account as well
  because they are commonly viewed as an indicator
  of breadth and depth.
• The match must also meet any other requirements
  including co-/prerequisite, laboratory hours,
  and textbooks.

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What is an equivalency?

• An equivalency exists when a match is approved as
  meeting a specific set of learning outcomes,
  identified by an OAN. If two institutions have
  approved matches to the same set of learning
  outcomes (and both approvals are effective in the
  same time period), the matches are equivalent.

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Examples of Equivalency
Equivalency
Approved Match
Approved Match
Course 1
OAN001
Course A
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Examples of Equivalency, cont.
Equivalency
Approved Match
Approved Match
Course A
Course 1
OAN002
Course B
Course 2
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Examples of Equivalency, cont.
Equivalency
Approved Match
Approved Match
Course A
Course 1
OAN002
Course B
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What if there is no equivalency?

• Sometimes, a school will either not have a course
  that would fulfill a specific OAN or their course
  has not yet been approved.
• If this does occur, any student who has completed
  an approved match to the OAN is guaranteed to
  receive credit in the major for the completed
  coursework. How that credit applies to the major
  is up to the receiving institution.

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How can equivalencies be viewed?

• The TAG Approved Courses Bulletin Board displays
  all approved matches
• http//regents.ohio.gov/transfer/tagcourses
• It is able to display approved matches by
  institution or the course equivalencies that
  exist between institutions.
• The Bulletin Board does not display not approved
  matches or bilateral agreements.

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Bulletin Board Example
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Example, continued
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CT2 Update

• Statewide launch of the initiative
• Five Regional Validation Centers (Connected to
  Economic Development Regions)
• Marion Technical College (Information Technology
  Networking)
• Miami University Hamilton Campus (Engineering
  Technology)
• Owens Community College (Automotive Technology)
• Sinclair Community College (Practical Nursing)
• The University of Akron (Medical Assisting)

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CT2 Update, continued

• CTAG Coordinators have been identified for all
  institutions involved in the initiative
• Training and technical support for the electronic
  Course Equivalency Management System is being
  provided through the Validation Centers
• Institutions are now able to submit courses via
  CEMS
• Validation centers will focus on the review of
  these submissions over the next month

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CT2 Update, continued

• Five current technical areas
• Automotive Technology
• Engineering Technology (Electrical Mechanical)
• Information Technology Networking
• Medical Assisting
• Practical Nursing
• Expansion to new technical areas
• Fire Science/EMT
• Other IT-related areas

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TAGs Update

• Extensive Approved Course Audit
• Problem TAGs/OANs
• Nursing
• Dance
• Engineering Technologies
• English Literature
• Health Information Management
• Medical Laboratory

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TAGs Update, continued

• Last date for submissions was May 1
• Final round of reviewing will conclude June 2
• Institutions will be notified of their progress
  on June 6 and asked to provide reasons for any
  outstanding, not approved courses by the end of
  the month

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TAGs Update, continued

• TAG Coordinators are scheduled to be trained on
  how to use the Course Equivalency Management
  System (CEMS) in June
• Faculty Review Panels are being re-formed
• Those selected to serve on the faculty panels
  will receive training on CEMS in the fall

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Course Equivalency Management System (CEMS)
CEMS is a Web-based tool that supports
course/program submission, review, and posting of
equivalent courses/programs.  
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Another Five Step Process

• Inventory Creation Performed by Content Experts
  at the Institution
• Match Creation Performed by Content Experts at
  the Institution
• Submission Executed by TAG Contacts at the
  Schools
• Review Performed by the Validation Center
  Coordinator and/or Faculty Review Panels
• Posting Performed by Software Under Control of
  Validation Center Coordinators

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Example of Course Inventory
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Example of Course Inventory, continued
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Match Creation
All three slides combined are what a
course/program submission contains.
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Advanced Placement (AP) Policy

• A score of 3 or higher will provide credit at any
  PIOHE in Ohio. The credit must count towards
  graduation and will meet a general education
  requirement if the course to which the AP credit
  is equivalent fulfils a requirement at the
  receiving institution.
• When it clearly enhances the opportunity for
  student success, an institution should strongly
  advise that an AP score of at least a 4 is needed
  for a student to be successful in a second course
  in a highly dependent sequence of courses in a
  STEM area. For example, an advisor should
  strongly recommend that an AP score of at least a
  4 is needed on the AP Chemistry exam in order
  for the student to be successful in the second
  course in Chemistry.

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AP Policy, continued

• A score or 3 or higher on an AP exam in a foreign
  language area will provide credit for at least
  the first year of foreign language at any PIOHE.
• Each PIOHE in Ohio will provide information on
  awarding AP credits, which should include the
  number of credits awarded and the course
  equivalents earned for scores of 3 or higher.
• Credits earned via AP exams are transferable
  within PIOHE in Ohio according to the states
  transfer module and transfer policy.

