Resources/Publications for Transfer Specialists
The AACRAO International Guide: A Resource for International Education Professionals, prepared by Joseph Sevigny. American Association of Collegiate Registrars and Admissions Officers, Washington, DC, 2001.The AACRAO International Guide is your complete source for information on international education, comprising such core issues as policy, recruitment, technology, English proficiency, student visas and credential evaluation. As a critical part of any international reference library, it also provides a thorough look at study abroad program development and specific roles and issues for community colleges.
The AACRAO 2001 FERPA Guide, by Richard A. Rainsberger. American Association of Collegiate Registrars and Admissions Officers, Washington, DC, 2001.
This Guide provides implementation procedures for complying with the Family Educational Rights and Privacy Act of 1974, as amended. It also provides guidance on significant changes that result from 2000 FERPA regulations. It will (1) assist institutional record-keepers and other school officials in understanding their roles and responsibilities for implementing the act and (2) provide many practical tips that can be used on a daily basis in training institutional employees on FERPA.
Access and Persistence: Finding from 10 Years of Longitudinal Research on Students, by Susan P. Choy. American Council on Education, Center for Policy Analysis, Washington, D.C., 2002.
Access & Persistence: Findings from 10 Years of Longitudinal Research on Students is a clear, cogent summary of what researchers have learned about access, persistence, and outcomes from 10 years of federally funded national longitudinal studies of college students. It is the first report in a new series titled Informed Practice: Syntheses of Higher Education Research for Campus Leaders, which aims to present the most important findings from major areas of higher education research in a manner that is straightforward and clearly linked to campus practice.
Distance Learning Evaluation Guide/ American Council on Education, Washington, D.C., 2001. Order from http://www.acenet.edu/bookstore/
This publication provides a checklist for organizations to use evaluating the quality of their distance learning programs, and modules. The checklist is organized into seven categories, including learning design, learning objectives and outcomes, learning materials, technology, assessment, organizational commitment, and subject.
External Degrees in the Information Age; Legitimate Choices/ Eugene Sullivan, David W. Stewart, Henry A. Spille, American Council On Education, Oryx Press, Washington, D.C., 1997. Order from http://www.acenet.edu/bookstore/
This reliable and comprehensive guide designed to help adults make informed decisions about pursuing postsecondary degrees. Chapter topics include: a) external degree programs-what they are and how they work; b) assessment and evaluation of prior learning; c) hallmarks of quality in an external degree program; d) diploma mills-what they are and how to avoid them; and e) the role of accreditation and state regulations in protecting degree integrity. The book also describes more than 140 legitimately accredited external degree programs now in operation. Each listing includes a program description, degrees offered, admission and credit hour requirements, tuition and fees, minimum campus time required, credit awarded for prior learning and standardized examinations, and accreditation information.
Guide to Educational Credit by Examination, 2004 ed. /Edited by Jo Ann Robinson, Troy Polite, and Nancy Musick, American Council on Education, College Credit Recommendation Service, Washington, DC. Order from http://www.acenet.edu/bookstore/
The annual guide lists all ACE credit recommendations for tests such as the CLEP and DANTES, and also includes credit recommendations for certification examinations such as the FAA's PAMA, Microsoft Office Specialist, Novell CNE, and the National Court Reporters Association.
Guiding Principles for Distance Learning in a Learning Society/ American Council on Education, Washington, D.C., 1996. Order from http://www.acenet.edu/bookstore/
Developed by a national task force, these principles guide adult learners, providers of learning, and those responsible for overseeing learning quality and effectiveness. Recommendations are made with regard to core values, learning design, learner support, organizational commitment, learning outcomes, and technology.
