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Navigating Dual Enrollment & Early College Programs

Learn about the basics, concerns, and opportunities of dual enrollment and early college programs. Understand the motivations for higher education institutions and the challenges faced by faculty, staff, and students. Gain knowledge to propose guidelines and policies ensuring academic quality and student success.

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Navigating Dual Enrollment & Early College Programs

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  1. Navigating the Challenges and Opportunities Presented by Dual Enrollment and Early College Programs Alec Thomson and DeWayne Sheaffer Leading our Professions

  2. COMPETENCY: ORGANIZING • Competency Levels 1 and 2 • Level 1: Foundational • Level 2: Mobilizing & Power Building • Themes Covered in this Session • Understanding the basics of dual enrollment and dual credit programs. • Identify concerns and opportunities for faculty, staff and students within dual enrollment/credit programs.

  3. Meet Your Presenters - Alec • Associate Professor Political Science • Full-time faculty (16 years) • Current President of local (8 years) • Negotiating Team Member (3 contracts) • Current President of Michigan Association of Higher Education – MAHE (4 years) • Current Member-at-Large of National Council of Higher Education (NCHE)

  4. Meet Your Presenters - DeWayne • Counselor Long Beach City College (20 years) • 13 years California State University System • Former President of local (4 years) • Former local officer posts • Treasurer and Campus Representative • Current President of National Council of Higher Education (NCHE)

  5. Quick Survey • Higher Education Members? • Classification: • Faculty? • Full-time? Part-time? Counselors? Librarians? • Staff? • ESP? • Administrator? • Retired? • Local union leader? • Experience with dual enrollment/credit?

  6. Definitions • Dual Enrollment • High school students taking college classes • Dual Credit (Concurrent Enrollment) • Students receiving high school and college credit for the same class • Articulated credit • Students who complete programs can apply for college credits

  7. Key Questions • Motivations for Higher Education? • Curriculum Control? • Who Participates? • Who Teaches? • Training for faculty?

  8. Motivations for Higher Ed? • Motivations of colleges and universities are not really related to student success. • Recruitment • Adding students is good for business. • Where is tuition money coming from? • Prestige • It highlights partnerships with the community and offers an opportunity to promote an institution's different levels of programming. • Easily created • Using existing structures and classes means very little new change/investment.

  9. Curriculum Control • Quality control • College level classes • Who develops the classes? • Same syllabus? • Same assessments? • Same content?

  10. Who Participates? • Why are students enrolled? • Programming not available at high school? • Earn college credits? • Experience college? • Which high school students are allowed to participate? • Admission standards • Community College has open enrollment • Universities can be more selective • Age • Do the institutions have a minimum age/grade level set for participation? • Parental involvement • Developmental/non-credit classes eligible?

  11. Who Teaches? • Minimum Competencies • Instructor qualifications set by college/university • Higher Learning Commission (HLC) faculty credentials • Seniority/preference points for staffing? • Who is the employer? • College? • High School? • Unit composition questions? • Avoiding subcontracting out work.

  12. Training for faculty? • Interacting with minors brings with it a different set of responsibilities. • Mandatory reporting requirements • Who does your campus/state classify as mandatory reporters? • Family Educational Rights and Privacy Act (FERPA) guidelines • Students in higher education settings have FERPA rights. • Different than high school • Waivers can be signed. • Age appropriate course content • Academic Freedom • Are students identified to instructor?

  13. Session Outcomes • The content from this session can be used in the following ways in your current position/role: • Understand the structure and key issues surrounding dual enrollment and dual credit programs. • Identify opportunities and challenges for faculty, staff, and students within the dual credit/enrollment environment. • Propose guidelines and policies that ensure academic quality and benefit student learning.

  14. Closing Forum • Questions? • Comments?

  15. Please complete the evaluation for this breakout session!

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