Maryland state department of education professional development workshop for business educators JULY, 2012, Baltimore, md

THE CLEP IS HERE ARE YOU READY: STRATEGIES FOR SUCCESS

• • • Presented By Dr. Nicole A. Buzzetto-More Associate Professor and Program Chair University of Maryland Eastern Shore Director MSDE Program Affiliate for Business, Management, and Finance Fellow, Informing Science Institute

CURRENT INITIATIVE

To increase the rigor of CTE programs of study so as to better prepare students for careers and college as well as to help provide students with industry certification and transcripted college credits.

Business CLEP Exams

CREDIT-BASED TRANSITION PROGRAMS

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• Allowing high school students to take college courses or earn college credit through national exams while in high school. • Traditionally geared to high-achieving students, in recent years, the value in to middle performing or even lower performing students has been recognized (Baily and Karp, 2003).

BENEFITS OF COLLEGE BASED TRANSITIONING PROGRAMS

Baily and Karp (2003): • Prepare students for the academic rigors of college • Improve motivation through high expectations • Lower the cost of postsecondary education for students • Make college feel more attainable to students • Increase student retention

CLEP POLICY REVIEW

• We have examined the CLEP acceptance policy at MD Community Colleges as well as University System of MD Schools.

• We did not examine private institutions; however, this is an area worthy of investigation.

• We looked at the 4 Main Business CLEP exams and investigated: • • whether the exam was accepted, the required score in order to earn credit, • • number of credits that could be earned, and the course equivalent

COMMUNITY COLLEGE ANNE ARUNDAL COMMUNITY COLLEGE BALTIMORE CITY COMMUNITY COLLEGE COMMUNITY COLLEGE OF BALTIMORE COUNTY CARROLL COMMUNITY COLLEGE CECIL COLLEGE CHESAPEAKE COLLEGE COLLEGE OF SOUTHERN MARYLAND

CLEP AT COMMUNITY COLLEGES

CLEP EXAM FINANCIAL ACCOUNTING

BPA 211 (3) SCORE: 50 ACCT211 (3) SCORE: 50 ACCT 101 (3) SCORE: 50 ACCT-101(3) SCORE: 50 BUS 101 (3) SCORE: 50 ACC 103 (3) SCORE: 50 ACC 2010 & 2020 (6) SCORE: 50

CLEP EXAM PRINCIPLES OF MANAGEMENT

BPA 142 (3) SCORE: 50 ADMINISTERED ON SITE COURSE EQUIVALENT AND SCORE NOT LISTED MNGT 105 (3) SCORE: 50 NOT LISTED BUS 131 (3) SCORE: 50 BUS 213 (3) SCORE: 50 BAD 1210 (3) SCORE: 50

FREDERICK COMMUNITY COLLEGE GARRETT COMMUNITY COLLEGE HAGERSTOWN COMMUNITY COLLEGE HARFORD COMMUNITY COLLEGE HOWARD COMMUNITY COLLEGE MONTGOMERY COLLEGE PRINCE GEORGES COMMUNITY COLLEGE WORWIC COMMUNITY COLLEGE

ACC 100, 101 (6) SCORE: 50 ACC210 (3) SCORE: 50 ACC 101 (3) SCORE: 50 ACT 101 (3) SCORE: 50 ACCT 111 (3) SCORE: 50 NOT ACCEPTED ACCT 1010 & ACCT 1020 (8) SCORE: 47 ACT 101 (3) SCORE: 50 BU 227 (3) SCORE: 50 BUS170 (3) SCORE: 50 MGT 103 (3) SCORE: 50 BA 109 (3) SCORE: 50 BMGT 145 (3) SCORE: 50 MG 101 (3) SCORE: 50 BMT 1600 (3) SCORE: 47 BMT 151 (3) SCORE: 50

CLEP EXAM PRINCIPLES OF MARKETING

BPA 125 (3) SCORE: 50 MKTG 223 (3): Marketing SCORE: 50 MNGT 150 SCORE: 50 MKTG-201 (3) SCORE: 50 BUS 212 (3) SCORE: 50 BUS 230 (3) SCORE: 50 BAD 2610 (3) SCORE: 50 BU225 (3) SCORE: 50 BUS201 (3) SCORE: 50 MGT 104 (3) SCORE: 50 BA 203 (3) SCORE: 50 BMGT 130 (3) SCORE: 50 MG 103 (3) SCORE: 50 BKG 1360 (3) SCORE: 50 BMT 102 (3) SCORE: 50

UNIVERSITY UNIVERSITY OF MARYLAND COLLEGE PARK SALISBURY UNIVERSITY TOWSON UNIVERSITY FROSTBERG STATE UNIVERSITY UNIVERSITY OF BALTIMORE UNIVERSITY OF MARYLAND UNIVERSITY COLLEGE UNIVERSITY OF MARYLAND BALTIMORE COLLEGE FINANCIAL ACCOUNTING

