What’s not to love about dual enrollment? Its many enthusiasts extol the virtues of providing an academically stimulating experience for both the underachiever and the gifted student. They sing of concurrent enrollment (CE) as a boost for college enrollments and a way to ease overcrowding in colleges and high schools. They praise CE plans that reduce costs for students while at the same time cutting state spending on education.
But CE has its critics. High school administrators have protested that the plans divert money from local districts, snatch away the brighter students, and discourage CE students from full participation in the high school experience.
Debate though some may, dual enrollment is here to stay. And it’s hardly a black and white phenomenon. At community colleges in nearly every state, it goes by names like Postsecondary Options, College Experience, Running Start, and it comes in a variety of colorful plans. Aside from what the state policymakers dictate that a community college must and must not do, the institution has a field of visionary dual-enrollment methods limited only by the imagination of the institution’s leadership.
Becky Paneitz, Vice
President for Instruction at Central Piedmont (NC) and Lynn Cundiff,
President of Salt Lake Community College (UT) agreed to talk with Inside
Track about what’s current in the world of academic concurrency. They are
hands at dual enrollment, at colleges where quite different systems have
led to happy outcomes. Their comments raised some interesting talking
points about dual enrollment’s capacity for diversity in style, approach,
LC: What type of system is in place at your institution, and have you measured success with it?
Paneitz: Dual enrollment at CPCC encompasses two programs: Concurrent Enrollment and College Experience. These programs have been in place for about 15 years and offer the opportunity for 16-year-old students to take college-level coursework. Concurrent Enrollment is open to all students within the county. College Experience is geared to, and direction given by, Charlotte-Mecklenburg Schools. The website providing details about both programs is http://www.cpcc.edu/hsprograms.
Success for Concurrent Enrollment is based primarily on enrollments. Since many of the students are home school students, we do not have the detailed monitoring that we have with the College Experience program. Midterm progress reports are used to help monitor their success. However, College Experience students’ midterm progress and final grade reports are run every semester and sent to the respective high school coordinator. There are 17 high schools in Charlotte that allow their students to participate. Generally, students are not allowed to immediately continue to the next semester of work if they have not been successful in the previous one. Remedial courses are not eligible under either of these programs.
Cundiff: SLCC began offering CE courses in 1989 after the Utah State Legislature appropriated statewide funding for the program. The 2002-2003 academic year will be the 14th year SLCC has offered these courses.
SLCC has three models of concurrent enrollment.
SLCC measures success of concurrent courses in three ways.
2002 English Grade Comparison, SLCC
IAS Evaluations Average Score
The course as a whole was:
ENGL 2010 Grade Comparison CE/non-CE
We looked up the academic records of 325 students who took English 1010 through Concurrent Enrollment during Fall semester of 2000. We found 42 (13%) of these students who later took English 2010, the next required English class for most associate degrees, on an SLCC campus.
As the data were gathered and analyzed, it became clear that former CE English 1010 students continue to perform very well in their subsequent 2010 classes on campus. The 42 students who took CE English 1010 received a mean GPA of 3.32 when they later took an English 2010 class on campus. The mean GPA received by the other students in those same English 2010 classes was 3.28.
Math 1210 Grade Comparison CE/non-CE
% of CE students attending SLCC as of 1998-99
|1991-92 CE students||
|1993-94 CE students||
1995-96 CE students
|1997-98 CE students||
This study counted former CE students attending classes on campus after high school graduation. As you can see, the longer the students have been out of high school, the greater percentage of students attends classes on campus.
LC: Some have argued that dual enrollment should be eliminated in the case of basics such as reading and math. Your comments?
Paneitz: Regarding mathematics and reading, we are not allowed to offer remedial courses (which are designated by 070, 080, 090, and so on). However, we do offer college-level English and math (College Algebra). Students must achieve an established score on a placement test such as Compass or Accuplacer in order to enroll in these courses.
Cundiff: English and math are two of the most popular subjects in SLCC’s program. Many high school students are interested in shortening the time to college graduation by completing college general education requirements during high school. Taking these classes for college credit is an efficient use of state funds because it avoids the duplication of courses between public and higher education.
The Utah State Board of Regents Policies and Procedures provide for a variety of academic and applied technology courses.
LC: How much of a role do you feel that parental support plays in the success of CE students?
