Application for Passport Status: STATE SET Passport Phase I Block
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INTERSTATE PASSPORT INITIATIVE
Application for Passport Status: STATE SET
Passport Phase I Block
The Interstate Passport Initiative is administered by the Western Interstate Commission for
Higher Education (WICHE). The Passport is an interstate transfer agreement of a lower‐division
general education core block, based on student learning outcomes, among regionally
accredited two‐year and four‐year institutions in the WICHE states. Institutions applying for
Passport Status are required to complete the Institution Application for Passport Status and
submit it to their state’s Passport State Facilitator. The Passport State Facilitator must
complete this State Set Application on behalf of all institutions in the state applying for Passport
Status.
The Passport Phase I Block covers three lower‐division subject areas —oral communication,
written communication, and quantitative literacy—for which the Passport Learning Outcomes
and Transfer Level Proficiency Criteria were developed in the pilot phase of the Passport
project. Institutions applying for Passport Status guarantee that that they can comply with all
the terms of the Passport Agreement. (See Appendix A: Memorandum of Agreement‐Passport
Transfer Framework.) Institutions awarded Passport Status will sign the Passport Agreement,
which outlines the institutions’ understanding and responsibilities of Passport Status, and the
term of the agreement. The Passport Review Board is responsible for determining compliance
with the Passport Agreement and renewing Passport Status. Each participating state’s Passport
State Facilitator serves on the Passport Review Board.
1. PASSPORT STATE FACILITATOR
The first step for states applying for Passport status is to name a Passport State Facilitator who
will coordinate and communicate with institutional faculty and administrators, oversee the
alignment of institutions’ learning outcomes with Passport Learning Outcomes, liaise with
Passport staff, and submit this State Set Application for Passport Status on behalf of the
applying institutions. Depending on the governance structure within a state, this application
may be completed either for a system or for a defined set of institutional partners.
STATE APPLICATION FOR PASSPORT STATUS, PHASE I BLOCK 1
Below please provide the name, title and contact information of the individual who will serve as
your Passport State Facilitator.
STATE:
NAME:
TITLE:
ADDRESS:
CITY, STATE, ZIP:
PHONE NUMBER: EMAIL ADDRESS:
2. INSTITUTIONS SEEKING PASSPORT STATUS
Please list the name of each institution applying for Passport Status and mark an “X” in the
appropriate column indicating its type. Each institution listed below has reviewed the
Passport Agreement and guarantees that it can comply with its terms. Add more lines for
additional institutions as necessary.
Name of Institution Two‐Year Four‐Year
STATE APPLICATION FOR PASSPORT STATUS, PHASE I BLOCK 23. APPLICATION SUBMISSION Please submit this application, with the individual institution applications attached, to the Passport State Coordinator at WICHE. Questions about completing this application should be directed to the Passport State Coordinator or the Project Manager. Passport State Coordinator Passport Project Manager Robert Turner Cathy Walker bturner@wiche.edu cwalker@wiche.edu Phone: 541.829.1983 Phone: 303.722.5635 The individual submitting this application represents and warrants that he/she has the right, power, legal capacity, and appropriate authority to do so on behalf of the institutions named above and for which he/she signs below. Signature: Date Submitted: Printed Name: Title: Address: City, State, Zip: Phone: Email Address: STATE APPLICATION FOR PASSPORT STATUS, PHASE I BLOCK 3
Application for Passport Status, APPENDIX A
Western Interstate Commission for Higher Education
3035 Center Green Drive * Boulder, CO 80305 * 303.541.0302
MEMORANDUM OF AGREEMENT
Passport Transfer Framework
Institutional Passport Status:
Student Transfer of the Passport Phase I Block for
Lower‐Division General Education —
Written Communication, Oral Communication, and
Quantitative Literacy
WHEREAS students enrolled in postsecondary institutions are increasingly mobile and seek
programs and opportunities that best meet their academic and career aspirations, and it is
incumbent on states and higher education institutions to ensure a seamless process for
students wishing to transfer from one institution to another;
WHEREAS this agreement is based upon the recognition of similar expectations of student‐
learning outcomes in oral communication, written communication, and quantitative literacy;
WHEREAS participating institutions desire to help students avoid the need to repeat academic
work that students have already completed successfully;
