School Guide to Dual Credit Programs Model Dual Credit Initiative Wentworth Junior College

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1 School Guide to Dual Credit Programs Model Dual Credit Initiative Wentworth Junior College Tim Casey Aaron Kurdle Last Revised: March 03, 2014 MISSOURI DEPARTMENT OF HIGHER EDUCATION (MoDHE) Dual credit courses achieve multiple purposes. The primary purpose of offering dual credit courses is to deliver high-quality college experiences to high-performing high school students. Dual credit courses are suitable to challenge students who have mastered or nearly mastered the complete high school curriculum and who require college-level coursework that is more rigorous than the high school curriculum. Dual credit courses also 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. * *Dual Credit Policy, Office of Administration, MoDHE, April 23, 2009 WENTWORTH JUNIOR COLLEGE MISSION The mission of Wentworth Military Academy and Junior College (WJC) is to provide the environment and resources necessary for its students to develop their potential in academics, leadership, physical well-being, moral character, and self-discipline so they become productive citizens in a diverse, global society. INSTITUTIONAL CORE VALUES The core values of Wentworth Military Academy and Junior College (WMA/JC) are those values that make the school what it is and fulfill the richness of its traditions. Those values are duty, honor, respect, teamwork, and integrity. Duty You are obligated to do what must be done. Doing your duty means more than carrying out your assigned tasks. Duty means being able to accomplish tasks as part of a team. We have duty at all levels: duty to self, duty to family, duty to nation and state, duty to job, and duty to team. You fulfill your obligations as a part of your unit every time you resist the temptation to take shortcuts that might undermine the integrity of the end product. Honor Honor is your word: It cannot be taken from you, and it is freely given. Develop the habit of being honorable, and solidify that habit with every value choice you make. Honor is a matter of carrying out, acting, and living the values of respect, duty, loyalty, integrity and teamwork in everything you do. 1

2 Respect Treat others with dignity and respect and expect others to do the same. Respect is what allows us to appreciate the best in other people. Respect is trusting that all people have done their jobs and fulfilled their duty. If you do not first give respect do not expect to receive it. Respect is the only value that you have to earn. Self-respect allows you to appreciate the best in yourself, resulting from knowing you have put forth your best effort. Teamwork Strive to be a strong and loyal team member. You must exercise strong values to be a good member of the team. Leaders strive to develop effective teams. Analyze your personal and unit goals holistically, considering how your actions support or hinder the progress of the group. You must stand up for your leadership, for your peers, and for your followers. Ultimately, both triumph and failure are shared by all. Being a true team member requires believing in and devoting your efforts to something greater than yourself. Integrity Do what is right, legally and morally. Integrity is a quality you develop by adhering to guiding moral principles. It requires that you do and say nothing that deceives others. As your integrity grows, so does the trust others place in you. Be true to your values and do not compromise them for others. Without integrity all other values fail. It is integrity which keeps them intact. Integrity is the summation of our character. The more choices you make based on integrity, the more this highly prized value will affect your relationships with family and friends, and, finally, the fundamental acceptance of yourself. MODEL DUAL CREDIT PROGRAM The official name of this program at Wentworth Military Academy and Junior College will be, The Model Dual Credit Program (MDCP). The rational for this name is to align the language and intent, in common, of the MoDHE, HLC, and WMA/JC MDCP will strive to put in place those building blocks and guidelines that achieve the purposes, as defined by the MoDHE, of how a dual enrollment program works and also achieves the mission and core institutional values of WJC. Additionally, the MDCP will address five (5) key quality assurance areas**, as outlined by the Higher Learning Commission (HLC), for dual credit programs. They are: 1. Faculty credentials and qualifications, orientation, and training; 2. Rigor of courses and curricular standards; 3. Expectations for student learning and learning outcomes; 4. Access to learning resources (for both students and faculty); and, 5. Institutional monitoring and oversight. **Dual Credit for Institutions and Peer Reviewers, Higher Learning Commission, January

3 Finally, the MDCP should become a tool to provide a pool of eligible students for the Admissions program to use as part of its recruiting base. TYPES OF DUAL CREDIT PROGRAMS The fundamental characteristic of any dual credit program is that it grants a student credit, simultaneously, for both high school and college, for the same course work when completed. For WJC, there are two primary ways to accomplish a dual credit program. They are: 1. Students take classes from qualified teachers at their high school (high school based); and, 2. Students take classes on a college campus with college instructors (college based); 3

