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Dr. Stacy Edds-Ellis
Dean of Academic Affairs, Interim
SACSCOC Liaison
Owensboro Community and Technical College
Adam I. Lowe
NACEP Executive Director
Importance of Standards
and Quality
NYU Downgrades Dual Enrollment
Not all colleges accept dual-credit hours
amassed by Texas high school students
Council of Writing Program AdministratorsWPA-L Listserv topic: “Credit Laundering”
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Credit is Widely Accepted
Source: Western Interstate Commission for Higher Education, Accelerated Learning
Options: Moving the Needle on Access and Success, June 2006.
Quality Standards: NACEP in State Policy
NACEP Standards:
Guiding Principles
Faculty
Assessment
CurriculumStudents
Program Evaluation
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Faculty Collaboration is Critical
Instructors must be approved by the academic department
Instructors must receive course-specific orientation prior to
teaching the course
Ongoing annual, discipline-specific professional
development
Mechanisms for alignment of curriculum, assessments,
and grading scales
Faculty site visits to ensure that the college course taught
in the high school is the same as the course offered on
campus
Consistent Expectations
Students meet the same academic criteria to enroll
in course (placement testing, course prerequisites)
Courses must include same course content, learning
outcomes, and grading scales
Students must be assessed using consistent
methods
Course registration and transcripting is consistent
with on campus procedures
Displaying Greater Accountability
Conducting end of course student evaluations for
every CEP course section each term, regardless of
the frequency of on-campus evaluations
Preparing program evaluations through surveys of
participating instructors, guidance counselors, and
principals
Research longitudinal student success, including
student alumni surveys
Because of the added scrutiny that concurrent enrollment
faces, programs can display greater accountability by:
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THE CORRECT FORMAT FOR SUBTITLES (IF USED)
• Fall enrollment: students 3981
• Fall enrollment dual credit: 1125
• % of first-time, full-time students Pell Eligible: 66%
• % attend part-time: 63.4%
• % minority: 8.1%
• % age 24 and under: 72%
• Fall-to-fall retention* (Full-Time): 54%
• Fall-to-fall retention* (Part-Time): 28%
Fall 2015
Source: https://nces.ed.gov
ABOUT OCTC
SACSNACEP
STANDARDS ALIGN WELL
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• The member institution is responsible for ensuring and
documenting the qualifications of instructors
(Comprehensive Standard 3.7.1).
• The member institution must have the expectation of
appropriate oversight of dual credit instructors if
adjunct instructors are used, just as would be
expected for any other college program (Core
Requirement 2.8, CS 3.4.11, and CS 3.7.2).
FACULTY
• The member institution should included the evaluation
of general education or academic program
assessment, student artifacts from dual enrollment
activities in the institution’s assessment and/or
measurement activities (CS 3.3.1.1, CS 3.5.1).
• Course/program rigor should be comparable to that of
other offerings and clearly at the collegiate level (CR
2.7.2, CR 2.7.3, CS 3.5.3).
CURRICULUM OVERSIGHT &
PROGRAM RIGOR
• The member institution is fully responsible for
coursework transcripted under their names and
should be careful about making claims about
transferability of such coursework as receiving
institutions set their own transfer of credit policies (CS
3.4.4).
TRANSFERABILITY & TRANSCRIPTING
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• The member institution should justify their admissions
criteria for student eligibility to enroll in dual credit
courses (CS 3.4.3).
ADMISSIONS,
COURSE PREREQUISITES &
COLLEGE READINESS'
• The member institution should possess a general
expectation that the support services for dual
enrollment students are in some sense “comparable”
to those for other students taking similar courses (CS
3.4.9).
ACADEMIC & STUDENT SUPPORT
• When offered at high school sites or on-line, dual
credit students should have access to sufficient and
appropriate library/learning resources for the courses
offered by the member institution (CR 2.9, CS 3.8.1,
CS 3.8.2).
LIBRARY & LEARNING RESOURCES
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• The member institution is responsible for reporting
new off-campus instructional site(s) to SACSCOC
• If offerings at a high school reach 25% to 49% of a program
(degree, diploma, or certificate), then that site must be reported
to the Commission prior to reaching that level of activity.
• If 50% or more of a program is offered at the high school site,
then the member institution is required to submit a prospectus
and obtain Commission prior approval prior to that threshold
being reached.
• If a program is delivered via distance education modalities, but
students are required to be at the site to receive instruction, then
the effort represents both distance education delivery and site-
based delivery.
SUBSTANTIVE CHANGE
• The practice of credentialing and mentoring Dual
Credit (Discover College) faculty described in the on-
site interview is a best practice in qualifying and
mentoring adjunct faculty.
• The institution regularly evaluates the effectiveness of
each faculty member in accord with published criteria,
regardless of contractual or tenured status. (3.7.2
Faculty evaluation)
SACSCOCOnsite Reaffirmation Report
