D U A L C R E D I T
i
AT
ILLINOIS
PARENTS
CENTRAL
AND
COLLEGE
STUDENTS
TABLE OF CONTENTS
Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
State Laws & Regulations . . . . . . . . . . . . . . . . . . . . 1
Benefits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
College Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Eligibility of Students
.......................3
Tuition and Textbooks . . . . . . . . . . . . . . . . . . . . . . 3
Course Offerings . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Available Student Services . . . . . . . . . . . . . . . . . . . . 4
Policies
..................................5
Dual Credit is a process, dual credit is a tool, and
dual credit is a solution. Dual credit amplifies the usefulness and applicability of the 11th and 12th grades,
maximizes state and local educational resources, and
provides a platform that fosters secondary and postsecondary collaboration and interdependence.”
Source: http://www.iccb.state.il.us/dualcredit.html
Welcome to Illinois Central College! The
PURPOSE OF DUAL CREDIT
administration, faculty, and staff are delighted
Illinois Central College offers college-level general
education and career and technical education courses
to qualified high school students in order to extend
access to affordable higher education to a larger
percentage of district residents, stimulate and
challenge students in their junior and senior years
of high school, and reduce the costs of a college
education for students and their families. These
courses are important links in the transition from one
educational experience to another. They help to create
a smoother transition from high school to college.
that your students have chosen to begin their
college career with ICC. Whether a student,
parent, or secondary school administrator or
staff, we are excited to have you as part of
the Dual Credit Program! Together, we will
further stimulate and challenge students during
their junior and senior years of high school.
This program is also aligned with six goals of the
Illinois P-20 Initiative:
Dual credit classes are college classes taken
http://igpa.uillinois.edu/system/files/IR09/text/ch6-higher-education.pdf
by high school juniors and seniors that
1. Improving academic achievement
concurrently count as credit towards high
2. Increasing college access and success
school graduation and towards college
3. Improving use of existing data and measurements
degree requirements. Students accepted for
4. Requiring greater accountability
enrollment in college-level dual credit courses
5. Promoting lifelong learning – a necessity in
today’s economy
must have appropriate academic qualifications,
a high level of motivation and adequate time
6. Easing the transition to college and reducing
remediation, which reduces tuition costs
to devote to studying.
STATE LAWS & REGULATIONS
To ensure the academic integrity of college-level
courses offered by Illinois community colleges, the
Illinois Community College Board (ICCB) has
adopted Administrative Rules pertaining to dual
credit (ICCB Rule Section 1501.507). ICC endorses
these rules and adheres to their intent.
This booklet has been prepared for area high
schools that are interested in creating partnerships for student success. It is a great resource
of our program’s policies and procedures
for not only the high school but also parents
All state laws, ICCB regulations, accreditation standards specified by the Higher Learning Commision
of the North Central Association, and local college
policies apply to college-level courses offered by the
college for dual credit. These policies, regulations,
instructional procedures, and academic standards
apply to students, faculty, and staff associated with
these course. Source: http://www.ncahlc.org/
and students.
The Dual Credit Quality Act (Public Act 96-0194)
was approved by the Governor on August 10, 2009,
with an effective date of January 1, 2010. The Act
requires the Illinois Community College Board
(ICCB) and the Board of Higher Education (IBHE) to
develop policies regarding dual credit.
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Dual credit instructors teaching college-level, credit
courses must meet the same requirements as oncampus faculty, and dual credit instructors teaching
career and technical education courses must have
appropriate credentials and teaching competencies.
student success; and improving K-12 and university
partnerships to streamline services.
• Universities win by enrolling students with demonstrated, college-level success and improving
partnerships with community colleges and K-12
schools.
High school instructors must be provided with
orientation, assessment methods, and administrative
requirements before teaching dual credit courses.
Dual credit instructors must be able to participate
in all activities available to adjunct faculty.
• Future employers win by gaining an appropriately
trained and credentialed workforce with college
graduates aligned into great-fit career paths.
Dual credit classes offer students several advantages:
• Students are able to earn college credit while still in
high school.
Students must meet the same academic criteria as
those enrolled in traditional college courses, including
placement testing.
• Students learn the rigors of college work early. They
are able to adjust study habits to college work
before they have to deal with the total college
experience.
Course content and learning outcomes must be the
same as that required for traditional college courses.
• Students are offered expanded high school course
offerings.