BMGT 220-(3) SCORE 65 ACCT 220 (3) SCORE: 50 ECON 121 (3): SCORE 53

PRINCIPLES OF MANAGEMENT

NOT ACCEPTED ACCT 201-(3) SCORE 60 ACCT 201 (3) And ACCT 202 (3) 6 credits total possible SCORE: 50 MGMT 320- (3) SCORE 50 MNGT 361 (3) SCORE 50 ACCT 211 (3) SCORE: 50 MGMT 351 (3) SCORE 50 ACCT 201-(3) SCORE 50

PRINCIPLES OF MARKETING

NOT ACCEPTED MKTG 330-(3) SCORE 50 MKGT 341 (3) SCORE 50 MKTG 361 (3) SCORE 50 BUSINESS MAJOR ELECTIVE (3) GENERAL ELECTIVE (3) SCORE 51 SCORE: 50 OR BMGT 364: (3) SCORE 50 MKTG 301 junior status at the time of the exam is and prior approval by the Dean MKTG 310-(3) SCORE 50 ECAD 210 (3) SCORE: 50 NOT ACCEPTED

UNIVERSITY OF MARYLAND EASTERN SHORE

ACCT 201 (3): SCORE 60 UPPER LEVEL BUSINESS MAJOR ELECTIVE (3) SCORE 50 UMES IS CURRENTLY IN THE PROCESSES OF REVISING THEIR CLEP POLICY. NOT ACCEPTED

BOWIE STATE UNIVERSITY COPPIN STATE UNIVERSITY MORGAN STATE UNIVERSITY ST MARY’S COLLEGE OF MARYLAND (LIBERAL ARTS NO BUS SCHOOL)

BUAD 201, 202 (6) SCORE 45 ACCT 201 & ACCT 202 (6): SCORE 50 NOT ACCEPTED NOT ACCEPTED NOT ACCEPTED MGMT 300 (3): SCORE 50 MGMT 324 (3): SCORE 50 NOT ACCEPTED MKTG 310 (3): SCORE 50 MKTG 331 (3): SCORE 50 NOT ACCEPTED

ARE THERE STRATEGIES THAT WILL HELP YOU PREPARE STUDENTS FOR THE CLEP?

STRATEGIES

• At the beginning of the year discuss with students the Major Concepts on the CLEP Exam your students will be taking • Lets consider the CLEP Management Exam • The following information can be found in the State curriculum and is also available from the CLEP company.

Subject Matter

The subject matter of the Principles of Management examination is drawn from the following topics. The percentages next to the main topics indicate the approximate percentage of exam questions on that topic.

15–25% Organization and Human

  

Resources

  Personnel administration Human relations and motivation  Training and development  Performance appraisal  Organizational development  Legal concerns  Workforce diversity Recruiting and selecting Compensation and benefits Collective bargaining

10–20% Operational Aspects of

  

Management

  Operations planning and control Work scheduling  Quality management (e.g., TQM) Information processing and management Strategic planning and analysis Productivity     

10–20% International Management

 

and Contemporary Issues

 Value dimensions  Regional economic integration Trading alliances Global environment  Social responsibilities of business Ethics Systems Environment  Government regulation Management theories and theorists E-business     

45–55% Functional Aspects of

    

Management

  Planning Organizing  Leading  Controlling  Authority  Decision making  Organization charts Leadership Organizational structure Budgeting Problem solving Group dynamics and team functions Conflict resolution Communication Change Organizational theory Historical aspects

THE CLEP EXAM IS A MULTI-CHOICE TEST.

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It primarily looks at a test-takers ability to define concepts with a minimal amount of application.

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As such, you want to build your students vocabulary.

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Solutions

• • Create a glossary of terms.

Have weekly vocabulary words (treat them the way SAT terms are treated) • Introduce a CLEP question of the day

There are lots of ways to create your glossary of terms

• Use your knowledge, the CLEP Review Book, The Glossary in your text book, Knowledge of the test etcetera.

• There are some great flashcard websites that already have free downloadable CLEP exam flashcards/glossary terms available • http://www.flashcardmachine.com/ • http://www.proprofs.com/flashcards • A sample list of glossary terms (see handout) has been prepared that offers 250 concepts/terms that a student should know in order to pass the CLEP Principles of Management exam.