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Timeline for Implementation

• The policy will be fully implemented by fall
  2009, and will be applied to students who are
  enrolled at a PIOHE in the fall 2009 and have not
  had their AP scores evaluated for college credit
• The new policy will be communicated to
  prospective students and to others key
  stakeholders during the 2008-9 academic year
• An implementation committee is being formed to
  address any issues with the policy and to develop
  the communication plan

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Goal of the 10-Year Plan

• To raise the educational attainment of our state
  each year, and to close the gap between Ohio and
  competitor states and nations.

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University System of Ohio
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University System of Ohio Goals

• Graduate more students
• Ohio is ranked 38th in associates or higher
• 37th in bachelors degrees or higher
• 29th in graduate/professional degrees
• Keep more of our graduates in Ohio
• 66 live in Ohio after graduation
• Attract more degree holders from out of state
• Who leaves and who stays, and why?

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Overall Strategies

• Collaboration, not competition
• Centers of Excellence
• More opportunities, higher quality and lower
  cost, close to home
• System differentiation
• Different missions, different structures, same
  overall goal
• Flexible delivery and more options
• Increasing access and improving college readiness
• Seniors to Sophomores
• Bachelors degree within 30 miles of every Ohioan

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Overall Strategies

• Technology infrastructure
• Industry supply and demand
• Ohio Skills Bank
• Engagement with private colleges and universities
• Accountability goals and measures tracking
  progress
• Twenty measurements of success

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Guaranteed Transfer

• Inform students in advance about courses and
  programs needed
• and eligibility fortransfer.

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Electronic Transcript

• The Ohio Board of Regents and the Ohio Department
  of Education will work collaboratively to develop
  an electronic transcript which will follow the
  student throughout his/her career
• Integrated technology will enable a variety of
  services to allow students and parents to gain
  access to important information and communicate
  with appropriate organizations

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Several Ways Independent Colleges Can Partner

• Refine and develop credit transfer agreements
• Offer and improve two-plus-two articulation
  agreements
• Educate adults for lifelong careers (counselors
  and admissions staff included!)
• Work toward appropriate financial incentives to
  participate and serve Ohios high school graduates

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For more information and a copy of the full plan
http//www.regents.ohio.gov
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Experiences of Ohio Transfer Students

• A report of The Ohio Collaborative
• Commissioned by
• The Ohio Board of Regents
• Authored by
• Cynthia K. Buettner, Ph.D.
• Jessica Beauvais, M.A.

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Design

• Online survey
• 20 geographically stratified state supported two
  and four year institutions
• Currently enrolled students who had transferred
  credit from another institution
• Currently enrolled students who had requested a
  transcript be sent to another institution (at 4
  year
• In depth phone interviews (n12)

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Survey

• Quantitative and open ended questions
• Three Sections
• College information and transfer status
• Transfer experiences, reasons, resources used,
  counseling services, barriers encountered
• Demographics
• Fielded November 2007

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Results Transfer Status

• 5519 Respondents
• 96 transferred at least 2 times
• No significant differences in motivations for
  college enrollment.

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Results Transfer Motivations

• Reasons for Transfer
• Academic Advancement
• Academic Challenges
• Financial Issues
• Context Issues
• Personal Challenges and Choices
• Undefined

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Results Use of Resources

• Use of online tools
• CT 66.7
• PT 61.6
• NCT 58
• Use of CAS
• CT 41.5
• PT 45.0
• NCT 35
• Usefulness of CAS
• CT 68.6
• PT 57.5
• NCT 65.8

• Use of paper tools
• CT 41.8
• PT 53.9
• NCT 22
• Usefulness of paper tools
• CT 69.6
• PT 75.7
• NCT 39.4

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Results Institutionally Based Help
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Results Transferred Coursework

• 26.7 CT were able to use more than 90
• 58.7 CT were able to use more than 70
• 47.54 CT more than expected

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Results Barriers to Transfer

• CT and PT students
• Course transferability
• Financial
• Communication and accurate information
• Personal
• No barriers
• NCT Reasons for not -in addition to above
• Financial financial aid scholarship packages
• Resolution of issues
• Developed friends, grew to like being in school
  and/or the particular institution

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Results Suggested Improvements

• Improved transfer of credits
• Increased information
• More access to and better counseling
• Enhanced technology online transcript requests
• Portability of scholarships and financial aid
• Improvements to CAS and better marketing of CAS
• Central website that contains transfer policies
  for all Ohio schools
• Additional services (mentoring) for first
  generation students