WHEREAS this Memorandum of Agreement is an interstate agreement that will take effect
when at least one pair of institutions, composed of a two‐year and a four‐year institution in at
least two states, participates;
WHEREAS the Passport Transfer Framework, established by this Memorandum of Agreement, is
a learning outcomes‐based block transfer of participating institutions’ lower‐division general
education requirements in specific areas of learning;
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 4WHEREAS the Passport Transfer Framework is being developed in phases, employing the
Association of American Colleges and Universities’ Liberal Education and America’s Promise
(LEAP) Essential Learning Outcomes as a guide;
WHEREAS this Memorandum of Agreement is limited to the Phase I Passport Block, consisting
of the areas of oral communication, written communication, and quantitative literacy;
WHEREAS the signatory institutions have submitted the Application for Passport Status, Part
One: Institution, and are named in the Application for Passport Status, Part Two: State Set,
submitted by their respective pilot state facilitator;
WHEREAS completion and acceptance of the Application for Passport Status demonstrate
understanding of and agreement with the Passport Transfer Framework;
WHEREAS each institution, in its Application for Passport Status, has:
Agreed that its lower‐division general education learning outcomes in oral
communication, written communication, and quantitative literacy map to and are
congruent with the Passport Learning Outcomes (PLO) for the Passport Phase I Block
(see Addendum A: Passport Learning Outcomes for Lower‐Division General Education,
Phase I Block, with Proficiency Criteria for Transfer);
Defined its credits and courses that address the Passport Learning Outcomes;
Identified the assessment tools it uses to determine achievement of the Passport
Learning Outcomes;
Agreed to track subsequent progress of students who enter with a Passport and
exchange appropriate transfer data with relevant partner institutions; use the data
collected and exchanged in a self‐examination and continuous improvement process;
and commit to documenting and sharing student progress and transfer data (see
Addendum B: Trust and Tracking);
WHEREAS this agreement addresses lower‐division general education learning outcomes for
students and recognizes that students in specific academic programs may have additional
lower‐division, upper‐division, or institutional premajor or major requirements in these areas;
WHEREAS each institution agrees that it will award the Passport to students who achieve the
Passport Learning Outcomes Block at its proficiency level for transfer and record it in the
students’ academic records;
WHEREAS each institution understands that Passport Status for Phase I will be extended to
other WICHE states and institutions that apply and are approved for participation by the
Passport Review Board after the date of this agreement;
WHEREAS each institution agrees to recognize the Passport earned by transfer students from
other Passport‐status institutions as completing the Passport lower‐division general education
learning outcomes, Phase I Block;
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 5WHEREAS all Passport institutions participate in an annual meeting to discuss and evaluate a
number of issues, including the academic progress of Passport students; the learning outcomes
and assessments in the Passport block; the Passport data collection, exchange, and use for
continuous improvement; the costs and benefits to the institutions of participation in the
Passport initiative; and potential improvements in all aspects of the Passport project;
WHEREAS Passport institutions agree to abide by decisions of the Passport Review Board; (see
Addendum C: Governance Structure);
WHEREAS the initial Passport agreement will be in effect for five years (July 1, 2013‐June 30,
2018), in order to provide adequate time for Passport students to complete enough of their
academic career to furnish meaningful data;
WHEREAS each renewal of the Passport agreement will have a duration of five years (July 1 to
June 30 five years hence);
WHEREAS each institution will notify the Passport staff of its interest in continuing as a Passport
institution by April 30 of the year nearest to the end of its current Passport Agreement;
WHEREAS institutions electing to continue their Passport status will be reviewed by the
Passport Review Board for completion of the terms of the Passport Agreement; institutions will
be notified of their Passport status by the Passport Review Board no later than one month after
the Passport annual meeting, including the basis of the decision and a description of a process
for appealing the decision if an institution so desires;
Now, therefore, we
AGREE to this Memorandum of Agreement as the authorized academic officers of the
institutions listed below.
