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 - UMSLLynne Clawson-Day - UMKCMary Ellen Fuquay - MBU

Gayle Rogan, PhD - SLU

Outline of Presentation

• Description of NACEP Standards/Artifacts• Short History of NACEP Standards/Artifacts• Overview of NACEP Standards/Artifacts

standards• Positive effect of NACEP Standards/Artifacts

on our programs• Questions

History

• 1990s Informal sessions • 1999 20 institutions met and approved

mission and by-laws• 2000 NACEP Standards/Artifacts

incorporates• 2010 Currently 352 members

»146 Institutional»206 Individual»29 states represented

Requirements for NACEP Accreditation

• Must meet and provide evidence for 15 separate standards.

• 5 categories of standards– Curriculum– Students– Faculty– Assessment– Evaluation

Curriculum NACEP

Standards/ArtifactsCOTA

GuidelinesStandard - 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.

Curriculum NACEP

Standards/ArtifactsCOTA

GuidelinesStandard - 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.

Curriculum NACEP

Standards/Artifacts COTA Guidelines

Standard – C3Courses reflect the pedagogical, theoretical and philosophical orientation of the colleges and universities sponsoring faculty and/or academic department. Artifacts

RequiredSyllabi 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.

Faculty NACEP

Standards/ArtifactsCOTA

GuidelinesStandard – F1

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

ArtifactsSample of instructor 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.

Faculty NACEP

Standards/ArtifactsCOTA

GuidelinesStandard – F2

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

ArtifactsAdministrative policy guides Sample training materials

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

Faculty NACEP

Standards/ArtifactsCOTA

GuidelinesStandard – F3

…continuing collegial interaction, annual professional development…seminars…site visits…communication with the post-secondary institution’s faculty and CEP administration.

ArtifactsUniversity 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.

Students NACEP

Standards/ArtifactsCOTA

GuidelinesStandard – 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.

Students NACEP

Standards/ArtifactsCOTA

GuidelinesStandard – S2

Post-secondary institutions outline specific course requirements and prerequisites.

Artifact Sample syllabi from each of the course areasCourse 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.”

Students NACEP

Standards/ArtifactsCOTA

GuidelinesStandard – S3

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

ArtifactStudent 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.

Assessments NACEP

Standards/ArtifactsCOTA

GuidelinesStandard – A1

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

RequiredCourse assessment examplesGrading ScalesDetailed 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.

Assessments NACEP

Standards/ArtifactsCOTA

GuidelinesStandard – 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.

ArtifactsFaculty review formSample faculty report

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

Assessments NACEP

Standards/ArtifactsCOTA

GuidelinesStandard – A3

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

ArtifactsFaculty review formSyllabi from various discipline- specific sectionsSample 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.

Evaluation NACEP

Standards/ArtifactsCOTA

GuidelinesStandard – E1

Annual program assessment and evaluation of its practices…

ArtifactsCourse evaluation instrumentsCourse evaluation reports (includes methodology)Post-grad survey instrument(s)Post-grad report (includes methodology)

…evaluations that duplicate the student evaluations of on-campus facultyTransferability 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.

Evaluation NACEP

Standards/ArtifactsCOTA

GuidelinesStandard – E2

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

ArtifactsImpact study instrumentsImpact study reports (includes methodology)

The current COTA guidelines do not include an impact study.

Evaluation NACEP

Standards/ArtifactsCOTA

GuidelinesStandard – E3

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

ArtifactsSenior study instrumentsSenior study report (includes methodology)

Transferability of CreditCredit 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)

Dual Credit Benefits the Students/Schools/State

• Challenges students to meet high standards• Promotes high quality instruction• Acclimates students to rigors of college• Reinforces academic goal setting• Provides educated work force

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.

MDHE/COTA Principles of Good Practice

+NACEP Accountability through

Accreditation =

WIN – WIN Partnership