BENEFITS
Two primary benefits as stated in the Dual Credit
Task Force Report include “facilitating the transition
between high school and college” and “enhancing
connections between high schools and colleges.” The
first benefit helps students “by engaging them in
college-level work and developing pathways to degree
attainment, while the second benefit aids in developing alignment of curricula as well as articulation of
courses.” Source: http://www.ibhe.state.il.us/DualCredit/materials/DCTFReport.pdf
• Students get a jump start on their education which
may shorten the time required to complete an
undergraduate degree or certificate.
• Students are provided a seamless transition from
high school to college.
• Students gain confidence in dealing with college –
level work.
• Students can use their dual credit work to demonstrate their ability to complete college-level work
when they apply for admission to colleges, universities, and vocational schools.
Dual credit creates a partnership with many winners:
• Students and families win by economizing time and
monetary resources for college-ready high school
age students, creating a more productive senior
year (and possibly junior year) experience that
improves college readiness while beginning a college
transcript.
• Students can complete entry-level general education,
elective, or career and technical college credit work
at significantly lower costs than they would experience at four-year public or at private institutions of
high education.
• Illinois taxpayers win as high school graduation
rates increase, college readiness improves, remediation/developmental education needs at colleges
decrease, and more students begin studies in a less
costly community college environment.
COLLEGE CREDIT
Students receive both high school and college credit for
the Illinois Central College dual credit course. These
courses are taught typically by high school instructors
whose credentials qualify them to instruct at the
college level. The course is offered by the high school
with identical content and expectations of college-level
courses. Dual credit high school courses provide
opportunities for partnerships between secondary and
post-secondary educational institutions by offering
college level credit that serves to expand curricular
offerings and reduce duplication of efforts for students.
Dual credit courses are listed as college level courses
on an official Illinois Central College transcript.
• High schools win by leveraging the senior year (and
possibly junior year) to improve college readiness by
offsetting instructional cost through partnering with
ICC and by synchronizing curriculum with colleges.
• Community colleges win by engaging with students
early; offering full services and support for improved
planning/college readiness; beginning student transcripts while familiarizing students with college
processes; increasing enrollment as well as enabling
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TUITION & TEXTBOOKS
Dual credit courses, depending on the grading policies
at the high school, may result in different grades being
assigned for the course by the College and the high
school. Although not common, this does happen
occasionally.
Dual credit students are responsible for payment of
Illinois Central College tuition. At the present time,
ICC exempts tuition for career/technical classes and
students on free or reduced lunch.
All dual credit courses will use the same textbook as
courses offered on campus and at other off-campus
sites. When a textbook or textbook edition changes,
high schools have a one-term exemption to update
textbook supplies.
Illinois Articulation Initiative
The Illinois Articulation Initiative (IAI) is a state-wide
initiative that establishes comparative course relationships among state institutions to assist students who
plan to transfer from a community college, including
ICC, to four-year public/private colleges/universities in
Illinois. (For more information see www.itransfer.org.)
For the most part only general education courses have
IAI designations and not courses in major study areas.
Many of the dual credit classes being offered at the
local high schools are IAI approved general education
classes which do have IAI designation.
Texts can be provided by high schools or purchased
by students directly from the Illinois Central College
Bookstore. Some textbooks are available for rental at
the ICC Bookstore.
COURSE OFFERINGS
Dual credit courses will be selected from transfer
courses that have been articulated with senior institutions in Illinois or from the first-year courses in ICCB
approved associate in applied science degree programs.
As stated in the Dual Credit Quality Act: Public Act
096-0194, “Course content must be the same as that
required for credit-bearing college courses and be
appropriately measured.”
Student Responsibility
Students who have identified a transfer institution
are encouraged to contact the institution directly to
inquire about transferability of their college-level
coursework. Resources to assist in this investigation
may be found at ICC in the College Transitions Program Office, (309) 694-5330.
“Mixed” classes will not be offered. “Mixed” classes
are defined by the ICCB as classes where unqualified
students (those students who do not meet all the
college course prerequisites) are allowed to enroll in
the same section along with qualified students. All
students in the dual credit section must meet the
college prerequisites. Students may elect not to receive
college credit, but they must meet the course prerequisites in order to be in the class.
ELIGIBILITY OF STUDENTS
Students enrolling in college-level courses must satisfy
course placement tests or course prerequisites when
applicable to assure that they have the same qualifications and preparation as other college students.