National Guide to Educational Credit for Training Programs, 2004 ed. / Edited by Jo Ann Robinson, Troy Polite, and Nancy Musick, American Council on Education, College Credit Recommendation Service, Washington, DC. Order from http://www.acenet.edu/bookstore/
For 30 years, this guide has been a trusted source of information on thousands of educational courses offered by business, labor unions, schools, training suppliers, professional and voluntary associations, and government agencies. These courses provide academic credit to students for learning acquired at organizations such as AT&T, Citigroup, Delta Air Lines, Fire Department of New York City, General Motors University, NETg, New Horizons Computer Learning Center, Inc., and Walt Disney World Resort. Each entry in the comprehensive National Guide provides: course title; location of all sites where the course is offered; length in hours, days, or weeks; period during which the credit recommendation applies; purpose for which the credit was designed; learning outcomes; teaching methods, materials, and major subject areas covered; and college credit recommendations offered in four categories (by level of degrees) and expressed in semester hours and subject area(s) in which credit is applicable. The introductory section includes ACE Transcript Service information.
Retention of Records, Guide for Retention and Disposal of Student Records, American Association of Collegiate Registrars and Admissions Officers, Washington D. C. 2000
First published in 1960, this Guide has been updated periodically as records management practice and requirements have changed and evolved. The current Guide, additionally, includes guidelines driven by recent technological changes, and new federal record-keeping requirements. Appendix D: Policies Covering Disposition of Academic Records of Closed Schools identifies, by state, where records of closed schools may be found.
The AACRAO 2003 Academic Record and Transcript Guide
The Guides is your source for current information on a wide range of issues involving student records and transcripts. In all its chapters, the Guide focuses on the need to reconcile two competing demands: the need to provide accurate information promptly to various constituencies, and the need to safeguard privacy. The Guide emphasizes the privacy implications of the distinction between the full database and the transcript, and offers useful recommendations concerning more than forty database and transcript elements. Expanded in scope, the new Guide also addresses such current issues as recording academic and disciplinary actions on transcripts; use of Social Security Numbers; name changes; transcription of nontraditional work; major features of the USA PATRIOT Act, with a list of FERPA and other resources; and the increasing impact of electronic standards for data interchange (EDI and SPEEDE).
Guide to the Evaluation of Educational Experiences in the Armed Services (2002)/ American Council on Education, Washington, D.C.
Order from http://www.acenet.edu/bookstore/
This three-volume set of guidebooks is the standard reference tool used by most U.S. colleges and universities to award academic credit for military learning. Contains more than 8,000 courses offered by the U.S. armed services and defense department between January 1990 and the present.
Order from Greenwood Publishing Group: http://www.greenwood.com/ Volumes are also available for sale individually. This guide is also available in a searchable format online at: http://www.militaryguides.acenet.edu/
2004-2005 Accredited Institutions of Postsecondary Education (2005), by Kenneth A. Von Alt, American Council on Education, Washington, D.C.
Accredited Institutions of Postsecondary Education (AIPE) is the only official guide to institutions of higher learning that are accredited by national and regional accrediting agencies. This updated edition includes more than 6,600 public, private, two-year, four-year, and vocational institutions of higher education throughout the United States, as well as U.S.-chartered schools in countries abroad.
Order from http://www.greenwood.com/catalog/OXAIPE03.aspx
The College Transfer Student in America: The Forgotten Student, AACRAO, managing editor, Bonita C. Jacobs, Ph.D.; editors, Michael T. Miller, Ed.D., Barbara Lauren, Ph.D., and Daniel P. Nadler, Ph.D., 2004
This guide translates research into practical advice on attracting, retaining, and guiding transfer students. Various chapters address multiple strategies for orientation and advising; curricular issues involving transfer students; how to maximize the effectiveness of articulation agreements; preparing community college students for transfer; non-traditional students as transfers; and how to develop support from alumni who started as transfer students.
Advising Transfer Students: Issues and Strategies, edited by Thomas J. Kerr, Margaret C. King, and Thomas J. Grites, 2004, NACADA, http://www.nacada.ksu.edu/forms/puborderform.pdf
Students transferring from one institution to another continue to be a significant part of our college populations, and they consume considerable amounts of time and effort by advisors at both two-year and four-year institutions. Transfer students constitute a population that already brings some higher education experience with them yet they are new to the transfer institution. This monograph attempts to identify many of the issues related to this population and to provide a wide range of potential services, programs, and other resources that serve to strengthen the overall higher education experience for transfers.