Credit:

Comments and opinions welcomed:

This page involves an examination of the topic: college credit vs high school credit.

If you look at actual classroom contact hours, one year of high school is the equivalent of 4 semesters of college at 3-units per semester. I know that sounds crazy, but consider the numbers: A typical high school year consists of 180 school days. 180 days multiplied by an hour a day comes to a hundred and eighty hours. A typical college class consists of only 3 hours per week times 15 or 16 weeks (depending on the college). That would be 45 to 48 contact hours. Thus it would take four semesters of college to equal the actual classroom contact hours of a one-year high school course.

The question to be answered is: Suppose a student takes a college ASL course via early enrollment. What amount of high school credit is a 3-semester-credit-hour college course worth?

In general my research is showing that a 3-semester-credit-hour college course is the equivalent of point five (.5) credits of high school credit. (Which is to say "half a credit.")

Comments?

High School Credit: According to Florida statutes, a class must consist of 75 hours to meet a semester requirement (including study and class time), or 130 hours to qualify for a year credit. (2 college semesters count as 4 high school semesters) that would be equivalent to 2 years of foreign language.)

> In a message dated 4/29/2004 1:46:42 PM Pacific Daylight Time,
> rmlgraham@ writes:
home schooled and going into 9th grade. So over the summer I
> will > be doing ASL 1 and most of ASL 2. Because the classes are college
> level, > (2 college semesters count as 4 high school semesters) that would be
> equivalent to 2 years of foreign language. Thanks so much for replying. > If you have any other questions please e-mail me.

> Brittany Graham

Hello Bill,

Thank you for the reply. I am thrilled to hear that you will be
designing a high school curriculum. Congratulations! Of course I'd tell
you everything about myself. I am Deaf. I love teaching high school in
ASL. I am a mother of two. My girl, Mia is now 2 (hearing, first
language is ASL but is now taking speech therapy hee hee) and the
second one, Michael, just turned 4 months old. Hearing too. Sleeps a
lot. :) My husband Michael is an ASL interpreter but he is the director
for the Deaf and Blind at Teacher's College, Columbia University.
Right now I am teaching ASL Level One using both Vista and ABC Basic
Book to high school grade 9th through 12th. I am working at Port
Washington High School (Long Island, NY) and for this coming fall, I
will be transferred to another school and will be teaching ASL at
Jericho High School.

I strongly feel that your lessons on website were more effective and
meets the students' skills/interests. They also go on your online for
their receptive skills on signing. They all enjoy it very much.

I will be meeting my chairperson on Thursday to discuss the next
year's schedule. I will be more than happy to provide the information
as soon as I get the information from her.

In the meantime, I am teaching ASL classes as credit courses at Nassau
Community College and continuing Education at Hofstra University. I
even mentioned all of my students about your website too. You are
getting popular! :)

Right now at Port Washington High School, I teach ASL 1 once a day. It
is a part time job. I was told that there was a budget cut meaning
there is no ASL classes for next year (**pretty upset about it but that
is not a definite as of yet**) As I started to research on the New York
State Regents Examination for High School in ASL, it is a pretty
intenstive exam and according to them, they use VISTA 1 and 2. I
strongly feel that the VISTA are somewhat too advanced for high school.
I feel that VISTA should be used in colleges/universities.

I'd be more than happy to correspond with you in giving you ideas for
designing the curriculum. I will think of more and write down my ideas
and share it with you. The only thing I am very interested is having a
teacher's version of ASL with supported materials such as tests,
overhead, worksheets, research papers, projects and so on. Oh, I am
doing the activity with my class right now, my students are
researching on famous Deaf people such as Gallaudet, Clerc, Linda Bove
and so on. They are to do 2 pages research on their background and
design a poster with 4 or more pictures and add timeline on it from the
day they were born, what did they do to accomplish their careers and so
on and will be displayed on the walls at the high school main area.
Students find it amazing because they had no idea that the Hulk was
hard of hearing. Last, students are to sign about their projects and
what they have learned. It is a fun project to do. My students are much
of hands on projects. I'd like more hands on projects and more games
too. I can't think of any more. I could go on and on but I'll stop for
now.

