[{"_1":2,"_88":-5,"_89":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6642332,"mediaKeyId","2623636-a14b0df7495c51d696b78d2f5f7dc67a","parentId",2623636,"title","CT State reports early gains from co‑requisite placement but asks for more time to refine ACME policy","audioSeconds",879,"startMs",105000,"endMs",984000,"viewUrl","/Search/View?dp=1&key=2623636-a14b0df7495c51d696b78d2f5f7dc67a&start=105&end=984","thumbnailUrl","https://assets.pipeline.soar.com/2623636-a14b0df7495c51d696b78d2f5f7dc67a/thumbnail_105000.jpg","articleUrl","/articles/6642332/Connecticut/CT-State-reports-early-gains-from-corequisite-placement-but-asks-for-more-time-to-refine-ACME-policy","mediaUrl","https://secure.pipeline.soar.com/6642332-a1a76ea56e989b416d24e00b9140fe4e/orig.mp4?Expires=1771127277&Signature=XL2fVyvvulcMkF67T~HLjdioe~Bh5XJTyK2QAdoGl85ddnQ8qEemjfkeKh3vfbBTQvXSTW9fIUHOeS5Oh1uLsvZ0sOWZcMpmpHsmjcoMEKdqqIV8UeoN7GsQIqVIGVyaq-wDWDRFrOe-d9FYLq6AuobUq06oEHCq2a7irpKdTuTwuthWHW-Ok349fC10RbpkLHeK~qNax3XPUi3cbNzg4Xju1WbjG44kQt7z9UaSIl~ze7Kywzeh5qr8PIglqVYufBbaeAvtXclLIkGnJOYIpncwUhLewAi-aLmVI9kPojnDeqiIroIocLfdDEYmDWGpvfajY73sC~WV69hU2ZQzrw__&Key-Pair-Id=KUT5TJCACFTXG","author","Connecticut State Colleges and Universities CT","date","2025-02-21T11:38:21.54Z","article","Dr. Ira Hynek, presenting the ACME update for Connecticut State Colleges and Universities, told regents on Feb. 14 that early results from a move toward co‑requisite course placement show improved first‑year outcomes but also continued equity gaps, and he asked the committee to allow faculty shared‑governance groups more time to refine implementation before full rollout in fall 2025.

The ACME policy, Hynek said, traces to a formal policy adopted in 2021 and earlier national studies that questioned the effectiveness of traditional developmental education and placement exams. Hynek reported that about 8,000 students enrolled in co‑requisite or developmental education courses in fall 2023 — roughly 23% of CT State students — and that students placed into co‑requisite English and math showed higher first‑year completion and retention on multiple metrics.

Why this matters: co‑requisite placement is a major change in how students are placed into college‑level courses. CT State officials said the approach is linked to higher course completion and retention but that the college must track longer‑term measures, including performance in subsequent courses and degree completion, to judge the policy’s full effect and equity implications.

Hynek summarized key findings: co‑requisite English enrollments (18–19% of relevant students) showed higher first‑year college‑level English completion than stand‑alone developmental English; co‑requisite math sections (including statistics, quantitative reasoning and algebra) reported between 37% and 49% higher college‑level math completion in the first year compared with students who began in developmental math. Fall 2023 retention averaged about 78%. Hynek also highlighted that the first‑year experience course CCS 1001, when paired with co‑requisites, correlated with substantially higher college‑level completion rates — Hynek described increases in the 38%–54% range for English and 19%–28% for math when the courses were combined.

At the same time, Hynek and other speakers flagged equity concerns. Nonwhite and Latine students remain overrepresented in the ACME population, Black students lag in college‑level math completion relative to White and Asian peers, older adults showed lower retention and completion rates than traditional‑age students, and part‑time enrollment correlated with lower outcomes than full‑time enrollment. Hynek also noted gender differences: females outperformed males by several percentage points on some metrics.

