Academic Senate Meeting
AGENDA ITEM 5.2
May 1, 2015
Continuing Discussion of Dual and Concurrent Enrollment Program
The California legislature, the Chancellor’s Office, and the CR administration are viewing dual
enrollment as an important intervention strategy to improve student access and success. Dual
enrollment gives high school students an opportunity to earn college credits similar to Advanced
Placement (AP) or International Baccalaureate (IB). The difference is that dual enrollment
consists of college courses that grant credit to students who pass.
CR’s Conceptual Framework
From a student learning perspective, our dual enrollment program has the potential of fostering
student access and success outcomes in several ways. First, it will allow eligible high school
students to simultaneously enroll in a college class that can be used for either a college degree or
certificate and toward high school graduation requirements. Second, students could use the
completion of the college class to illustrate their abilities and motivation in a university’s
admissions process. Third, it would allow students to dip their toes in college before making
their postsecondary school choices. Trying out college while in high school may translate into
better matches between the student and their potential postsecondary college choice and improve
college persistence and degree completion. Fourth, by reducing the cost of college, dual
enrollment could foster college access. Students in our dual enrollment programs could reduce
the time required to get a college degree and the total cost of a degree. This financial benefit
may be an important factor in influencing the decision to pursue a degree for low-income
students in CR’s district. Last, although dual enrollment courses are taught on the high school
campuses and don’t involve a true college experience, participation in our dual enrollment
program could help students make the psychological transition to college demands.
On the program level, our dual enrollment initiative may increase communication and build
stronger relationships between our faculty and the high school instructors; reduce remediation
rates; increase degree completion; and increase the number of students attending CR.
We are moving forward with implementing a dual enrollment program along two tracks. The
needs and objectives of the high school will determine which track is followed. Regardless of
the track selected, CR faculty will determine which classes are included in the program, all
classes will be open to the public and advertised on WebAdvior prior to the class meeting,
limitations could be imposed on the enrollments and the classes will be identified as being held
at the high school.
The first track involves offering our traditional courses during the high school day. Courses will
adhere to CR’s academic calendar, be open to the public, observe census day accounting
methodology, and be taught by traditional CR faculty or high school faculty who meet the
college’s minimum qualifications.
The second track involves teaching high school/college course articulated classes during the
school day. The courses will follow the high school’s academic calendar, be open to the public,
observe the positive attendance accounting method, and be taught by high school instructors who
meet the college’s minimum qualifications. This second track—high school/college course
Academic Senate Meeting
May 1, 2015
AGENDA ITEM 5.2
articulation—involves developing an Instructional Service Agreement (ISA) that requires:
1. CR and high school faculty to make sure that the high school courses meet CR’s course
outline of record;
2. High school faculty (qualified to teach the articulated CR course) attend a faculty
orientation and annual articulation meetings if scheduled;
3. Faculty to be evaluated by a CR faculty member according to the CRFO Collective
Bargaining Agreement;
4. All application/registration forms are completed;
5. Faculty to turn in college and high school rosters at a time specified by the Dual
Enrollment Liaison;
6. Faculty to adhere to CR add/drop deadlines;
7. Faculty to maintain accurate records of student’s grades via Canvas;
8. Faculty to assess and report all student learning outcomes at the end of each semester;
9. Faculty to prepare and distribute course syllabi to students at the beginning of each
semester. Syllabi will include information according to the CR syllabi template;
10. Faculty to present course content according to a planned schedule and consistent with
CR’s approved course outline of record;
11. Faculty to instruct and supervise students during all class times. During class times, the
faculty member will not have any other assigned duty;
12. Faculty to administer exams and other assessment tools consistent with CR’s course
outline of record; and
13. Faculty to submit records of grades, daily attendance, textbook orders and other required
reports to the designated campus officials in a timely manner.
Moving Forward
I understand the interests expressed at the April 17th Academic Senate meeting that all dual
enrollment courses must be held to the same academic expectations as our traditional courses. I
want to assure you that the administration shares this same interest. I also believe that
administration and the Academic Senate share an interest in not slowing down the progress
we’ve made with our high school partners and to make sure we identify, and find remedies to,
potential issues that may jeopardize program’s implementation. Therefore, I propose that we
form a dual enrollment oversight committee to develop a Dual Enrollment Operating Manual and
help move the dual enrollment program from concept to implementation. I recommend that the
oversight committee be comprised of three (3) faculty appointed by the Academic Senate Copresidents (one from Counseling, one from CTE and one from GE/Transfer), one (1) Dean
(Marla Gleave), one (1) Enrollment Services staff member, and one (1) Eureka City Schools
administrative representative.