Thanks again,

Leah Canale

Leah Canale
ASL Instructor
Hofstra University
University College of Continuing Education
250 Hofstra University
Hempstead, NY 11549-2000

Begin forwarded message:

> From: BillVicars@aol.com
> Date: April 27, 2004 1:21:43 PM EDT
> To: mcanale@
> Subject: Re: ASL
>
> Leah,
> My current materials are "home made." But I've been invited by a
> publisher to design a "high school" curriculum.
> This could work out well for both of us.
> If you'll tell me as much as you can about the nature of what you do
> and what you need in regard to an effective high school ASL
> curriculum--I might soon be in a position to custom design such a
> curriculum.
> I'd like complete contact and career data from you:
> name, phone, email, mailing address, school where you teach, number of
> courses, title of course, credit granted, contact hours per course,
> levels available or desired, current curriculum, and what you think
> would be the "dream" curriculum for a high school class. How many
> lessons, what kind of supports, what would the text be like, etc.
>
> William Vicars, Ed.D.
> Asst. Professor, American Sign Language
> Eureka Hall, Room 308
> California State University, Sacramento
> 6000 J Street
> Sacramento CA 95819-6079
>
> In a message dated 4/27/2004 5:01:23 AM Pacific Daylight Time,
> mcanale@ writes:
> Hello Bill,
>> Your website at Lifeprint.com is amazing! I've been teaching my
> high school with some of your lessons and they were more than motivated to
> learn ASL. In preparing for next year's ASL lesson plans, I'd like to
> check with you first before purchasing the set that comes with a book
> and CDs. I am concerned about the CD version. I noticed that you
> printed that the CDs are formatted for Windows/PC versions. The
> problem
> is we use Macintosh computers. Right now I am using Apple G3 powerbook
> with Mac OS X version. I do have Windows Media Player installed. Will
> your CDs work on my Macintosh powerbook? This computer is connected to
> the classroom equipments such as overhead and screen.
>
> I'd appreciate your suggestions/comments.
>
> Thank you,
>
> Leah Canale

In a message dated 8/26/2005 1:11:03 P.M. Pacific Daylight Time, _____ writes:

To fulfill the foreign language requirement, they would need 3 years of high school foreign language OR 2 semesters of college level.

We might have to abide by those numbers, but the fact is it's a messed up ratio. If you look at the actual contact hours, one year of high school is the equivalent of 4 semesters of college at 3-units per semester. I know that sounds crazy, but it is true. A typical high school year is 180 days. 180 days multiplied by an hour a day comes to a hundred and eighty hours. A typical college class consists of only 3 hours per week times 15 or 16 weeks (depending on the college). That would be 45 to 48 contact hours. Thus it would take four semesters of college to equal the actual classroom contact hours of a one-year high school course.

But many "experts" don't see it that way. I believe I will open up a dialog on this topic amongst my colleagues and see where it goes.

Bill

Carnegie Unit:

Definition (according to the Carnegie Foundation),
<<The unit was developed in 1906 as a measure of the amount of time a student has studied a subject. For example, a total of 120 hours in one subject -- meeting 4 or 5 times a week for 40 to 60 minutes, for 36 to 40 weeks each year -- earns the student one "unit" of high school credit. Fourteen units were deemed to constitute the minimum amount of preparation that may be interpreted as "four years of academic or high school preparation".>>

Note this next entry is also filed under "equivalency."

In a message dated 11/29/2006 11:09:40 A.M. Pacific Standard Time, an ASL program coordinator writes:
Out of curiosity, how do you guarantee or verify that students are actually spending those contact hours online (1 hr vs. 5 min. of actual online time, say)?
-- Curious.

Dear Curious,
I've found there are several defensible approaches to the topic of class time equivalency.
The most impressive approach I know of is to use an online timer combined with random identity testing. I've seen this done for "drivers education" courses wherein the program at random intervals requires the student to input personally identifiable data. And since the program was connected to the state drivers license bureau it was able to draw upon some serious data. For example, "What is your drivers license number?" "Which of the following was one of your addresses?" "What year were you born?" "Which insurance company do you use for your automobile insurance."
Such questions are likely to trip up someone "sitting in" for a student.
I would reckon such a system cost many hundreds of thousands of dollars to implement. I can only imagine the work hours and levels of approval that course went through to become reality.
Such an approach is beyond the reach of many instructors, but is becoming more and more possible by using Course Management Software (CMS) such as Blackboard, E-college, or Breeze. Such programs can actually track time spent online per student. Thus enabling the instructor to see if the student was logged in for the required amount of time.

Another approach, (one which I'm pursuing) is to work backward from the expected course outcomes. For example how does a college decide to allocate 3 credit hours to a language course? Why are some courses worth 5 credit hours and others worth 3 credits. Such determinations can be made by using statistical averages and applying them to the presentation times. Which is to say, on average it takes a certain amount of time to teach a certain amount of material. How do you know if you have successfully taught the material? Traditionally this is determined via testing.