Hynek said some implementation issues remain unresolved. For example, embedded tutor sections showed mixed results in the internal comparison — one data pull showed slightly lower completion with embedded tutors than without, and Hynek said that finding may reflect coding problems and requires further study. Hynek also described faculty interest in evaluating placement tools (he said math faculty asked whether to replace the ALEKS platform with an alternative called STEMify) and asked the committee to allow ACME stakeholders to take recommendations through shared governance and return a refined proposal to the board at the May meeting.

Regents and campus representatives pressed for more follow‑up. Regent James asked how broadly the ACME recommendations are circulating; Hynek replied that the ACME council had issued a December report, that a January 23 ACME summit drew roughly 100 participants including faculty, guided‑pathway advisers and testing coordinators, and that the summit produced the recommendations now under review. Hynek said the college plans to present refined proposals to the college senate and curriculum congress before returning to the board.

Professor Sysanka, an ex officio campus representative, flagged budgeting questions and said a line in the system budget that supports interventions like co‑requisite instruction has remained “just a little over $10,000,000 for many, many years,” language Hynek acknowledged as part of budget planning and potential constraints on expansion of supports.

Hynek and several regents agreed that a key remaining data need is tracking students into subsequent courses and through degree completion; Hynek said the college has only been one consolidated institution since fall 2023 and that the system has three semesters of implementation data so far. He told the committee he would verify how subsequent‑course completion and degree outcomes are measured and provide that clarification during shared governance and to regents.

The ACME presenters recommended additional professional development for faculty (including work on supports for neurodivergent and multilingual learners), exploration of whether multilingual learners need a separate policy, expanded summer and transitional supports, and deeper engagement with K‑12 and adult basic education partners to align college readiness.

The committee did not take a formal vote on ACME policy changes on Feb. 14. Hynek asked the committee to accept a modest extension in the implementation timeline to allow shared governance bodies to refine recommendations and return them to the board in May 2025.

Looking ahead: Hynek committed to returning with clarified measurement methods for subsequent courses and degree progression and with ACME‑summit recommendations after the college senate and curriculum congress have had the opportunity to review them.","mediaType","Video","parentTitle","BOR - ASA, Feb 14, 2025","oneSentenceSummary","Dr. Ira Hynek, presenting the ACME update for Connecticut State Colleges and Universities, told regents on Feb. 14 that early results from a move toward co‑requisite course placement show improved first‑year outcomes but also continued equity gaps, and he asked the committee to allow faculty shared‑governance groups more time to refine implementation before full rollout in fall 2025.","taxTitle","Connecticut State Colleges and Universities, Higher Education, Organizations, Executive, Connecticut","taxId",15722,"location","Connecticut","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6642327,"Committee approves a slate of new degree programs and program changes across CT State",890,3824000,4714000,"/Search/View?dp=1&key=2623636-a14b0df7495c51d696b78d2f5f7dc67a&start=3824&end=4714","https://assets.pipeline.soar.com/2623636-a14b0df7495c51d696b78d2f5f7dc67a/thumbnail_3824000.jpg","/articles/6642327/Connecticut/Committee-approves-a-slate-of-new-degree-programs-and-program-changes-across-CT-State","https://secure.pipeline.soar.com/6642327-16bbbfda01be3f7f1c548b2988a3a616/orig.mp4?Expires=1771127277&Signature=onwTMfDkR68-pSaJzewO-esgo-kP15Rm~cRPuSOArPirZJrR3gUFIaSno6P-T7AYCXBkbDVLwpDa8eKrs92HxdvoDCIyJap~QAbHP-857rszIbbLS6P~guBxL8hC9hAJnnSvi61W~yLaz3~ydUH5ifvi8qa1wAqqkhgmIjZI8PiAK6JwFAD6aeV-tLQRU~Wpfer3CJrs8p6-wJZ9XpIPexe-JFmXkFxAkJdgG6gTt8tZdLKeYY~APcwjoj1uDmM3mZOpIkCvgf4AaprgHzeI0dgMK-r36Ggpupz6~8fjH~BRrkc8taiNvJG4M8uplwnZYiYRjizb6O26ZDUNZHYVTA__&Key-Pair-Id=KUT5TJCACFTXG","The Board Committee on Academic and Student Affairs approved a package of program actions at its Feb. 14 meeting, including new degree programs, degree‑name modifications, and discontinuations across CT State campuses. The committee adopted each item by motion and voice vote; most actions were described and seconded on the record and recorded as approved by the committee.

