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  • 10/14/2016

    1

    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

  • 10/14/2016

    2

    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

  • 10/14/2016

    3

    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:

  • 10/14/2016

    4

    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

  • 10/14/2016

    5

    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 institutions 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

  • 10/14/2016

    6

    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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    7

    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

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