have agreed to present faculty with and work toward acceptance of the following cut scores for gtPathways/general education credit: AP 3 – IB 4 – CLEP ACE recommended cut scores – DSST criterion referenced cut scores provided by DSST; – and have agreed to work with faculty toward accepting ACE’s recommended military and workforce credit where applicable to gtPathways courses. Goal 2: Integrate into the transfer equivalency process institutional mechanisms that allow transfer of credit that has been awarded by another institution based on Portfolio Assessment and apply that credit to appropriate general education degree requirements. (Responsible group individual institutions) – Goal 3: Consistent with §23-1-125(4), C.R.S., each public institution defines a process to test out of a course specifying use of a national test or the criteria for approving “including institutionally devised tests.” (Responsible group individual institutions and GEC) – Task 1: Institutions share best practices, costs and challenges. Task 2: Each institution specifies and makes public (CDHE can coordinate for consistency) its policy for complying with §23-1-125(4), C.R.S, which states in part, public institution of higher education shall grant full course credits to students “…each for the core courses [gtPathways/general education] they successfully test out of, free of tuition for those courses.” This will include the ability to test out of and receive credit for all gtPathways requirements (e.g., every category in the 31-cedit gtPathways curriculum). Goal 4: Examine the PLA offerings for active military and veterans across Colorado public institutions. Understand on an institutional what has supported student military/veteran success. Where appropriate expand/enrich the PLA offerings for military and returning veterans. (Responsible groups Individual institutions and GEC) – Task 1: Gather data from public institutions on programs supporting PLA for veterans, e.g. DSST, ACE military transcripts, together with student performance. See Task 1. Compare Colorado practices with in other states and analyze where Task 2: new/modified practices may be appropriate. Task 3: on the data and analysis of Task 1, and 2, develop suggestions for improved PLA offerings for veterans appropriate to institutional admission selectivity and role and mission.
have agreed to present faculty with and work toward acceptance of the following cut scores for gtPathways/general education credit: AP – 3 IB – 4 CLEP – ACE recommended cut scores DSST – criterion referenced cut scores provided by DSST; and have agreed to work with faculty toward accepting ACE’s recommended military and workforce credit where applicable to gtPathways courses. Goal 2: Integrate into the transfer equivalency process institutional mechanisms that allow transfer of credit that has been awarded by another institution based on Portfolio Assessment and apply that credit to appropriate general education degree requirements. (Responsible group – individual institutions) Goal 3: Consistent with §23-1-125(4), C.R.S., each public institution defines a process to test out of a course “including specifying use of a national test or the criteria for approving institutionally devised tests.” (Responsible group – individual institutions and GEC) Task 1: Institutions share best practices, costs and challenges. Task 2: Each institution specifies and makes public (CDHE can coordinate for consistency) its policy for complying with §23-1-125(4), C.R.S, which states in part, “…each public institution of higher education shall grant full course credits to students for the core courses [gtPathways/general education] they successfully test out of, free of tuition for those courses.” This will include the ability to test out of and receive credit for all gtPathways requirements (e.g., every category in the 31-cedit gtPathways curriculum). Goal 4: Examine the PLA offerings for active military and veterans across Colorado public institutions. Understand on an institutional what has supported student military/veteran success. Where appropriate expand/enrich the PLA offerings for military and returning veterans. (Responsible groups – Individual institutions and GEC) Task 1: Gather data from public institutions on programs supporting PLA for veterans, e.g. DSST, ACE military transcripts, together with student performance. See Task 1. Task 2: Compare Colorado practices with in other states and analyze where new/modified practices may be appropriate. Task 3: on the data and analysis of Task 1, and 2, develop suggestions for improved PLA offerings for veterans appropriate to institutional admission selectivity and role and mission.