_____________________
Name Date
Title:
Western Interstate Commission for Higher Education
From institutions in the state of
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 6Name: Name: Title: Title: Institution: Institution: Date: Date: Name: Name: Title: Title: Institution: Institution: Date: Date: Name: Name: Title: Title: Institution: Institution: Date: Date: Name: Name: Title: Title: Institution: Institution: Date: Date: Name: Name: Title: Title: Institution: Institution: Date: Date: Name: Name: Title: Title: Institution: Institution: Date: Date: (Reproduce sufficient copies of the signature pages of this Memorandum of Agreement to submit with two original signatures of each institution’s appropriate academic officer. WICHE will sign and return one original copy to each institution.) This agreement should be submitted to: Interstate Passport c/o WICHE 3035 Center Green Drive Boulder, CO 80301 APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 7
Passport Agreement Addendum A
Phase I Block
Passport Learning Outcomes and Proficiency Criteria
Oral Communication
TRANSFER LEVEL PROFICIENCY CRITERIA
The transfer level proficiency criteria describe the EVIDENCE of proficiency with the Passport
Learning Outcomes at the transfer level that one might see in a student’s behavior,
performance or work. These are observable behaviors rather than subjective descriptors such
as “appropriate” or “excellent.”
Specific examples, provided in the Transfer Level Proficiency Criteria column of the attached
matrix, are not intended to mandate curriculum or assessment methods, nor do they constitute
a comprehensive list of concepts that each student must master. Rather, they serve as
guidelines for determining whether a student has reached the desired level of proficiency for
the specific learning outcome through a variety of possible methods. The inclusion of many
diverse concrete examples is intentional as different courses may address a given feature in
distinct ways; for example, a statistics course will address learning outcomes differently than a
quantitative reasoning course. Also, a given concrete example may possibly address more than
one Passport Learning Outcome. No single course, or Passport student, is expected to
demonstrate all of these criteria of transfer level proficiency.
ORAL COMMUNICATION FRAMING LANGUAGE
Public speaking entails a crucial set of skills for higher education students to develop not just
because of its importance for effective participation in classrooms, but primarily because of its
central position as a tool of democracy and civic engagement. The ability to prepare and
extemporaneously deliver an argument grounded in credible information and organized
effectively is usually developed in one or more courses in oral communication and becomes
refined and strengthened through application across the curriculum. The following learning
outcomes and signs of proficiency are not meant to convey all that a student might learn about
public speaking, but to provide a balanced portrait of what receiving institutions can expect
from transfer students who have earned a Passport.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 8PASSPORT ORAL COMMUNICATION
PASSPORT LEARNING TRANSFER LEVEL PROFICIENCY CRITERIA
OUTCOMES Evidence of proficiency of the learning outcome
appropriate at the transfer level
PLO FEATURE What the student has No single student is expected to demonstrate ALL of
learned these proficiency criteria nor is this intended to be a
list of all possible proficiency criteria.
Students will be able to:
Develop a central
message and Select topics that are relevant to and important for a
supporting details by public audience and occasion.
Find, retrieve, and critically examine information
applying ethics,
from personal experience and published sources for
critical thinking and credibility, accuracy, relevance, and usefulness.
Preparation for information literacy Select and critically evaluate appropriate support
Performance skills. Organize materials.
content for a Represent sources accurately and ethically.
particular audience, Become fully informed about the subject matter.
occasion and Defend motive of the presentation.
Apply organizational skills in speech writing that use
purpose.
the claim‐warrant‐data method of argument
construction.
Prepare the audience by verbally outlining the
speech at the start.
Present an accurate, relevant and fair message.
Demonstrate Support main points with specific reference to a
variety of materials, including statistics, personal
performance skills
examples, testimony, and other techniques
that include appropriate for the speaking occasion and audience.
organizing and Make clear distinctions between speaker’s ideas and
delivering content for ideas of others.
Delivery a particular audience, Use verbal footnotes while delivering the speech.
occasion and Present without reading from notes or visual aids.
Use presentation aids or technology to enhance
purpose, and using
delivery of a presentation.
technology as
Use delivery techniques (posture, gesture, eye
appropriate. contact, pauses, and vocal expressiveness) and
language choices that make the presentation
understandable, and speaker appears comfortable.
Treat audience with respect.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 9PASSPORT ORAL COMMUNICATION
PASSPORT LEARNING TRANSFER LEVEL PROFICIENCY CRITERIA
OUTCOMES Evidence of proficiency of the learning outcome
appropriate at the transfer level
PLO FEATURE What the student has No single student is expected to demonstrate ALL of
learned these proficiency criteria nor is this intended to be a
list of all possible proficiency criteria.
Present in the time allotted.
Recognize that the audience is engaged (e.g.,
audience members are looking at the speaker,
Monitor and adjust orienting body toward speaker, displaying
Monitor and for audience appropriate facial expressions) and adjust if needed
Adjust feedback. (e.g., the speaker initiates eye contact, rephrases
points, changes delivery pace, increases volume,
steps toward audience, provides additional
examples).