4 HIGH SCHOOL BASED PROGRAMS INTRODUCTION A High School Based program will be defined as one where classes are taught at the high school campus by qualified instructors for both high school and college credit. The college credit being granted by Wentworth Military Academy and Junior College. There will be no difference in the specification of course requirements or expectations of Academic Rigor for non-high school based programs. Colleges and Universities work together to deliver courses to students that accomplish common purposes. This is done, usually, through the agency in a state responsible for higher education and among the colleges and universities themselves. The primary vehicles for this are the articulation agreements the parties sign between themselves. Whether an agreement is about setting academic standards or transferring institutional credits, the result is the assurance that, for instance, College Algebra at one school is comparable to College Algebra at another school. Before college classes can be offered as dual credit courses, the high school must agree to the terms of, sign, and submit an Articulation Agreement between the high school and the college. This is a legal document and can only be signed by the High School Principal or District Superintendent and the College Academic Dean or WMA Vice President of Academics. It also details what type of dual credit program will be implemented. Additionally, the principal may appoint a qualified person on their staff to act as the point of contact (POC) for the high school to deal with the administration and execution of the dual enrollment program at the high school. It is important that the appointed person understand that there are specific non-optional program requirements that must be met in a timely manner. We request that the POC be an individual that has a Department of Elementary and Secondary Education (DESE) certification for Leadership, Counseling, or Teaching. Conversely, the Academic Dean may appoint a Assistant Dean or Dual Credit Coordinator to accomplish the colleges commitments outlined in the Articulation Agreement and maintain and accomplish the purposes of the MDCP. PLANNING COURSE OFFERINGS Specific courses offered in a dual credit program must be eligible for both college and high school credit. While any course in the WJC catalog may be offered, (except specific military and homeland security courses), a school should consider if high school credit can also be offered for the proposed course. This is determined solely by the high school and their district and any guidelines mandated or recommended by DESE. INSTRUCTIONAL TIME The standard required for Instructional Time is for each semester hour of college credit granted in any course, is a minimum of 16 hours of direct Instructor/Student classroom contact planned within the semester. Fifty minutes of meeting time plus ten minutes of class-change over time, constitute one hour of contact time. For time periods greater than one-hour, only ten minutes of class changeover time will be 4

5 allotted. Hours for instructional time, may only be counted for fully scheduled school days (please exclude early outs and late starts when determining contact hours available). Semester Planning There are 3 semester possibilities to assign classes. They are: 1. Fall/Fall- This is class that begins in the fall and ends in the fall 2. Spring/Spring- This is a class that begins in the spring and ends in the spring 3. Fall/Annual- This is a class that begins in the fall and continues through the entire school year Sample Schedules and Contact Hours (calculated on randomly chosen 2013/2014 school calendars) T4: 4-day a week schedule traditional (class meets every day) Class begins- September 3 rd Class ends- December 20 th 62 1 hour per day (50 minutes) = 62 contact hours possible T5: 5-day a week schedule (class meets every day) Class begins- - September 3 rd Class ends- December 20 th 75 1 hour per day (50 minutes) = 75 contact hours possible B5-1.5: 5-day a week schedule (every-other-day block schedule 1.5 hours per class) Class begins- - September 3 rd Class ends- December 20 th hour per day (80 minutes) = 55.5 contact hours possible, to hour per day (80 minutes) = 57 contact hours possible B5-2: 5-day a week schedule (every-other-day block schedule 2 hours per class) Class begins- - September 3 rd Class ends- December 20 th 37 2 hour per day (110 minutes)= 74 contact hours possible, to 38 2 hour per day (110 minutes) = 76 contact hours possible Assume the following: 1 semester hour class requires a minimum of 16 contact hours 3 semester hour class requires a minimum of 48 contact hours 4 semester hour class requires a minimum of 64 contact hours 5 semester hour class requires a minimum of 80 contact hours 5

