updates from the workforce, academic affairs and research division texas higher education...

Updates from the Workforce, Academic Affairs and Research

Division

Texas Higher Education Coordinating Board

THECB - 18 October 2013

Reinold R. Cornelius, Assistant Director

Melinda Valdez, Program Director

http://www.thecb.state.tx.us/WAAR/Community-Technical-Colleges


Topics

1. Update on Student Transfer Lumina Foundation Tuning Texas The Learning Outcomes Project Texas STEM Challenge Scholarships

2. Update on High School to College Issues

3. Update on UEAC

4. Update on Low Producing Programs

5. Update on Workforce Issues

6. Update on Texas Common Core Curriculum


Tuning Texas

1. Discipline specific tuning of competencies: Knowledge Skills Attitudes

2. Course alignment between schools: Course outcomes Course sequence


Tuning Texas

Evaluations G G G G G

Synthesis G G BS G BS G G

Analysis G G G BS BS BS G G BS BS G

Application BS BS BS BS BS BS BS BS CC BS BS

Comprehension CC CC CC CC CC BS CC CC CC BS CC

Knowledge HS HS HS CC HS CC HS HS HS CC HS

Mathematics

Natural Sciences

Materials Science

Mechanics

Experiments Design Teamwo

rk

Problem Recognition and Solving

Ethics Communication

Contemporary Issues and

Historical

Perspectives

Key Competencies by Cognitive Achievements


Tuning Texas

Discipline Competency Table: ExampleLEARNING OUTCOME: ETHICS

Core Competencies

Needed to enter Higher Ed

Lower Division Competencies

Baccalaureate Level

Competencies

Post-Graduate/ Work Experience

Competencies

"Knowledge""Comprehension"

and "Application"

"Analysis" and "Synthesis"

"Evaluation"

The high-school experience should introduce and illustrate the impact of professional work on society and the environment. Students should have an appreciation of the need for ethical behavior.

Describe and discuss ethical concepts and identify and explain ethical issues. Demonstrate capacity to implement the professional code of ethics in example cases.

Analyze, compare, and differentiate a wide range of ethical concepts in cases and technologies related to BME. Develop strategies and solutions to address ethical challenges and dilemmas in BME.

Evaluate and assess ethical issues. Compare risks and burdens to foreseeable benefits and recommend appropriate new or refined ethical guidelines.


Tuning TexasLower Division Course Sequence


Tuning TexasCourses approved for the Lower Division Academic Course Guide Manual (ACGM):

2011: Civil, Electrical, Industrial, and Mechanical Engineering

2012: Biology, Chemistry, Biomedical, and Chemical Engineering

2013: Mathematics, Business, Computer Information Systems & Sciences, and Management Information Systems

Voluntary Transfer Compacts for disciplines:

http://www.thecb.state.tx.us/TuningTexas


Tuning Texas

Texas Tuning Assessment Steering Committee:Assessment between courses of a course sequence,

e.g., Calc. I to Calc. II to Calc. III

Measure: Percentages of grade paringsprerequisite course grade to successor course grade

2-year to 2-year transfers 2-year to 4-year transfers Native to native students


Learning Outcomes Project

Course description and learning outcome bullets: 2011: Government, History, English, Economy,

Mathematics 2012: Philosophy, Psychology, Sociology, Speech,

Spanish, Chemistry, Physics, Computer Science 2013: Anthropology, Studio Art and Art History,

Criminal Justice, Drama, Geology, Humanities

Public input until October 18, 2013:

http://www.thecb.state.tx.us/acgmlearningoutcomesproject


T-STEM

Texas STEM Challenge Scholarships Merit scholarships for community and technical

college students $2,500 per year for two years Merit conditions such as HS math and science GPA

and course completion Institutions form partnerships with industry and report

on workforce needs

GOALS: students enter STEM workforce successfully

students transfer to 4-year institutions


T-STEM

Donated funds from Texas Guaranteed Student Loan Corporation (TG)