Audience member will be able to:
Listen and critically Give speaker full attention (e.g., refrain from using
evaluate the cell phone, laptop, iPads, etc.; engaging in other
work or side conversations; or sleeping).
Critical speaker's central
Ask and answer questions as appropriate.
Receiver message and use of Restate the purpose of the speech.
supporting materials. Summarize the main points of the speech.
Complete appropriate, constructive peer
evaluations.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 10Phase I Block
Passport Learning Outcomes and Proficiency Criteria
Written Communication
TRANSFER LEVEL PROFICIENCY CRITERIA
The transfer level proficiency criteria describe the evidence of proficiency with the Passport
Learning Outcomes at the transfer level that one might see in a student’s behavior,
performance or work. These are observable behaviors rather than subjective descriptors such
as “appropriate” or “excellent.”
Specific examples, provided in the Transfer Level Proficiency Criteria column, are not intended
to mandate curriculum or assessment methods, nor do they constitute a comprehensive list of
concepts that each student must master. Rather, they serve as guidelines for determining
whether a student has reached the desired level of proficiency for the specific learning
outcome through a variety of possible methods. The inclusion of many diverse concrete
examples is intentional as different courses may address a given feature in distinct ways; for
example, a statistics course will address learning outcomes differently than a quantitative
reasoning course. Also, a given concrete example may possibly address more than one Passport
Learning Outcome. No single course, or Passport student, is expected to demonstrate all of
these criteria of transfer level proficiency.
WRITTEN COMMUNICATION FRAMING LANGUAGE
Writing sits at the heart of the mission of the higher education institution. Regardless of the
discipline, irrespective of the curriculum, written communication is the key that unlocks critical
thinking, analysis, and logical reasoning. Learning to write effectively as an undergraduate is not
accomplished in any one course, but learning to use this key to unlock intellectual potential
across the curriculum does, in fact, require at least one dedicated course.
The following learning outcomes and proficiency criteria assume that students will experience
at least one formal course in academic writing as part of their lower‐division General Education.
They also assume that students have opportunities to write as part of other lower‐division
courses. As with the other Passport Learning Outcomes, written communication’s proficiency
criteria must be interpreted within local contexts.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 11PASSPORT WRITTEN COMMUNICATION
PASSPORT LEARNING TRANSFER LEVEL PROFICIENCY CRITERIA
OUTCOMES Evidence of proficiency of the learning outcome
appropriate at the transfer level
PLO FEATURE What the student has No single student is expected to demonstrate ALL of
learned these proficiency criteria nor is this intended to be a list
of all possible proficiency criteria
Writing in a variety of genres, including, for example,
essays, reviews, lab reports, case studies, research
papers.
Reflective commentary with analysis of writer’s own
levels of effectiveness in a variety of writing
situations.
Narrative of historical events and/or fictional events
using chronological organization.
Organization and presentation of factual information
Demonstrate
in the form of a report.
rhetorical knowledge: Development of a unified, coherent essay focused
address issues of on a thesis.
Rhetorical audience, purpose, Development of an analytical argument with
Knowledge genre, syntax, attention to detailed supporting material
structure, format and appropriate to the context.
knowledge Description and analysis of rhetorical features of a
document, such as audience, purpose, and genre.
appropriate to the
Employment of a variety of types of evidence, such
task. as definition, explanation, analogy, graphics, and/or
visuals, as appropriate to the context.
Use of a variety of tones, voices and personae, such
as writing in the first person, writing in the third
person, adjusting syntax, diction and structure
according to the formality of the occasion and
purpose.
Awareness of the conventions and expectations of
academic audiences.
Use of technology appropriate to the context.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 12PASSPORT WRITTEN COMMUNICATION
PASSPORT LEARNING TRANSFER LEVEL PROFICIENCY CRITERIA
OUTCOMES Evidence of proficiency of the learning outcome
appropriate at the transfer level
PLO FEATURE What the student has No single student is expected to demonstrate ALL of
learned these proficiency criteria nor is this intended to be a list
of all possible proficiency criteria
Critical analysis of all source materials for bias,
fairness, accuracy, relevance, and validity.
Integration of source information and ideas with
student’s original perspective on a topic, with
evidence of clear distinctions between his/her own
ideas and the ideas of others.
