Win-Win Partnerships: Dual Credit Providers and Secondary Institutions Aligning with - PowerPoint Presentation

Slide1

Win-Win Partnerships:

Dual Credit Providers and Secondary Institutions Aligning with National Standards to Ensure Students Success and Affordable Access to Postsecondary Institutions

Kathleen Burns, PhD - UMSL

Lynne

Clawson-Day

- UMKC

Mary Ellen Fuquay - MBU

Gayle Rogan, PhD - SLUSlide2

Outline of Presentation Description of NACEP Standards/Artifacts

Short History of NACEP Standards/ArtifactsOverview of NACEP Standards/Artifacts standardsPositive effect of NACEP Standards/Artifacts on our programsQuestionsSlide3

History1990s Informal sessions 1999 20 institutions met and approved mission and by-laws

2000 NACEP Standards/Artifacts incorporates2010 Currently 352 members146 Institutional206 Individual29 states representedSlide4

Requirements for NACEP Accreditation

Must meet and provide evidence for 15 separate standards. 5 categories of standards

Curriculum

Students

Faculty

Assessment

EvaluationSlide5

Curriculum

NACEP Standards/ArtifactsCOTA Guidelines

Standard - C1

Catalogued courses

Adhere to the same course description.

Required Artifacts

Course Descriptions

Dual credit courses must duplicate the identical course offering delivered on campus to matriculated students.Slide6

Curriculum

NACEP Standards/ArtifactsCOTA Guidelines

Standard - C2

College or university courses administered through a CEP are recorded on students’ official academic record of the college or university.

Required Artifact

Letter from College or University Registrar

. . . Students receiving dual credit from institutions in

compliance with these policy guidelines can expect to transfer credit of the equivalent of five courses.

College credit earned through dual credit courses offered in high schools shall be applicable toward associate and/or baccalaureate degree requirements and shall be eligible for transfer.Slide7

Curriculum

NACEP Standards/Artifacts COTA Guidelines

Standard – C3

Courses reflect the pedagogical, theoretical and philosophical orientation of the colleges and universities sponsoring faculty and/or academic department.

Artifacts

Required

Syllabi from campus and high school sections

Elements

of the dual credit course to be approved by the on-campus college faculty in the appropriate academic discipline include the syllabus, textbooks, teaching methodology, and student assessment strategies. Course content and course requirements must be the same. Slide8

Faculty

NACEP Standards/ArtifactsCOTA GuidelinesStandard – F1

Instructors meet the academic requirements for instructors teaching in post-secondary institutions

Artifacts

Sample of

in

structor applications and

program policies

Instructors

meet the requirements of the HLC and should have a Master’s degree that includes a minimum of 18 hours in the subject area.

At least 90% of the faculty should meet the requirement. Slide9

Faculty

NACEP Standards/ArtifactsCOTA Guidelines

Standard – F2

Provide training and orientation in course curriculum, assessment criteria, course philosophy before

certifying

instructors

Artifacts

Administrative policy guides

Sample training materials

New

dual credit instructors will participate in orientation activities provided by the college and/or academic department. Slide10

Faculty

NACEP Standards/ArtifactsCOTA

Guidelines

Standard – F3

…continuing collegial interaction,

annual professional development…seminars…

site visits…communication with the post-secondary institution’s faculty and CEP administration.

Artifacts

University site visit reports,

seminar announcements, agendas, and attendance records

…a faculty liaison, annual subject-specific workshops/seminars

…and site visit and evaluations by on-campus faculty member. Slide11

Students

NACEP Standards/ArtifactsCOTA Guidelines

Standard – S1

Students… are officially registered or admitted as degree-seeking, non-degree or non-matriculated students of the sponsoring post-secondary institution.

Artifacts

Letter from University Registrar

Published outline of registration process given to schools and students

Students in dual credit courses must have . . . access to student and academic support . . .on the college campus including library resources of similar scope and magnitude as those available to students enrolled in courses with the same titles on campus.Slide12

Students

NACEP Standards/ArtifactsCOTA

Guidelines

Standard – S2

Post-secondary institutions outline specific course requirements and prerequisites.