SAMPLE GLOSSARY PAGE WITH DEFINITIONS

Management Frederick Taylor (1856-1915) Published "Principles of Scientific Management" Organizational Development Theory 4 stages of growth Decision-making process steps The process of achieving organizational objectives through the use of people and other resources (capital, land and equipment) Father of Scientific Management , Believed organizations should analyze tasks and develop a better way to perform them. 1. Creativity 2. Direction 3.Delegation 4. Growth Intrinsic Reward (Reinforcement) Delphi Technique Operational Goal Payback analysis Activity ratio Profitability ratio Debt ratio Marketing ratio 1. Define the problem 2. Identify limiting factors 3. Develop potential alternatives 4. Implement the decision 5. Establish an evaluation and control system Motivating events which occur as a natural part of the learning experience that are meaningful to the individual rather than being materialistic. Examples: Personal Development as a reward for the experience of doing work, being recognized with a plaque for your hard work, a teacher feels good when his/her students pass the CLEP A technique in which the members of a group are intentionally separated and given the same problem. They return their solutions to the leader, the solutions are pooled, and the group members rate the ideas. A specific goal with quantifiable results. Example: "produce 10,000 units each day" Tool for determining when an object (a business expense) will pay for itself An activity ratio measures how efficiently a company operates. A profitability ratio demonstrates a company's ability to generate profits. A debt ratio measures a company's ability to pay its debts A marketing ratio measures market shares, sales quotas and profitability.

• At 10 or so Intervals Throughout the Term Assign 25 of the Glossary Terms to Be Defined By the Students, Correct and Grade this work.

• Review the concepts again after you hand the work back to the students • • Use examples and/or visuals as applicable.

Think about Cognitive Flexibility • Learning activities must provide multiple representations of content.

DON’T MAKE THE TEST A STRANGER

• Do not wait until the last unit to be in the test prep process.

• Think about how the SAT is handled and treat it the same with constant concept review and weekly vocabulary words.

• • Introduce a CLEP question of the day each time you meet.

Group the daily questions into CLEP questions of the week.

• Give mini-practice tests throughout the term to eliminate test anxiety • Make sure you go over them once they are completed question by question.

• • At the end of the first and second quarters give a mini practice CLEP exam that you prepare to coincide with concepts covered thus far At the end of the 3 rd term give a full practice CLEP • Make it fun and important! Stay positive- this test is passable.

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When you reach the end of the term it is time to deliver a CLEP Review Unit

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Example unit broken down into 6 lessons

6 LESSON CLEP REVIEW UNIT

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Lesson 1 Procedures-

• • • • About the CLEP Exam, Review of Major Concepts on the CLEP Exam, Test Taking Tips, Distribute Glossary Worksheet-let students begin in class and assign as homework, • Decrease the number of concepts to a manageable number, • • Require Students to Complete by Hand (kinesthetic), Format it differently than any previous worksheets (abstraction of concepts as is done on test), • Present Resources to Help Them Complete Glossary including their own previously completed vocabulary/glossary sheets

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Lesson 2 Procedures-

• • Students Take Practice CLEP Exam Question Review of Practice CLEP • • List is made of concepts that were problematic for the group Discussion of problematic concepts and/or misunderstood questions

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Lesson 3 Procedures-

• Jeopardy Game • Have students compete in a Jeopardy tournament.

• Develop a bracket system.

• Offer prizes such as free lunch, extra credit points, candy, etcetera • There are a number of great free tools for creating an electronic jeopardy game. Simple ones can be made in PowerPoint; however, there are services that offer a much more interactive experience.

• Jeopardy Labs is a free service you can use to create your own online Jeopardy game. Jeopardy Labs provides a blank template on which to build your game. When completed your game is given its one unique url. Post that url on your blog, wiki, or website and anyone can then play your game

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Lesson 4 Procedures-

• • • • • Students Submit Completed Glossary Distribute glossary answer key Have students grade each other’s work Students Take 2 nd Practice CLEP Exam Question Review of Practice CLEP

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Lesson 5 Procedures-

• Classroom Quiz Bowl: • Small Teams of students compete in a traditional quiz bowl trivia tournament using a combination of question types • If class is large, when not participating assign students different roles asking questions, judging/checking responses, score keeping, etcetera. Have students rotate these roles and keep everyone participating.

• • Make sure to include problematic topics This is a fun way to interact with concepts that will hopefully increase understanding and help create meaningful connections

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Lesson 6 Procedures-

• • • • Students Take 3 nd Practice CLEP Exam Question Review of Practice CLEP List is made of concepts that were problematic for the group Current list compared against previous list (students can see how much better the class is doing) • Discussion of problematic concepts (what are the remaining misconceptions?)

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SUGGESTION, SET UP ONSITE CLEP TESTING CENTER.

• Allows exam to be taken in a less intimidating and more familiar setting.

• Cuts down the cost of the exam because you will not have to pay the mark up commonly charged by test centers

THE CURRICULA

• All content is purposeful. • Either it is covered on the CLEP or MOS, aligns with the entry level higher ed course in that area, or satisfies another larger initiative.

• http://www.BusinessEducationMSDE.com

• • • • Business Administrative Services Accounting Business Administration and Management Marketing •

Please note, MBEA website does not have State Approved curricula on their site.

BMF PROGRAMS - WHERE WE STARTED

• No curriculum consistency • High enrollment - low completion • No formal student performance standards • No validated assessment instruments • Most programs did not align with 4-yr expectations • Difficult to develop articulation agreements with 4-yr institutions • Early attempt at VSC (term not being used now) was not rigorous and/or did not align with either assessment or higher ed expectations