Use of correct punctuation and mechanics to
present quotations, citations, page numbers,
footnotes, endnotes, and references (bibliography)
in accordance with a recognized format and style
Evaluate, apply, and manual.
ethically synthesize Presentation of ideas and words of other authors in
sources in support of context, used fairly without distortion.
Demonstration of the role of full documentation as a
a claim, following an
Use of Sources strategy to ensure academic integrity, attributing
appropriate ideas incorporated from books, articles, the Web, or
documentation any other material to the original source using in‐
system. text citations and ancillary materials (e.g., reference
list).
Papers written individually for each class and/or
assignment unless explicit approval for collaboration
or for rewriting a paper done for a previous
assignment has been given.
Understanding of the nature of both obvious
(cutting and pasting from other sources, buying
papers on the Internet) and subtle (paraphrasing
and summarizing without citation) forms of
plagiarism and a commitment to avoid it.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 13PASSPORT WRITTEN COMMUNICATION
PASSPORT LEARNING TRANSFER LEVEL PROFICIENCY CRITERIA
OUTCOMES Evidence of proficiency of the learning outcome
appropriate at the transfer level
PLO FEATURE What the student has No single student is expected to demonstrate ALL of
learned these proficiency criteria nor is this intended to be a list
of all possible proficiency criteria
Working documents from inception of idea to final
draft (e.g., brainstorming, notes, rough drafts,
instructor feedback, peer response, collaboration
with a peer writing tutor, incorporation of feedback
in revised text, and other relevant illustrations).
Evidence of revision strategies that begin with global
(higher order) concerns and shift to local (lower
order) concerns as essays or other pieces of writing
Develop flexible are developed over time (e.g., a shift from focusing
strategies for on what to write toward how to write it, but
Writing Process generating, revising, recognizing that the writing process is recursive, not
Knowledge editing, and linear, and the writer may return to any stage of
proofreading. process at any time).
Illustration of skillful use of strategies to create both
coherence and cohesion (e.g., readers are provided
signals to guide their construction of meaning from
the text by means of transitional words, phrases,
and sentences; looking forward or backward in the
text; and other devices).
Reflective commentary that shows meta‐cognitive
awareness of successful and unsuccessful use of
processes in samples submitted.
Demonstrate Demonstration of sentence variety in terms of type,
proficiency with length, word order, emphasis, etc.
conventions, Evidence that proficiency with language extends to
matters of format and paragraphing as well as
including spelling,
Conventions & syntax and style appropriate to the context.
grammar, mechanics, Efforts to eliminate common errors in grammar,
Mechanics
word choice, and punctuation, and mechanics; over time, student
format appropriate to demonstrates improvement in ability to identify and
the writing task. correct patterns of errors.
Discussion of student’s writing process, including
Reflect on one’s experiences and/or strategies with invention,
inquiry and drafting, peer feedback/peer review, revising, and
composing processes editing.
Self‐Assessment
to critique and Description and analysis of student’s strengths and
& Reflection weaknesses in writing.
improve one’s own
Discussion of student’s writing processes and writing
and other’s writing.
choices concerning particular assignments.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 14Phase I Block
Passport Learning Outcomes and Proficiency Criteria
Quantitative Literacy
TRANSFER LEVEL PROFICIENCY CRITERIA
The transfer level proficiency criteria describe the EVIDENCE of proficiency with the Passport
Learning Outcomes at the transfer level that one might see in a student’s behavior,
performance or work. These are observable behaviors rather than subjective descriptors such
as “appropriate” or “excellent.”
Specific examples, provided in the Transfer Level Proficiency Criteria column, are not intended
to mandate curriculum or assessment methods, nor do they constitute a comprehensive list of
concepts that each student must master. Rather, they serve as guidelines for determining
whether a student has reached the desired level of proficiency for the specific learning
outcome through a variety of possible methods. The inclusion of many diverse concrete
examples is intentional as different courses may address a given feature in distinct ways; for
example, a statistics course will address learning outcomes differently than a quantitative
reasoning course. Also, a given concrete example may possibly address more than one
Passport Learning Outcome. No single course, or Passport student, is expected to demonstrate
all of these criteria of transfer level proficiency.