Artifact

Sample syllabi from each of the course areas

Course outlines

The primary purpose of offering dual credit courses is to deliver high-quality college experiences . . . [to] enrich and extend the high school curriculum, provide introductory college coursework and avoid unnecessary duplication in coursework as students move from high school to college.”Slide13

Students

NACEP Standards/ArtifactsCOTA Guidelines

Standard – S3

High school students are provided with a student guide that outlines their responsibilities as well as guidelines for the transfer of credit.

Artifact

Student Guide

…responsible program structure and administration, speaking to the MDHE guideline that students adhere to campus deadlines, and that administrators provide students with the tools they need to navigate moving from high school to an on-campus environment.Slide14

Assessments

NACEP Standards/ArtifactsCOTA Guidelines

Standard – A1

CEP students are held to the same standards of achievement as those expected of students in on-campus sections.

Required

Course assessment examples

Grading Scales

Detailed description of processes used to assure standards of uniformity including documents confirming process implementation

…comparability

between the dual credit course and the on-campus course….should be demonstrated by using the same methods of assessment or identical testing procedures and by employing the same means for evaluation, which will be supervised by the appropriate faculty on the college campus. Slide15

Assessments

NACEP Standards/ArtifactsCOTA Guidelines

Standard – A2

Every section of a course offered through a CEP is annually reviewed by faculty from that discipline and CEP staff to assure that grading standards meet or exceed those in on-campus sections.

Artifacts

Faculty

review form

Sample faculty report

…measures to assure quality and comparability of dual credit courses resides with the on-campus college

faculty….Slide16

Assessments

NACEP Standards/ArtifactsCOTA Guidelines

Standard – A3

CEP students are assessed using the same methods (e.g. papers, portfolios, quizzes, labs, etc.) as their on-campus counterparts.

Artifacts

Faculty review form

Syllabi from various discipline-

specific

sections

Sample assessment instruments

from campus and high school

sections

…comparability

between the dual credit course and the on-campus course….should be demonstrated by using the same methods of assessment or identical testing procedures and by employing the same means for evaluation, which will be supervised by the appropriate faculty on the college campus. Slide17

Evaluation

NACEP Standards/ArtifactsCOTA Guidelines

Standard – E1

Annual program assessment and evaluation of its practices…

Artifacts

Course evaluation instruments

Course evaluation reports (includes methodology)

Post-grad survey instrument(s)

Post-grad report (includes methodology)

…evaluations

that duplicate the student evaluations of on-campus faculty

Transferability

of Credit

Credit

earned by students in dual credit courses that meet the above guidelines shall fall under the same CBHE guidelines as that for credit in college courses subject to transfer…..applicable to associate and/or baccalaureate degrees. Slide18

Evaluation

NACEP Standards/ArtifactsCOTA Guidelines

Standard – E2

…impact study of the CEP on participating high school instructors, principals and guidance counselors

Artifacts

Impact study instruments

Impact study reports (includes methodology)

The

current COTA guidelines do not include an impact study. Slide19

Evaluation

NACEP Standards/ArtifactsCOTA Guidelines

Standard – E3

…a follow-up of CEP graduates who are seniors in a college or university.

Artifacts

Senior study instruments

Senior study report (includes methodology)

Transferability

of Credit

Credit

earned by students in dual credit courses that meet the above guidelines shall fall under the same CBHE guidelines as that for credit in college courses subject to transfer…..applicable to associate and/or baccalaureate degrees. (no measures in place)Slide20

Dual Credit Benefits the Students/Schools/StateChallenges students to meet high standards

Promotes high quality instructionAcclimates students to rigors of collegeReinforces academic goal settingProvides educated work forceSlide21

Why Accreditation?Serves as a guarantee to students, policy-makers, and other postsecondary institutions that the accredited CEP meets rigorous national standards.

Accountability through evidence/artifacts Aids CEP alumni and families when they seek credit recognition for their CEP-earned college credits. Slide22

MDHE/COTA Principles of Good Practice

+NACEP Accountability through Accreditation

=

WIN – WIN Partnership