T-STEM 2012: $2.95 million – ~1,125 scholarships T-STEM 2013: $5.44 million – ~2,050 scholarships T-STEM 2014 and 2015: expected similar scope

New Request for Application in January 2014:

http://www.thecb.state.tx.us/TSTEM


Topics

1. Update on Student Transfer

2. Update on High School to College Issues 60 SCH Reverse Transfer Texas Success Initiative Dual Credit

3. Update on UEAC





60 SCH Limit

60 Semester Credit Hour limit for associate degrees in effect for students enrolled beginning with fall 2015.

Texas Administrative Code Title 19, Chapter 9, Subchapter A, E, J

“… compelling academic reason … may include but are not limited to … programmatic accreditation requirements, statutory requirements, or licensure/certification requirements …”


60 SCH Limit

How will it be implemented? Old and to be created programs will have to

give “compelling academic reason”

Limit will be handled equivalently to the way the “120 SCH Limit” for bachelor degrees has been handled


Reverse Transfer

Texas Education Code, Chapter 61, Subchapter S, Sec.61.833

Community Colleges receive the transcripts of students that completed at least 30 SCH at a community college prior to transfer after:

Previous trigger for reverse transfer: 90 SCH New trigger for reverse transfer: 66 SCH

No Coordinating Board rules.


Texas Success Initiative

Exemptions: SAT, ACT with minimum scores TSI test from Assessment Board

Institution administered (cost $11) Sequence of developmental education courses

Institution sets rules Collaborative 12th grade college prep course

by content area

Texas Administrative Code, Title 19, Chapter 4, Subchapter C, Rule 4.54


Dual Credit

Changes to eligibility based on end of course exams:

ACGM courses: Algebra II and English II(Note: HB 5 eliminated Algebra II as required assessment)

WECM courses: Algebra I and English II Early College High School:

can start with 9th grade

must show college readiness

Texas Administrative Code, Title 19, Chapter 4, Subchapter D, Rules 4.85


Dual Credit

Restriction: Two courses per term, junior and senior year

(does not apply to Early College High Schools)

New restriction: A student can only take three courses per year

from a community college with a service area that does not include the high school(does not apply to 4-year institutions)


Dual Credit

Formula funding only for courses in: the institution’s core curriculum for career and technical education certificates for an associate degree foreign languages

Texas Education Code, Chapter 61, Subchapter C, Sec. 61.059 (p)


Dual Credit

Which courses count? Career and technical courses: WECM

Technical courses: ACGM – by discipline, as listed in the CBM manual

Accounting, Agriculture, Architecture, Business, Computer Science, Criminal Justice, Engineering, Engineering Technology, Forestry, Forensic Science, Horticulture, Nursing, Business Computer Information System

Limitation does not apply to Early College High Schools


Topics



3. Update on UEAC4. Update on Low Producing Programs




UEAC

Undergraduate Education Advisory Committee

Upcoming meeting: November 1, 2013 Agenda:

Recommendations for THECB staff regarding the implementation of credit hour limits

Meeting will be web-cast at http://www.thecb.state.tx.us


Topics



3. Update on UEAC

4. Update on Low Producing Programs5. Update on Workforce Issues



LPPNew rules – new sequence of events:Texas Administrative Code, Title 19, Chapter 4, Subchapter R, Rules 4.285 to 4.290

1. Coordinating Board collects data on low producing programs

2. Coordinating Board makes recommendations to the institutions’ governing boards

3. Governing Boards decide on program closures, consolidations, temporary exemptions to closure

4. Institutions must identify programs on their Legislative Appropriation Request for which their action is different than the Coordinating Board’s recommendation.


LPP

Low Producing Program thresholds, per 5 years: undergraduate program: < 25 graduates master’s programs: < 15 graduates doctoral programs: < less than 10 graduates

All Coordinating Board actions on program closures (TE Denied) returned to Governing Boards for further review.