QUANTITATIVE LITERACY FRAMING LANGUAGE
Following are the Quantitative Literacy (QL) Passport Learning Outcomes and corresponding
signs of proficiency expected of all students earning the Passport. To earn the QL portion of the
Passport, the student must show proficiency in every Passport Learning Outcome feature listed
below.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 15PASSPORT QUANTITATIVE LITERACY
PASSPORT LEARNING TRANSFER LEVEL PROFICIENCY CRITERIA
OUTCOMES Evidence of proficiency of the learning outcome
appropriate at the transfer level
PLO FEATURE What the student has No single student is expected to demonstrate ALL of
learned these proficiency criteria nor is this intended to be a
list of all possible proficiency criteria.
Correctly solves problems or equations at the
appropriate level.
Uses logarithms to correctly solve a compound interest
problem for the desired time.
Correctly computes the mean, median, mode, and
standard deviation for a given numerical data set.
Demonstrates Rearranges the margin of error formula to find the
proficiency with desired sample size for a given confidence level and
arithmetic and margin of error.
Finds the area or volume of general geometric objects by
algebraic
decomposing them into more basic components (circles,
computational skills, triangles, rectangles, cubes, etc.).
Computational
and extends them, Uses the ideal gas law to compute how one variable is
Skills affected as another is changed.
for example, to
In problems where units are provided, gives answer in
geometric and correct units. Also, uses units as a check when solving
statistical algebraic problems where units are given.
computations. Uses a spreadsheet or simple computer programs to
automate multiple instances of arithmetic calculation.
Calculates present and future values of money by
evaluating appropriate formulas.
Determines proportional relationships between the
areas/volumes of figures given side (or other)
measurements.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 16PASSPORT QUANTITATIVE LITERACY
PASSPORT LEARNING TRANSFER LEVEL PROFICIENCY CRITERIA
OUTCOMES Evidence of proficiency of the learning outcome
appropriate at the transfer level
PLO FEATURE What the student has No single student is expected to demonstrate ALL of
learned these proficiency criteria nor is this intended to be a
list of all possible proficiency criteria.
Correctly uses mathematical notation in all aspects of
the solution of a typical problem at the appropriate
level.
Accurately converts between proper mathematical
notation/expressions and written and oral narrative.
Expresses answer and intermediate steps with
correct units.
Uses appropriate language to link between different
steps of stating or solving problems. Avoids using
“=” to mean anything other than equality.
Uses function notation and parentheses correctly in
solving problems.
States the conclusion to a significance test and
Expresses writes an explanation of the rationale for the
quantitative conclusion.
information
Communication of
symbolically, Makes appropriate use of graphical objects (such as
Quantitative
graphically, and in geometrical figures, graphs of equations in two or three
Arguments variables, histograms, scatterplots of bivariate data,
written or oral
etc.) to supplement a solution to a typical problem at
language.
the appropriate level.
Includes an appropriate graph to support or
emphasize trends or findings.
Draws two consecutive iterations of the Koch
Snowflake to demonstrate that perimeter increases
at each step.
Uses graphs or plots (box‐and‐whisker, bar graph,
etc.) to illustrate a comparison between two related
data sets.
Illustrates important values (such as median, mean,
or extrema) on a graph or histogram of the data
under analysis.
Uses a graph to correctly present the data collected
in a scientific experiment.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 17PASSPORT QUANTITATIVE LITERACY
PASSPORT LEARNING TRANSFER LEVEL PROFICIENCY CRITERIA
OUTCOMES Evidence of proficiency of the learning outcome
appropriate at the transfer level
PLO FEATURE What the student has No single student is expected to demonstrate ALL of
learned these proficiency criteria nor is this intended to be a
list of all possible proficiency criteria.
Determines whether a given sequence of steps
constitutes a valid line of reasoning (such as a
proposed proof of a mathematical theorem or
Selects and uses solution to a quantitative problem). If not a valid
method, is able to explain why not.
appropriate numeric,
Reads passages that use basic statistics (such as
symbolic, graphical from a newspaper story) and correctly articulates
and statistical how those statistics could have been calculated and
Analysis of reasoning to gives a correct analysis of their potential meaning.
Quantitative interpret, analyze For example, distinguishes between results that
Arguments and critique show statistical correlation and causation.
When presented with an estimate based on sample
information or line of
data, asks if that sample was randomly chosen, and
reasoning presented
if not, considers whether that is relevant.
by others. Uses present‐value and future‐value formulas to
evaluate claims made about investment
opportunities.
