Are courses offered by your organization’s training program good candidates for CCAP review?   The following checklist will help you to decide:

• Is the course content equivalent in level and nature to the content of similar courses offered by accredited institutions of higher education in Connecticut?  (Organizations are encouraged to compare their courses with course descriptions in college catalogs and/or to consult with college faculty.)
• Does the course include a minimum of 15 contact hours or their equivalent?  (Shorter courses may be grouped for review with other courses in the same content area)
• Is presentation of course content at the college level?
• Are course texts and other materials equivalent to what would be used in a college course?
• Are courses taught by individuals with qualifications appropriate for college-level instruction in the subject area? (Breadth of knowledge and experience as well as academic credentials are considered.)
• Do admission requirements or prerequisites (for instance, other training that your organization offers, college courses, work experience, specific job titles required) assure that students have an adequate background to handle the course material?
• Are the intended learning outcomes clear?  (A learning outcome is a statement of what the learner is expected to know, understand or be able to do as a result of a learning process.  For the purposes of the review, "outcome" and "objective" are  considered to be the same.)
• Does the course incorporate assessment in the form of graded assignments, exams, papers, oral presentations, skill performance, or other means for evaluating mastery of the course? 
• Does your organization keep records of student attendance and course completion?
• Is there a clear and specific description for the course?
• Is there a syllabus of assignments with course learning outcomes or objectives (see above)?
• Has the course been offered in its entirety at least once within the past two years?
• Are additional sources of information or support available to students (e.g., a library, supplementary readings, computers, Internet access, mentors, etc.)?
• Are there evaluations of instructor performance (by students, by managers or training department personnel)?