Dual credit allows high school students to simultaneously earn credit toward a high school diploma and a post-secondary degree or certificate. Postsecondary institutions work closely with high schools to deliver college courses that are identical to those offered on the college campus. Credits earned in a dual credit course become part of the student's permanent college record. Students may enroll in dual credit courses taught at the high school, online, or on the college 1 www.dualcredit.uidaho.edu campus.
University Faculty Guide Dual Credit Introduction
Courses offered through the University of Idaho’s Dual Credit Program reflect the pedagogical, theoretical, and philosophical orientation of the sponsoring faculty and/or academic department. Instructors teaching courses through the University of Idaho’s Dual Credit Program must meet the academic requirements for faculty and instructors teaching in post-secondary institutions as stipulated by the respective academic departments. Academic qualifications vary depending on the discipline, meaning each department sets its own standards for selecting dual credit affiliates. For purposes of dual credit, the University of Idaho's service region was, in the spring of 2007, extended to include the entire state.
Benefits of Offering Dual Credit Courses
The benefits of offering dual enrollment courses at the University of Idaho are many. Here are just a few: • • • • • Promotes academic rigor in line with University of Idaho and NACEP standards Reduces the need for remedial work in college courses Enables greater collaboration between high school and university faculty Increases student aspirations to go to college Builds closer ties between the university and area communities
UI Faculty Guidelines for Offering Dual Credit Courses
UI faculty who are interested in partnering with high school faculty to develop dual credit courses delivered on the high school campus may contact the Dual Credit Program Coordinator or the Director of Distance and Extended Education. Academic qualifications will vary depending on the discipline – meaning each department sets its own standards for selecting dual credit affiliates. UI faculty wishing to pursue dual credit opportunities should follow these steps: 1. Meet with the Director of Distance and Extended Education and the Summer Programs Dual Credit Coordinator to discuss course specifics (i.e., curriculum, outcome, assessment). Contact the interested high school and discuss the possibilities of a dual credit partnership. Request a letter of application, curriculum vita, transcripts (official or unofficial), and a course syllabus from the interested high school teacher.
University Faculty Guide Dual Credit
4. Academic departments may also ask high school faculty to submit evidence of one or more of the following (depending on the discipline): a. Master’s degree in discipline or ME with cognate work in discipline with state secondary certification, or b. State secondary certification plus: i. ii. iii. iv. v. vi. Evidence of work towards a masters or MAT, or 18 hours additional course work in discipline, or Demonstrated outstanding teaching performance as evidenced by 5 years teaching in discipline Successful students who were academically prepared for University of Idaho Success teaching AP (students at University of Idaho who earned 4 and 5 on AP tests) University of Idaho alumni status with positive recommendation of department faculty
Upon receipt of materials, the sponsoring department may also ask for additional information about high school faculty qualifications and/or high school resources. Please Note: Teachers who participate in the University of Idaho Dual Credit Program may be expected to attend workshops and meet with cooperating faculty.
Upon completion and approval of the review process, the UI faculty member will contact the partnering high school/school district and negotiate an agreement. Once an agreement has been determined, the faculty member will contact the dual credit coordinator and request an articulation agreement. The faculty member will provide: a. School district name b. High school name c. Teacher’s name d. Degree e. Discipline f. UI course subject and number g. Course title h. Number of credits i. j. Start date End date
University Faculty Guide Dual Credit
8. The dual credit coordinator will complete and forward a copy of the articulation agreement to the partnering high school with instructions to: a. b. c. d. Review the articulation agreement for accuracy Ensure start and end dates are specified in section d.) of the agreement Secure all appropriate signatures Review student registration forms to ensure they are: i. ii. iii. Filled out completely and legibly Include all three signatures Have either payment or a scholarship application attached
e. Return the signed articulation agreement and student registration forms to the Dual Credit Office 9. The dual credit coordinator will: a. Review the packet upon receipt b. Email a scanned copy of the articulation agreement to the Registrar’s Office along with a request to activate or build a new section record for the partnering high school c. Route student registration forms to the Registrar’s Office for processing d. Route articulation agreement for signatures (original copy with all signatures will be filed in the Registrar’s Office) 10. The Registrar’s Office will: a. Activate or build a new section record b. Process, scan and file the registration forms (new student applications will be forwarded to Admissions first, and then routed back to Registrar’s Office for entry) c. Route fee payment to Student Accounts/Cashiers d. Scan and file the articulation agreement upon receipt from Vice Provost
Learning Objectives & Assessment
Dual credit students are held to the same standards of achievement as those expected of students in on-campus sections. They are assessed using the same methods (e.g., papers, portfolios, exams, labs, etc.) as their on-campus counterparts. Both learning objectives and outcomes should be included on the course syllabus along with expectations and grade criteria. It is the sponsoring faculty member’s responsibility to ensure that dual credit courses meet University of Idaho standards.
University Faculty Guide Dual Credit
University of Idaho Student Code of Conduct
The University of Idaho’s student code of conduct “exists to educate students in understanding their rights and responsibilities as members of a safe, civil, and ethical academic community.” Complete information can be found on the Dean of Students website at www.uidaho.edu/dos under Academic Integrity. Please Note: All dual credit syllabi should reference and include a link to the University of Idaho’s Student Code of Conduct.
Students attending classes on the University of Idaho campus who anticipate being absent due to a high school related activity should contact the Dean of Students to get administrative approval. For courses held at the high school, students follow school district policy. It is important that University of Idaho and high school faculty work together to determine a secondary due date for assignments/tests should students miss deadlines due to a high school related activity.
National Alliance of Concurrent Enrollment Partnerships (NACEP) Accreditation
The University of Idaho is currently conducting a self-study that will lead to NACEP accreditation. All dual credit courses must therefore be designed in accordance with NACEP standards. “NACEP is a professional organization for high schools and colleges that fosters and supports rigorous concurrent enrollment. Established in 1999 in response to the dramatic increase in concurrent enrollment courses throughout the country, NACEP serves as a national accrediting body and supports all members by providing standards of excellence, research, communication, and advocacy.” 2010 NACEP Website www.nacep.org
Benefits of NACEP Accreditation
• • • Standards that ensure dual credit courses have the same academic rigor, content, and assessment as the corresponding university course Values based on collaboration which support both faculty and student A common language among post-secondary institutions and legislation