Critiques the quantitative results obtained from a
scientific experiment.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 18PASSPORT QUANTITATIVE LITERACY
PASSPORT LEARNING TRANSFER LEVEL PROFICIENCY CRITERIA
OUTCOMES Evidence of proficiency of the learning outcome
appropriate at the transfer level
PLO FEATURE What the student has No single student is expected to demonstrate ALL of
learned these proficiency criteria nor is this intended to be a
list of all possible proficiency criteria.
Correctly formulates, organizes, and articulates
solutions to theoretical and application problems at
the appropriate level.
Gives a correct argument why the Koch snowflake
has finite area but infinite perimeter.
Analyzes quantitative data collected in an
experiment.
Uses optimization techniques to maximize profit for
a business.
Correctly proves that an irrational number is
irrational (for example, Ö2 or 1.010010001… ).
Recognize, evaluate, Uses graphs, diagrams, and charts to compare data
and use quantitative sets and draw conclusions.
information, Given the results for a hypothesis test or
Formulation of confidence interval, draws an accurate conclusion.
quantitative
Describes a scenario in which poll voting (plurality
Quantitative reasoning and
method) gives a different result from ranked
Arguments technology to preference voting.
support a position or Uses a graph and/or appropriate formulas to find
line of reasoning. the maximum or minimum value of a quadratic
polynomial, and distinguishes between the value at
which the maximum occurs and the maximum
value itself.
When using linear programming, shows an
appropriate graph and the details of how the
optimum value is obtained.
Employs proportional reasoning to explain why a
subpopulation is over or under represented in a
sample.
Utilizes a graph to determine the number of real
zeros of a quadratic or cubic equation.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 19PASSPORT QUANTITATIVE LITERACY
PASSPORT LEARNING TRANSFER LEVEL PROFICIENCY CRITERIA
OUTCOMES Evidence of proficiency of the learning outcome
appropriate at the transfer level
PLO FEATURE What the student has No single student is expected to demonstrate ALL of
learned these proficiency criteria nor is this intended to be a
list of all possible proficiency criteria.
Correctly solves a variety of different problem types (at
the appropriate level) that involve a multi‐step solution.
Selects an algorithm (such as Cheapest Link Algorithm) for
working with a graph theory problem (Travelling
Salesman) and correctly applies it to the exercise.
Based on given data, correctly computes a confidence
interval or hypothesis test.
Uses synthetic division, factoring, graphing, and other
related techniques to find all the (real) zeros of a suitable
cubic/quartic polynomial.
Writes a computer program to do a multi‐step calculation
that involves multiple cases. For example, identify
whether the input is a prime number, factor the input, or
sort a list of numbers.
Does appropriate error checking on the resulting
computer program.
Calculates multiple monthly loan payments for a given
Design and follow a principal and different interest rates/times, then uses the
figures to compare the total cost of the loans.
multi‐step
Given three linear relationships for three unknowns,
mathematical correctly solves for the desired quantities.
process through to a For a given velocity and rate of deceleration, calculates
Mathematical the distance required to stop.
logical conclusion
Process Correctly solves an optimization problem, justifying why
and critically evaluate
their solution is in fact an optimal one (for example, using
the reasonableness linear programming or differential calculus).
of the result.
Considers the validity of a result from a multi‐step
problem.
Rarely submits solutions that involve an answer of the
wrong order of magnitude or involving the wrong type of
information (such as a graphical solution when a numeric
one is called for).
Where possible, checks solutions with the original
problem.
Looks for signs of model breakdown when using an
exponential growth function in a real‐world setting.
Evaluates the validity of experimental data.
Recognizes, quantifies (where possible), and articulates
the possibility of error (type I or II, as appropriate) in a
significance test.
Recognizes nonrandom sample data as nonrandom and
considers the possible impact to conclusions.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 20PASSPORT QUANTITATIVE LITERACY
PASSPORT LEARNING TRANSFER LEVEL PROFICIENCY CRITERIA
OUTCOMES Evidence of proficiency of the learning outcome
appropriate at the transfer level
PLO FEATURE What the student has No single student is expected to demonstrate ALL of
learned these proficiency criteria nor is this intended to be a
list of all possible proficiency criteria.
Correctly solves problems at the appropriate level that
require the student to choose an appropriate technique
or formula.
Given a floor plan, the cost of the carpet per yard
from a roll of given width, and the cost of making a
cut, devises a scheme to carpet a floor plan and
calculates the cost.