Key approvals and actions (motions tied to agenda item numbers):

- 4B1: Modification — Associate in Arts, Liberal Arts and Science (modification approved).

- 4B2: Modification — Associate in Science, Liberal Arts and Sciences (modification approved).

- 6B2 (Southern): New program — Bachelor of Science in Health Care Management (approved). Presenters said the program targets both students preparing for entry‑level management roles and licensed practitioners shifting into administrative roles. Dean Larry Brancazio and Dean Bulmer described coursework combining health care operations, insurance and billing, electronic records and business fundamentals; the proposal noted a conservative revenue projection of $500,000 by year three and stated that no new full‑time faculty would be requested in year three unless revenue goals are met. Employer Dan George, chief human resources officer at Connecticut Orthopedic, spoke in support, saying \"a program like this provides a venue to develop students, develop individuals interested in becoming into health care management, and that we as an employer can hire them directly from the program knowing that they have the necessary skills.\" (Mr. George identified Connecticut Orthopedic as a 700‑employee physician‑owned private practice with multiple Connecticut locations.)

- 6C1 (Southern): Discontinuation — health science concentration of the existing major (approved as part of the Southern package).

- 6B1 (Southern / School of Business): New program — Bachelor of Science in Energy and Utility Leadership (approved). Presenters said the program was developed with industry partners including Avangrid, Eversource, Connecticut Water Company and the Regional Water Authority and described $610,000 in initial investment support to fund scholarships and outreach.

- 6B3 (Southern): New program — Master of Science in Business Analytics (approved). The School of Business described emphasis on AI integration and applied analytics, industry‑sourced capstone projects and recruitment plans that include domestic and international cohorts.

- 6B4 (Southern): New program — Master of Science in Financial Risk Management (approved). Presenters said the program connects fintech and AI tools to professional credential preparation and a capstone with employer partners.

- 6C2 (Southern): Discontinuation — Public Utilities Management concentration (approved as part of the School of Business package).

- 6B2/6C1 etc. — Several below‑threshold and related curriculum items were reported; committee members were briefed and no additional committee action was required for below‑threshold items.

- Central: Master of Science in Artificial Intelligence (approved). Central presenters described a program that reuses and builds on existing coursework in software engineering, data science, and computer information technology, with a capstone experience and feeder 4+1 options from undergraduate majors.

- DevOps certificate (Central): Name change from Software Engineering certificate to DevOps (approved as a name change aligned with industry advisory feedback).

How the committee handled votes and resources: Most motions were moved and seconded on the record and carried by voice vote. Where presenters referenced budget or enrollment projections, the committee discussion noted conservative estimates and, in several cases, a commitment not to request new full‑time faculty lines until projected revenues or enrollment thresholds are met.

What presenters emphasized: program distinctiveness, industry partnerships, AI integration and practical capstone/consulting projects designed to place graduates into the workforce. Southern presenters emphasized AACSB accreditation for their School of Business programs and projected international recruitment for select graduate concentrations; Central and other campuses emphasized reuse of existing curricular resources and 4+1 or pathway arrangements to improve sustainability.

Several regents and presenters called attention to implementation details the campuses will manage after approval — staffing allocations, shared governance steps, articulation and transfer processes, and metrics to track student outcomes post‑graduation.

The committee did not indicate any failed motions during the Feb. 14 meeting.","At the Feb. 14 meeting the committee approved multiple program actions across Connecticut State campuses, including new bachelor's and master's degrees, discontinuations and curriculum modifications. The approvals were unanimous voice votes unless otherwise noted.","actionData","errors"]

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CT State reports early gains from co‑requisite placement but asks for more time to refine ACME policy

Committee approves a slate of new degree programs and program changes across CT State