Best Practices to Promote CLEP on Your Campus
Located in southwest Ohio, Cedarville University attracts 3,200 undergraduate, graduate and online students to more than 100 areas of study. Cedarville is a Christ-centered learning community recognized nationally for rigorous academic programs, strong graduation and retention rates, accredited professional and health science offerings and leading student satisfaction ratings.
At Cedarville University we offer CLEP testing to our students as an educational tool that can save them both time and money in their pursuit of an undergraduate degree. In fact, we start by introducing the program to prospective students when they first express an interest in the University. The College Board’s CLEP Information for Candidates Bulletin and a printed copy of our own CLEP Information and Policies are included in our mailings to high school students. The benefits of CLEP are also highlighted in Cedarville’s guide for home-schooled students.
Further, our annual Undergraduate Academic Catalog also includes a section discussing CLEP policies.
New students to the university receive another printed copy of our CLEP Information and Policies in the registration packet they receive when they first arrive on campus. In addition to describing policy, this information identifies each CLEP test we offer, along with the Cedarville University course equivalent for that exam and the score required to earn course credit. The CLEP program is a key point of emphasis in our first meetings with our new arrivals.
The Office of the Registrar coordinates the process to schedule several CLEP test sessions each month during the academic year. These are offered in our dedicated testing room. Within a week of the start of classes for the semester, our first CLEP test sessions begin. This enables students to test out of a class for which they may be registered early enough in the semester to allow time for schedule changes without loss of tuition or late entrance into other courses.
To maintain student awareness of CLEP, the Office of the Registrar continues to highlight the program in different ways throughout the academic year. Prior to the beginning of each new month in a semester, our students receive an email from the registrar’s office that includes information regarding the next month’s CLEP sessions and instructions for registering for an exam. This email includes a link to the Web version of the university’s CLEP Information and Policies and also directs interested students to our library’s circulation desk where copies of the latest CLEP Official Study Guide are maintained.
In addition, the registrar is able to share information regarding CLEP policies that pertain to second-year students when they attend sophomore breakfasts with the university president at different times during the year. This helps to ensure that students do not miss important deadlines as they continue to progress in their programs of study, and also provides an excellent forum for student questions about the program.
Toward the end of each academic year we begin the annual process of reviewing our current CLEP policies and standards in preparation for the next year. The most recent CLEP Test Information Guides are downloaded from the College Board website. These and current CLEP information are provided to each academic department for review and revision as necessary. This provides the faculty with a regular opportunity to confirm that our evaluation guidelines are accurate and consistent with the current learning objectives for the associated courses. Our evaluation guidelines are then updated to reflect changes that are requested as part of this process.
Finally, the registrar’s office has developed a tracking tool to monitor monthly and annual CLEP activity. This report includes data regarding the number of CLEP exams that are taken each month, by exam, and how many students actually earn credit for that exam. The tool also includes a year-by-year comparison of our CLEP testing trends that covers a 10-year period. This provides essential data regarding testing patterns and results and enables us to provide documentation regarding the merits of CLEP testing to the students and the university. We believe that both our students and academic advisers benefit from a good working knowledge of what CLEP has to offer. We strongly feel that the availability of CLEP is one of the many advantages our students enjoy here at Cedarville University. We invite you to visit us online at www.cedarville.edu.
Access forms and documents used by test-center administrators, faculty, registrars and others responsible for CLEP.
70% of CLEP test-takers said their CLEP credits made a difference in their ability to finance tuition and other fees.
91% of CLEP test-takers said CLEP made a difference in helping them complete their degrees.
92% of institutions offer PLA credits to provide a time-saving avenue for degree completion.
More than 50% of PLA students earned a degree in seven years, compared to 21% of non-PLA students.
Students who receive credit-by-examination through CLEP for an introductory course are much more likely to earn an A or B in subsequent courses than students who complete the introductory course.
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