(Source: Administrative Rules of the Illinois Community
College Board Pertaining to Dual Credit, Section
1501.507) This includes taking the Compass placement
test and/or having a minimum ACT score. The Testing
Office (694-5234) at ICC will work with each high
school offering dual credit courses to facilitate placement testing at the high school or on the ICC campus.
Students may not register for the college portion of
the class after the enrollment period. Retroactive
credit is not permitted by ICC or by the ICCB.
Select online dual credit courses are being offered for
the first time beginning August, 2012. (See Appendix
D for suggestions to make a successful experience.)
It is important to be aware that dual credit students
are beginning their official college transcript. Grades
earned in dual credit classes will be part of the student’s records throughout their college career.
In addition, students:
• Must be a junior or senior in high school.
• Must exhibit the maturity, social behavior, and
attitude necessary for college.
• Must register for the class at the beginning of the
semester. Students cannot secure college credit for
a dual offering retroactively.
Withdrawing from Classes
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Students who determine, after registering for a dual
credit course, that they do not want to take the
course for college credit any longer may withdraw
from the course until the withdrawal date (until 75%
of the class has elapsed). In order to receive a refund
for tuition, the student must drop by the refund date.
Simply dropping the high school portion or informing
the instructor does not constitute a drop from the
college course. Students must complete the procedures
Library
for course withdrawal. Withdrawals are accepted online
at www.icc.edu, by mail, fax, or in person at Enrollment Services offices on the East Peoria Campus
(L211), ICC North (Cedar Hall), Downtown Peoria
Campus (Thomas Building), or ICC South in Pekin.
Many types of learning media are available. Students
are encouraged to make full use of the library’s facilities
for study, research, leisure reading, class preparation,
and browsing. Much of the media is available for
students to check out for off campus use; a student ID
is required to check out these materials. Professional
library assistance is accessible through a variety of
ways (in person, via the phone, or online). Library
services are also available from remote locations via
the library web page at www.icc.edu/library.
Non-Traditional Dual Credit
In addition to the traditional dual credit being offered
at the high school, work-based learning programs are
offered at the College. Work-based learning means
instructional programs that deliberately use the
workplace as a site for student learning. Work-based
learning programs have formal instructional plans
that directly relate students’ worksite learning activities
to their career goals. Currently, only the Certified
Nurse Assistant (CNA) program is being offered, but
the College is studying other opportunities that will
give the student skills to gain employment.
Academic Support Labs
The Studio offers ICC students one-on-one help
with papers at any level for any class. The Studio
consultants use personalized writing strategies to
work with individual learning styles. This creative,
fun space is the ideal place on campus for idea
generation, drafting, and revision help. Technology
offered at The Studio includes computers with wireless internet access, laptops, and a MediaScape
display. In addition to one-on-one assistance, The
Studio offers useful, hand-on workshops on a variety
of writing issues. Students are encouraged to call
ahead (309/694-5292) to schedule a 30-minute
consultation, but walk-ins are also welcome.
The FastStart program is another “dual credit” program. This program allows students to complete their
entire senior year attending ICC. Midland High
School is the only participaing school at ths time, but
the opportunity for other schools to offer this exists.
The students are monitored by the Dual Credit Coordinator throughout the year helping the students with
the transition from high school to college.
The Mathematics Lab provides free tutorial help to
math students at all levels. The Math Lab is staffed
by both faculty tutors and student tutors willing to
help ICC math students on an individual basis. No
appointment is necessary. The Math Lab also offers
individualized, self-paced courses in computational
mathematics: arithmetic of whole numbers, fractions,
decimals, percents, introduction to algebra, and introduction of geometry.
SERVICES AVAILABLE TO ICC
DUAL CREDIT STUDENTS
ID Cards
ICC provides photo student identification cards to all
registered students. ID cards are issued at the beginning of each fall and spring semester in the student
lounge located on the third floor of ICC’s East Peoria
academic building. Students may also obtain an ID
card throughout the year at the East Peoria and Peoria
Campus libraries as well as the East Peoria Bookstore,
Enrollment Services, and at the Cedar Hall registration
desk on the North Campus. ICC student ID cards are
required for any process within the Student Service
Center, Bookstore, or Learning Labs.
The Learning Labs offer academic assistance to
ICC students. Services include tutoring, computer
assisted learning, supplemental materials, internet
research, Blackboard (ICC’s online course management system), and study tips. The Perley and North
Campus Learning Labs also provide testing and
career services.