6 Semester Class Assignments All schedule types allow a 1-credit college class for Fall/Fall and Spring/Spring. All schedule types allow a 3-credit college class for Fall/Fall and Spring/Spring. All schedules, except T4 and B5-1.5, allow a 4-credit college class for Fall/Fall and Spring/Spring. To offer a 5-credit semester course, fall or spring, the school must demonstrate that there are a minimum of the 80 contact hours available in the published schedule. Late start and early out days may not be included. To maintain curricula standards, in part, and exercise proper monitoring of Instructional Time, documentation of the high schools master school-year schedule (school-year begins, semester one ends, semester two begins, and school-year ends) will be documented in Part B of the Articulation Agreement. The standards set herein will be the sole guiding criteria for the approval by the college that enough instructional time is available for the proposed course offering. [Curricula Standards, C4, and Institutional Oversight, C3 & C4] REQUIRED SYLLABUS An individual syllabus is the first requirement for every class taught in every semester it is taught by each instructor, when college credit is to be given for a class. The syllabus is the primary method of maintaining and administering course quality. [Curricula Standards, C4, and Institutional Oversight, C3 & C4] The only exception to a syllabus for every class is when a specific course is taught in multiple sections in the same semester by the same instructor. In this case, as long as all classes are the same in every respect except meeting times, one syllabus may be used for all classes. The high school should also maintain a copy of the class/instructor syllabus. An electronic copy of this syllabus is required to be filed with the college. Every course has a Master Syllabus. This syllabus details the course objectives and the materials that are required to be used in the course as approved for accreditation. It is not satisfactory as the syllabus distributed to students. Additionally, as a dual credit course, there are secondary educational objectives the may be mandated in addition to the college requirements. However, while secondary educational objectives may add to a courses syllabus requirements, they may not take away from or replace those requirements or objectives. The college course requirements and objectives must, in all cases, be fully met. Another requirement of all syllabuses to be distributed to a student is the inclusion of a topical outline with the courses expected student learning outcomes. [Curricula Standards and Expectations for student Learning, C4] 6

7 At the end of each semester, a Final Exam for the course must be given. No student may be exempted from a Final Exam if the course is for college credit. The final exam must be worth a minimum of 20% of the student s final. Additionally, a Final Exam Insert (FEI) will be provided by the college to the instructor for the course being taught. All parts and questions in this insert must be included in the Final Exam and must count for exactly 20% of the Final Exam grade. The FEI s must be graded and returned by the instructor to the college for each student. If the FEI parts and questions are integrated into the instructor s final exam, then the entire graded final exam must be returned to the college. [Curricula Standards and Expectations for student Learning, C4] Once the syllabus has been accepted, including the school or districts additions, the college will strictly adhere to and support the school or districts application and enforcement of the syllabus terms and conditions. GRADING SCALE WMA/WJC uses a traditional straight 4.0 grading scale. It is as follows: A = 90% B = 80% to 89.9% C = 70% to 79.9% D = 60% to 69.9% F = 59.9% All grades for WJC are entered as a whole letter grade using this scale. Individual high schools may use a different grading scale to assign grades for the high school credit portion of the class. These should be included in the class syllabus with the differences explained. However, the grade assigned for the college credit portion must conform to the WMA/WJC grading scale. 7

8 STUDENT QUALIFICATIONS All students applying for the dual enrollment program must have an overall grade point average (GPA) of 3.0 or higher on a 4.0 scale and the approval of their principal. Additionally, a student must be in their Junior or Senior year of high school. A sophomore may be recommended by their principal due to an exceptional academic situation. A Principal may advocate to the college s Academic Dean for such admission on a case by case basis. Under no circumstances will a high school freshman be allowed to take dual credit college classes. A student with a high school GPA less than 3.0 may take dual credit classes if they have previously taken dual enrollment classes with Wentworth Junior College, and they have a GPA of 3.0 or higher in their college work attempted, and they still have the permission of their principal to do so. In all cases, a student must be admitted to the MDCP in accordance with the qualifications specified above. All admissions applications for WMA/JC are free. However, there is a specific Dual Credit Admissions application that the Dual Credit Point of Contact at each high school will be given a password for. INSTRUCTOR QUALIFICATIONS The MoDHE has recently set the standard that a 90% majority of instructors teaching college level classes must hold a minimum of a Master s degree from an accredited higher education institution, with a minimum of 18 graduate-level semester hours in the subject they are teaching. WMA/JC has adopted the principles of this standard. It is adopted as follows: Education 1. A Doctoral Degrees (including ED and JD), may teach any level course with 18 credit hours, (undergraduate, graduate, or post graduate), in the subject or associated subject they will instruct. 2. A Master s Degree or higher with a minimum of 18 graduate-level semester credits in the subject they are instructing; 3. A Master s Degree with a minimum of 24 or more under-graduate or graduate semester credits in the subject or associated subjects they are instructing; 4. A Bachelor s Degree with a minimum of 24 or more under-graduate or graduate semester credits in the subject or associated subjects they are instructing and current enrollment in a Master s Degree program having completed 18 or more graduate level hours with a grade of B or higher and continue to make significant progress towards a graduate degree; 5. Grandfathering Instructors: A Bachelor s Degree with a minimum of 24 or more undergraduate semester credits in the subject or associated subjects they are instructing and they have been a previously approved instructor with WJC, prior to this policy implementation. The grandfathering of instructors will end in the 2016/2017 school year. 8

