Best admission essay editing service

CEUs are often required to maintain licensure within certain professions, such as nursing, teaching, and law. Colleges use a variety of mechanisms to determine how to award CEUs. Several case study colleges use the IACET guidelines. Anne Arundel Community College uses them when developing courses so that all courses have associated CEUs. Other colleges reported that they use the IACET guidelines in the absence of other guidelines for developing CEUs. At the same time, colleges also reported that they admission essay editing services follow guidelines from professional organizations and state agencies on awarding CEUs in particular areas. Tyler Junior College reported that it follows guidelines developed by the Southern Association of Colleges and Schools accreditation body, imposing CEU guidelines on all courses and offering CEUs as requested by students.

This process is designed to keep quality high, as it addresses the overall quality of the course and its faculty competency and experience. Much of the use of CEUs is industry driven, based on demand.

There best admission essay editing service can be tension within colleges about how to maintain the value of CEUs.

For example, one college reported that some faculty argue that CEUs should be offered only for workforce courses and that to do otherwise would diminish their value, whereas others say that CEUs should be given to any course related to lifelong learning, including recreational courses.

Other colleges offer CEUs but report that there is not a high demand among students for them. Guidelines for the retroactive granting of credit for noncredit workforce education most typically exist in the form of providing credit for prior learning or life experience credit.

While many states do not address this matter, 17 states have some policies pertaining to the retroactive granting of credit (see Figure 7). Generally, the policies are designed to facilitate retroactive granting of credit by assessing individual students in areas of knowledge, including those covered in noncredit courses.

Students may have the opportunity to take an exam to prove their knowledge of course material, but there may be some restrictions based on the faculty who taught the course.

In Colorado, noncredit classes can be transferred to credit when taught by accredited faculty, and if a student petitions the college and is tested for knowledge. But this policy raises some concern that the course may not be considered valid if credit faculty did not sanction and teach it. In Oregon, noncredit courses, such as private vendor courses like those offered through Microsoft, can transfer to credit if there is a clear match in the content and rigor of the noncredit and credit versions of the courses. Sometimes the student will need to do extra work or pay the difference in costs in order to receive credit. Maryland offers life experience credits, but limits the number that can be used and also prohibits the granting of credit for noncredit courses.

South Carolina has a state policy that allows students who take challenge exams to receive exemption credit. In Arkansas, where noncredit education is viewed as a bridge to credit coursework, students can take a challenge exam to get credit from a noncredit course. For example, Florida does not have a policy on awarding life experience credits, suggesting that colleges should locally determine their policies.

However, the state does not encourage this nontraditional mechanism for awarding credit within the public higher education system. In contrast, California is supportive of mechanisms to allow students to gain academic credit from noncredit courses, but leaves this decision up to the local colleges.

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Figure 7: State Guidelines for Retroactive Granting of Credit Source: CCRC interviews with state policymakers. Many of the case study colleges reported that they have procedures for awarding credit for prior learning. They are often applied on a course-by-course basis or determined by an individual academic department. Milwaukee Technical College offers essay on service to humanity credit 42 for prior learning if it can be linked to an existing class and is taught by faculty who teach credit classes. It also offers life experience credit as part of a college-wide program where students present portfolios to obtain credit through academic divisions. Fullerton Community College provides life experience credit for veterans and credit by examination. While many colleges have a policy on awarding credit for prior learning, most also reported that few students take advantage of it, either due to low interest or unfamiliarity. Several colleges reported they are exploring the development of college-wide policies on life experience credits. Anne Arundel Community College is working on establishing policies for life experience credit where credit would be awarded for incumbent worker training if the course guidelines of a credit class are followed, including prerequisites and placement testing. At Bellevue Community College, the credit-noncredit committee will soon examine the issue of prior learning assessment. Further, the committee is creating a mechanism for interested students to take noncredit courses for credit, beginning with a project management course, for which they have already expressed interest in obtaining credit. Central Piedmont Community College is also currently examining mechanisms for articulation between noncredit and credit to develop a college- wide policy.

Guidelines for articulating noncredit and credit programs are designed to create stronger connections between the two. Such connections could allow students to move between programs in a seamless way, potentially gaining credit for noncredit courses.

They are seen as a possible strategy best admission essay editing service to support the development of career pathways. Kentucky is well-known for articulating noncredit and credit programs. Colleges can offer courses customized to specific business or industry needs in small course modules. To create these modules, faculty review noncredit courses with the intention of offering workforce development programs with multiple entry and exit points and embedded certificates. Noncredit offerings are aligned with credit offerings and are best admission essay editing service competency based, focused on evaluating and documenting competencies, especially in technical areas. The state system is moving to eliminate the distinction between noncredit and credit within its community colleges, and has recently hired a system director of modularization to focus on building noncredit programs that re-bundle college-level competencies appropriate for credit. These programs include formal mechanisms to translate noncredit courses that employers seek for their employees to credit courses in specific areas. Some career 43 ladder programs with transitions between noncredit and credit have been developed in specific areas, including social services and education. The state best admission essay editing service community college association is currently involved in developing statewide guidelines on articulating noncredit and credit courses and is seeking to develop recommendations that may be used by colleges around the state (DiChiara-Platt, 2007).

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