Academic faculty and staff are adept at monitoring student progress through academic coursework and an academic program. However, what happens when the student’s goal in completing the program is not solely an academic degree, but also a professional certificate or licensure? A large School of Education (enrollment 2,000+) struggled with students arriving at the end of their course of study with a number of outstanding requirements necessary for recommendation for their professional certificate. Attempts to increase communication with students, improve language in the catalog and in program handbooks did not fully address the problem. The School of Education turned to its assessment system and transition point evaluations to address this issue. Over the past year, the length of time between completion of the course of study and recommendation for the professional credential has declined, demonstrating that transition point evaluations have begun to make an impact.
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