The initial ID card is free, but there is a fee of $10 for
replacement of a card that is lost or stolen. Replacement
cards may be obtained in the East Peoria Campus
Bookstore or Enrollment Services.
Labs are open every day that classes are in session.
Hours and tutoring schedules are found on the ICC
web site at www.icc.edu. Click on “Current Students,”
and then “Academic Support.” Tutor schedules and
study tips are also posted in Blackboard under
Learning Labs.
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Student’s Right to Privacy and Access to
Records
ILLINOIS CENTRAL COLLEGE POLICIES
Code of Conduct
Dual credit students are considered ICC students in
every way as related to their academic record.
Students are expected to meet the conduct requirements
of the facility in which the course is being held. Each
student assumes an obligation to act in accordance
with generally acceptable standards of responsible
adult behavior, which include respect for other students
and other members of the learning community.
Students remain subject to federal, state and local
laws; violation of these laws may lead to prosecution
by agencies or persons, in addition to disciplinary
action by the College.
According to the Family Education Rights and
Privacy Act (FERPA) of 1974, students have the
right to the following:
1. Inspect and review their educational records.
2. Request the amendment of their education
records to ensure that they are not inaccurate,
misleading or otherwise in violation of the
student’s privacy or other rights.
3. Restrict disclosure of information to other
individuals or entities.
4. File a complaint with the FERPA Office if the
College fails to comply with the requirements of
the Act.
Attendance
Regular attendance at all class meetings and laboratory
sessions is expected of all students. Faculty members
may establish attendance policies and/or makeup
procedures for their classes. Some programs have
established rigid attendance policies. It is the student’s
responsibility to be aware of attendance policies and
makeup procedures.
ICC considers the following directory information:
1. Student’s full name.
2. Affirmation of student enrollment status
(full/part-time) and class level.
3. Dates of attendance, graduation, degree(s),
certificate(s), and honors received.
4. Pertinent information relating to participation
in officially recognized activities and sports.
Academic Misconduct
Matters relating to academic honesty or contrary
action such as cheating, plagiarism, or giving
unauthorized help on examinations or assignments
may result in an instructor giving a student a failing
grade for the assignment, test, or for the course.
ICC will only disclose directory information to
individuals or entities with legitimate education
interests. Student schedules, grades, and other academic information will not be released to parents or
guardians without written consent of the student.
To restrict disclosure of directory information or to
authorize release to specific individuals, students
must contact Enrollment Services (309) 694-5600.
Plagiarism: This is the use (whether deliberate or
unintentional) of an idea or phrase from another
source without proper acknowledgment of that
source. Another form of plagiarism is copying or
obtaining information from another student. Submission of written work, such as laboratory reports,
computer programs, or papers which have been
copied from the work of other students, with or
without their knowledge and consent, is plagiarism.
Penalties for violation of academic integrity vary
from individual course sanctions up to expulsion
from the College.
Understand Related Financial Aid Implications
Contact Information
There are three areas in which dual credit students
must be mindful of future financial aid consequences.
Dual credit courses are recorded on the student’s transcript and are, therefore, evaluated in determining eligibility for financial aid. The student must meet all
three progress requirements:
1. Completion rate
2. Grade point average
3. Maximum time frame to remain in good standing
For information concerning classes offered at
your high school, please contact your counselor.
All registrations must come
directly from the high school.
For general information about dual credit
contact Illinois Central College
Dual Credit Coordinator
(309) 694-5534 • sgilbert@icc.edu
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D U A L C R E D I T
i
AT
ILLINOIS
CENTRAL
COLLEGE
Post-Secondary Educational Opportunities
Illinois Central College
1 College Drive
East Peoria, Illinois 61635
309/694-5534
www.icc.edu
Illinois Central College is an AQIP Participant, accredited by the Higher Learning
Commission of North Central Association. To contact the Higher Learning Commission, go to http://www/ncahlc.org or call (800) 621-7440. It is the policy of this
College that no person, on the basis of race, color, religion, gender, national origin,
age, disability, sexual orientation, or veteran's status, shall be discriminated against
in employment, in educational programs and activities, or in admission. Inquiries
and complaints may be addressed to the Executive Director of Diversity, Illinois
Central College, 1 College Drive, East Peoria, IL 61635-0001, (309) 694-5561.
(Revised: February 2008)
Excerpts in this booklet have been taken from: “Building a Guided Path to Success”, Heartland Community College