9 6. On a case-by-case basis when an instructor has a minimum of a Bachelor s degree and documented experience or specialized training qualifying them to teach a specific subject or skill, they may be approved by the Dean to teach as a qualified dual credit instructor. References The instructor must have the written recommendation of the principal or superintendant. Application to Instruct To apply to be a qualified instructor, the District Superintendant or High School Principal must request and recommend the individual to the Academic Dean of WJC in writing for the specific courses they wish them to teach. The written letter may be delivered as a scanned pdf attachment to an , a FAX, or by U.S. Postal Service as follows: Academic Dean Wentworth Military Academy and Junior College 1880 Washington Avenue Lexington, Missouri, tcasey@wma.edu FAX: (660) It is preferred that for new applicants, copies of unofficial transcripts also be forwarded with the recommendation so that a preliminary review by the Dean can be made to the recommending official. After initial contact and review, the Dean may direct that the directions for application be forwarded to the individual being recommended, by the Dual Enrollment Coordinator. To add approval for an additional course(s), for a current instructor, just make a request by letter to the Dean. The Dean will review and respond with an answer. The criteria will, for additions, be on a case-by-case basis. [Faculty Credentials and Qualifications, C3] MAINTAINING INSTRUCTOR QUALIFICATIONS It is important that the Dual Enrollment Instructor maintain their qualifications to teach college classes. These include: 1. For each class in each semester they teach, an approved electronic copy of the class syllabus be on file. 2. For each class in each semester they teach, the Final Exam Insert for that course be given, as part of the all student final exam and returned, graded, to the college. 3. The instructor completes and submits, once per year (no later than June) appropriate professional development (PD) activities, including the colleges required PD activities (required and acceptable PDs will be published by the Dean each August). 4. The instructor has at least one college classroom evaluation every two years. The terms and conditions of this evaluation are determined by coordination with the school district and the college. Evaluators may be the: College Dean; Assistant Dean, College Dual Enrollment 9

10 Coordinator; College Department Chair. The evaluation form and criteria are standardized and supplied by the college. Failure to meet any of these requirements may result in the loss of the instructor s qualification to teach dual enrollment classes. In all cases, the Academic Dean may, with cause, terminate an instructor s qualification to teach Dual Enrollment Classes with WMA/WJC. [Faculty Credentials and Qualifications, C3, and Access to Learning Resources- Instructors C3 & C4] SERVICES FOR DUAL ENROLLMENT STUDENTS In all cases, it is the intent of the college s dual credit program (MDCP) to provide the same services, as is reasonably practical, to all DE students as it does to regularly admitted students. Learning Management System (LMS) We provide a Learning Management System (LMS) to all WJC students. A dual credit student will be given a Student Identification Number (SID) and a password to access all WJC LMS components. The high school may wish to develop appropriate policies with regard to this college policy. In all cases the college fully complies with FERPA. The LMS, through NetClassRoom, will give the student the ability to view their enrolled classes, (in some cases as appropriate) enroll in classes, view their grades, view their unofficial transcript, and order their official transcript. Advisement In each semester that a high school has classes beginning, a representative of the college will visit the school. During this visit, it is the intention of the college to provide information and student services to the DC students. This includes as a minimum, registration/enrollment in classes and course advisement. Other services will be provided on a case by case basis as they are with regularly admitted students. (This should not be construed in any way to imply the college will provide any accommodations to a student that the School District should be supplying unless the student is in a college-based program.) Academic Programs All non-degree seeking academic programs and courses are available to DC students except specific military and Homeland Security courses. However, the ability of a student to participate may depend on if they are in a High School Based or College-Based DC program. In the case of a high school based program, the limitation is a function of the high schools ability to provide qualified staff and scheduling time to allow participation. In a college-based program, the limitation for participation is the same as the limitations of the campus they are attending and the offerings to all students. 10

11 On-Line Dual Enrollment Courses On-Line Dual Credit courses are currently not offered by WMA/WJC. However, students may, under the current college rules, take on-line courses as a regular, non-degree seeking student. They may take up to 11 credits in this manner, but at regular tuition rates. [Access to Learning Resources- Students C3 & C4] ADDITIONAL RESOURCES Instructors A web-site for Point of Contact and Dual Credit Instructors is available to download materials made available to all staff and instructors. Additionally, proctored discussion forums for communication and mentoring instructors will also be available through this web-page. The forums will be specific to instructing college level classes. Participation by instructors is optional, but highly recommended. Facilitators of the forums are by the Dean s invitation only. (Mentors do not have to be WMA personnel. They will, however, need to be approved and assigned by the Dean.) [Access to Learning Resources- Instructors C3 & C4] Students All dual credit students are granted access to our research data-base subscriptions. Access is granted by UserID and Password provided by WJC to each dual credit instructor at the beginning of each course. Our current database resources can be accessed through 11

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