Selects the correct model (linear, exponential,
logistic, etc.) for a population growth problem and
then uses it to solve for the population size at a
Create, analyze and given time.
apply appropriate Given sample data, calculates confidence intervals
for population means and correctly interprets
quantitative models
Quantitative results.
to solve quantitative Constructs applicable linear demand and quadratic
Models
theoretical and real‐ revenue functions from given data, then uses the
world problems. model to determine the price and quantity that
maximizes revenue.
Given an estimated growth rate per year and a
desired investment value after a certain number of
years, calculates the initial investment required to
reach that value.
Selects the correct function type to model a set of
real‐world bivariate data, determines appropriate
values for the constants in the model, and uses the
model to answer questions.
Utilizes vectors to solve problems involving direction
and magnitude.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 21Passport Agreement Addendum B
Trust and Tracking
Institutions signing the Interstate Passport Agreement will adhere to the following process for
identifying and tracking Passport students.
1. The registrar at each Passport institution will “flag,” in a manner easiest for the institution’s data
system, the courses in the institution’s Passport Block. These are courses that the faculty at the
institution has identified as those that provide transfer level proficiency with the Passport
Learning Outcomes. See Recording and Tracking Transfer Students: Recommendations for
Registrars at www.wiche.edu/passport/registrars.
2. At the end of each term, each Passport institution will, using a process similar to checking if a
certificate or degree has been earned, identify students who have completed the courses in that
institution's Passport Block, record that achievement in their Student Information System (SIS),
and note it on the students’ records.
3. Students who have achieved a Passport will then be notified by their institution that they have
earned a Passport and be directed to a link to the Passport website (www.wiche.edu/passport)
where they can find the list of institutions accepting the Passport.)
4. Each Passport receiving institution will examine student records from Passport sending
institutions to identify which transfer students have earned the Passport. The receiving
institution will note that achievement in its SIS and other data systems in support of degree
audit applications and for reporting success of the Passport project.
5. Receiving institutions will monitor and report annually to the Passport Central Data Repository
(PCDR) on the academic progress of Passport students by each Passport sending institution, and
the academic progress of this group relative to their non‐Passport transfer students and “native”
students. The PCDR will aggregate the data on the Passport students for each sending institution
and make it available to them. Reporting to the PCDR will not begin until protocols and
standards for privacy and security are established as well as assurance that the reporting is in
compliance with FERPA and other state or federal regulations.
6. The best indicators of academic progress are a student’s success in “follow‐on” courses at the
receiving institution that depend on the academic work of the Passport student while at the
sending institution. For example, a student’s success in a second, “follow‐on” writing course or a
writing intensive course would indicate the student’s proficiency with the Written
Communication Passport Learning Outcomes, and a student’s success in a second, “follow‐on”
math course or a “follow‐on” science or business course requiring math would indicate the
student’s proficiency with the Quantitative Literacy Passport Learning Outcomes. Use of these
indicators must be preceded by receiving institutions’ faculty identifying “follow‐on” courses at
their institution that depend directly on proficiency with the Passport Learning Outcomes.
7. Receiving institutions will send tracking reports to the PCDR on November 1 of each year.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 22Passport Agreement Addendum C
Governance Structure
The Passport Review Board (PRB), consisting of one representative from each Passport state,
will be the policy‐making body for the Passport Transfer Program. Each state’s representative
will be selected by its participating institutions and will serve a term of three years, renewable
for an additional term at the discretion of its institutions. Terms will begin on July 1 and
conclude on June 30.
The PRB, based at WICHE, will meet quarterly to:
Review and approve new WICHE states and or other institutions in existing Passport
states that have applied for Phase I Passport status. States must apply with a minimum
of one pair of institutions, i.e., one four‐year and one two‐year institution.
Review aggregate reports on the success of the Passport Transfer Program based on
data supplied by the receiving institutions. Success is not measured by the number of
students who earn a Passport, but rather by Passport students’ academic success
relative to non‐Passport transfer students and native students at the next level in the
three Passport areas.
Review and approve plans for the creation of resources such as workshops and
mentoring programs on successful transfer strategies to be made available to Passport
institutions or groups of Passport institutions for use at their discretion.
Establish regulations and procedures for determining when to assign probationary
status and/or to revoke Passport Status from institutions whose students are reported
to be unsuccessful at receiving institutions.
Develop the business model to support the central administration of the Passport
Transfer Program going forward.
APPENDIX A: MEMORANDUM OF AGREEMENT – PASSPORT TRANSFER FRAMEWORK 23You can also read
