program Training

• 0:00–0:26 — Introduction and screen setup for SIS walkthrough

• 1:11–1:50 — Overview of SIS access and selecting the SIS Faculty tile

• 2:04–5:52 — Navigating SIS landing page and locating Faculty Detail Schedule and Rosters

• 5:52–9:04 — Introduction to grade entry section in SIS

• 9:57–11:30 — What to do if you cannot log in or access faculty features

• 13:48–15:44 — Accessing grade entry and Entering final grades

• 15:58–16:34 — Explanation of AF, F, and Incomplete (I) grades

• 16:41–18:51 — Incomplete grade rules, timelines, and approval process

• 19:17–19:43 — Saving grades and confirming submission

• 20:01–21:27 — Grade entry timing and registrar-controlled access windows

• 21:47–23:22 — Best practices for checking rosters before grading

• 23:39–25:17 — Impact of grades on student transcripts and future college enrollment

• 25:40–26:16 — Closing remarks and where to find grading resource

• 0:00–1:29 — Welcome and overview of Natural Sciences, Sustainable Agriculture, and Environmental Science programs

• 1:43–2:10 — Student outcomes, transfer pathways, and relationship with UNH

• 2:30–3:09 — Holistic articulation approach using full two-year high school curriculum review

• 3:16–3:30 — Flexible alignment options and opportunities to earn multiple college credits

• 3:43–4:07 — Grant support and applied research opportunities for students

• 4:10–5:16 — Hands-on projects: high tunnel, PFAS research, and partnerships with DES

• 5:27–6:22 — Additional applied learning: weather stations, pollinator meadows, biodiversity, and climate-resilient crops

• 6:36–6:53 — Value of industry partnerships and experiential learning for students

• 6:53–7:39 — What schools must submit for articulation review (syllabi, topics, assessments)

• 7:53–8:14 — Timeline and turnaround expectations for partnership decisions

• 8:26–9:36 — High school program overview: Natural Resources curriculum and instructional challenges

• 9:36–12:42 — Student projects, greenhouse production, sustainability planning, and community engagement

• 12:54–13:42 — Alignment discussion with Environmental Science, Ecology, and Plant Biology pathways

• 13:42–14:38 — Farm operations, composting concepts, and revenue-generating activities

• 14:52–15:18 — Pathway-building next steps and continued collaboration

• 15:22–24:24 — Additional high school environmental science program overview and applied fieldwork

• 24:37–25:30 — Discussion on AP vs. college credit value for students

• 25:49–26:14 — Instructor qualification questions and credentialing considerations

• 26:24–27:59 — Explanation of articulation agreements vs. Early College (Running Start)

• 28:06–29:12 — Faculty credential requirements and approval flexibility for CTE instructors

• 29:49–31:09 — Early College teacher application process and curriculum alignment expectations

• 31:39–32:16 — Two-credit pathways: Early College and end-of-program articulation

• 33:38–36:28 — Workforce demand, environmental careers, and program relevance to state needs

• 37:06–38:25 — Transfer agreements, tuition discounts, and affordability benefits

• 38:39–39:52 — Student success story and the value of community college pathways

• 0:00–0:40 — Welcome and introductions; Overview of Natural Sciences department and how prerequisites connect to medical coding and future degrees

• 0:46–1:05 — Introduction to the Medical Coding Certificate and where it is housed academically

• 1:05–1:33 — What medical coders do and where they typically work

• 1:33–1:58 — Remote work possibilities and certification requirements

• 1:58–2:24 — Workforce demand and purpose of the entry-level coding credential

• 2:24–2:57 — Program outcomes and preparation for the Certified Coding Associate (CCA) exam

• 2:57–3:20 — Hands-on experience, coding software, and program reputation in New Hampshire

• 3:20–3:57 — Certificate structure and national certification pathway (entry-level and advanced options)

• 4:29–4:52 — Program format: 100% online and flexible scheduling for students

• 5:06–5:27 — High school and CTE prerequisite alignment (medical terminology, biology, PC applications)

• 5:27–6:31 — Prerequisite sequencing and requirements before entering coding-specific courses

• 6:43–7:14 — Pathway from certificate into an associate degree and related non-clinical health careers

• 7:14–7:37 — Transfer and continuation options into four-year health information management programs

• 7:49–8:56 — Walk-through of the NHTI website and where to find the Medical Coding Certificate details

• 9:05–9:24 — Clarification that the program is fully online despite website wording

• 9:39–10:18 — Early College opportunities and process for high schools/CTEs to offer aligned courses

• 10:18–10:34 — Articulation agreement option and next steps for partnership