We are not considering instructional methodology at this point. The question at hand has nothing to do with any of the dozens of popular or once popular methodologies such as: Direct, Grammar-Translation, Reading, Audiolingual, Community Language Learning, Functional-Notional, Total Physical Response, etc. The question we are addressing is how long, on average does it take to introduce 15 concepts. Note: a lexical concept (vocabulary word) has not been fully introduced until a student understands the grammatical, cultural, and pragmatic aspects related to that concept. Thus knowing a sign is not the same as knowing how to use a sign according to the grammar of the language and the conventions of the community to which that language is affiliated.

For example, we may determine on average it takes approximately an hour to:
* Welcome students
* Make announcements
* Take care of relevant business: passing back papers, distributing handouts, etc.
* Review 15 previously learned concepts
* Introduce 15 new concepts
* Introduce the grammatical, pragmatic, and cultural aspects of those concepts
* Reinforce the new concepts
* Provide time for student practicing of the concepts
* Provide corrective and positive feedback
* Answer questions
* Review the 15 new concepts
* Set expectations for the next course period
* Assign and clarify homework
* Dismiss class

Thus it is defensible to state that it takes approximately of 4 minutes of classroom time per �grammatically informed� lexical item. By grammatically informed I mean the sign and the knowledge of how to use that sign.
We can say that it takes 4 minutes of classroom time to teach a student a sign and how to appropriately use that sign in grammatically correct fashion in a conversation. It is not enough for a student to internalize a list of signs. The student must also learn how to use those signs according to convention.

Once we determine how long it takes to learn a thing we can then use multiplication to determine how long it takes to learn a group of things. If the average student learns one sign or general concept per four minutes, then the average student will learn 15 signs in an hour and 150 signs in 10 hours, 300 signs in 20 hours, 600 signs in 40 hours, and so forth. A 45 contact hour class, using that rate of acquisition would cover 675 lexical concepts.

Next we need to take into account a number of factors that impact the rate of sign acquisition.
When you consider the workings of the human brain it is generally accepted as fact that as the amount of learned information increases, so does the need for additional review time to maintain that learning.

Additionally we need to consider that in most in-person classroom environments there are individuals who are less capable than the rest of the students and these individuals tend to slow the progress of the class.

It is also not uncommon for many college-level classroom instructors on test days to give the test and then dismiss the class even though technically there is time remaining on the clock. Whether appropriate or not, it occurs and must be accounted for when considering, �Where does the time go?�

The list of factors that �eat into� instructional time could go on at length, but let�s move on after one more example: Many instructors take a full day of class to hand out their syllabus and explain its contents to students. When comparing this to �time spent online� how does one account for the hour a student takes reading a syllabus, emailing the instructor for clarification of various items, and then reading the response? How do we account for the teaching time of the instructor who takes 15 minutes each to type out a response to 10 different emailed questions from students? Does that 150 minutes of the teacher�s time count toward �class time?� What if the teacher�s responses are posted to a �class bulletin board� or submitted to a class listserv?

Obviously a lot goes on in both in-person classes and online classes that does not directly contribute toward acquisition of topic-related knowledge. Thus we see our initial determination of 675 lexical concepts is in fact only an �ideal� and must be adjusted downward to more appropriately reflect typical expected learning outcomes. Again, statistics based on experience might indicate that a more typical amount of lexical concepts (and the attending grammatical, cultural, and pragmatic information) would be in the range of 400 per 3 credit hour course. Active, awake, motivated students might conceivably complete such a course having learned a great deal more signs. Students on the other end of the spectrum might complete the course having learned only 60% of the targeted signs (including, the appropriate grammatical, cultural, and pragmatic information), or 240 signs�worthy of a �D minus.� But we are dealing with averages here rather than extremes so let us simply state that a student successfully completing a 3 credit hour class will be able to demonstrate and recognize approximately 400 signs (including, of course, the appropriate grammatical, cultural, and pragmatic information related to those signs.)

Why do I repeat the instructions �culturally, grammatically, and pragmatically correct?� Because there are those who will see the words �400 signs� and become blind for the rest of the sentence. I�m not talking about lists of words here--I�m talking about units of measurement that are embedded in discourse level sentences, paragraphs, and conversations. Students are learning to engage in discourse. The testing I�m referring to is discourse level testing: Recognition of whole sentences, appreciation of pragmatic nuances, and selection of appropriate grammar. The signs I�m referring to do not exist in isolation from their linguistic conventions. The percentages I�m referring to here require that signs not only be presented, but that they be presented in grammatically correct ways at the discourse level of communication.

Seat time becomes irrelevant at this point and the only real consideration is, �Can a student demonstrate and recognize a certain number of signs (in a culturally, grammatically, and pragmatically correct fashion)?� If so, then it is defensible that the student has completed an amount of study equivalent to that of a 3 credit hour college-level ASL course.

Cordially,
Bill Vicars