Topics



3. Update on UEAC





Workforce Issues

New Interface for the Workforce Education Course Manual (WECM) Other browsers than IE should work

http://www.thecb.state.tx.us/aar/undergraduateed/workforceed/

New edition of the Guidelines for Instructional Programs in Workforce Education Target date for public comment: November 2013 Rules and rule changes will be referenced

http://www.thecb.state.tx.us/aar/undergraduateed/workforceed/gipwe.htm


Topics



3. Update on UEAC



6. Update on Texas Common Core Curriculum Syllabi Overflow hours Assessment


Texas Common Core

Rework syllabi for core courses:


Texas Common Core

Foundational Component Areas: Follow descriptions strictly, e.g.

“and” means both parts of the definitions need to be addressed

“using” means “using”, not “knowing” “focus on appreciation and analysis” – the focus for the

course should be clear

Required Core Objectives: Address, in writing, all objectives, e.g.

if required, “team work” or “communication” must be addressed, even in a lecture course (and there is no laboratory)


Texas Common Core

“Overflow hours”: With, e.g., 6 SCH allowed for a Foundational Component

Area, 2 SCH may have to be “overflow hours” Courses may have 3 SCH, 3+1 SCH, or 4 SCH

Designate where the extra hour goes:

A. Component Area Option of the core

B. Is counted as program course

Note: How the extra hour is counted should be transparent from the student’s transcript.


Texas Common CoreCourses may have: 3 SCH – no co-requisite course

All required core objectives must be included

3+1 SCH – courses offered as co-requisite Core objectives must be included in one of the components All core objectives must be assessed during the assessment of

the core

4 SCH – course packaged as one unit No structural difference to a 3+1 SCH course Must make provision for transparency of SCH accounting on

transcript


Texas Common Core

Assessment plan for five assessment steps:1. Assessment methodology, including faculty

involvement and timeline

2. Criteria, benchmarks and targets for the assessment

3. Results (forthcoming)

4. Plan for an analysis of assessment results

5. Plan for actions and follow-ups

Note: The Coordinating board does not prescribe any method of assessment to the institutions.

Texas Education Code, Chapter 61, Subchapter S, Sec.61.824


Texas Common Core

Institutions submit assessment report every ten years: Institutions will submit ca. two years prior to their

accreditation renewal Assessment is a procedure and will take multiple steps

Institutions have a choice on whether to asses the “old core” or the “new core”

Decision will depend on what is of most use for their accreditation

For resources, visit page “Assessment Guidelines”:http://www.thecb.state.tx.us/WAAR/TXcore/assessment-guidelines


Topics



3. Update on UEAC





Workforce, Academic Affairs and Research Division

Rex C. Peebles, Assistant Commissioner (Dec. 2)

Garry Tomerlin, Deputy Assistant Commissioner for Community & Technical Colleges

Stacey Silverman, Deputy Assistant Commissioner for Universities & Health-Related Institutions

Rebecca Leslie – Academic Course Guide Manual (ACGM), Learning Outcome Project

Duane Hiller – Workforce Education Course Manual (WECM)

Melinda Valdez – Undergraduate Education Advisory Committee (UEAC), Texas Common Core Curriculum

Andrew Lofters – Dual Credit and Early College High Schools

Donna Carlin – Nursing Programs, Perkins, Bacterial Meningitis

Reinold Cornelius – STEM initiatives, Texas Common Core Curriculum

Mary Smith – Lumina Voluntary Transfer Compact

Community, State & Technical College Liaison Meeting

October 30, 2013

Texas Higher Education Coordinating Board

broadcast/video on:

http://www.thecb.state.tx.us/WAAR/CC-Liaisons

Upcoming Event

updates from the workforce, academic affairs and research division texas higher education...

Documents

tuning texas courses

scholarships tstem

stem workforce

year institutions thecb

native students thecb

course alignment

ethical issues

year transfers native