Paneitz: Parents must give written permission for students to enroll in either of our programs. With College Experience, a form is sent home to parents during early Spring registration for high school students. This is coordinated through the career development counselors, who must then obtain a principal’s or designee’s signature to complete the approval to enroll.
There is a great deal more interest from parents with the Concurrent Enrollment program, as many of these students are home school students or students attending small private high schools. They are usually looking for upper-level or challenging coursework to replace an advanced placement (AP) experience that either they or the private school have not been able to provide. We do not compete with AP courses offered in Charlotte-Mecklenburg Schools. However, many smaller districts use this coursework in lieu of AP courses, as many of them do not have budgets to support AP programs.
Most of these CE parents and students are very self-directed and have strong interest in the student’s success. I am sure that this does have an impact on the student’s success, but I am sure there are many other factors too, including the basic demographic and intelligence quotient factors, as well as learning-style indicators that would have to be considered.
Cundiff: One example of parents contributing to the success of CE students is providing necessary counseling when children are faced with the demanding nature of college-level work, which requires students to manage their time to allow adequate studying for concurrent classes.
The State of Utah provides funding for CE, so higher education institutions are not allowed to charge tuition for courses offered in the high school. Parents calling the CE office often comment that the “free tuition” aspect of CE in the high schools is very appealing and an important reason they encourage their children to participate in CE.
LC: Can students earn credits in both directions, high school and college?
Paneitz: CPCC does not transfer credits back. We tell every student that they will begin building a college transcript upon enrollment in their first course with the college. In North Carolina we cannot supplant those basic graduation requirements; our coursework may be used as elective credit toward high school graduation. However, with home school students and in some exceptional cases, the principal can choose to use upper-level credits as substitutes for courses needed by the student to graduate. The college, however, does not become involved in any of that interpretation.
Cundiff: CE credit can be applied toward high school graduation and a college degree. In addition, the Utah State Code provides for transfer of CE credit among institutions of higher education in the state system.
CE credit is not identified as such on the student’s transcript, so it is transferred and applied the same as any other SLCC credit. The articulation/transfer agreement does not guarantee the application of CE toward a particular degree at an institution other than SLCC. For example, CE architectural drafting credit may not apply toward a psychology major at another institution.
LC: Can students participate in activities in both venues?
Paneitz: Students are allowed to participate in student activities at CPCC, and we treat them just as we do any other student. However, as with most community colleges, a high percentage of our students work, many of them full-time, and additional activities are hard for them to fit into their schedules. Student participation is helpful for students to learn and assume the responsibilities of college life, and it is especially helpful with the socialization process for home school students.
Cundiff: At SLCC, CE students may obtain a student identification card after they are accepted for admission to the college. This card is marked “Concurrent Enrollment” and allows students to access campus facilities and services such as the library, computer labs, the Lifetime Activities Center, and tutoring in the Math Lab, Learning Center, and Writing Center. High school students are advised of these privileges, but they are not advised of other college activities. The public education representatives in our partnership prefer that we do not encourage high school students to socialize with college students, although SLCC cannot legally prevent CE students from attending college activities.
Conversations about the future often degenerate into discussions dominated
by cynics and true believers. With the right framework for discussion,
leaders can engage the more “reasoned center” and quickly find that this
group is just as passionate about student learning and their institutions’
ability to take on the challenges on the road ahead. In the current issue
of Converge Magazine, the League’s Mark David Milliron and Sinclair
Community College’s Steven Lee Johnson talk about ways of “Avoiding the
Dialectic Dialogue of Dogmatic Diatribes.” Find this article in Converge
November 17-20, 2002
Long Beach Convention Center, Long Beach, CA.
Online registration for the 2002 Conference on Information Technology is now available at http://www.league.org/2002cit. Early registration helps ensure that you reserve a place in the Learning Center Courses of your choice.
The League for Innovation’s Annual Conference on Information Technology (CIT) is the premier showcase of the use of information technology in higher education and once again includes several exciting learning opportunities.
Zane Tarence, CEO,
"Futuristic Technologies and Their Implications for E-Learning"
Brian L. Hawkins,
"Trends and Transformation"
Howard Charney, Senior
Vice President, Cisco Systems
"The Internet Revolution and Education"
If you would like additional information about the 2002 CIT, please contact Ed Leach at email@example.com.
The Future of Educational Technology: Sessions presented in this forward-looking track provide information on the trends, issues, and opportunities related to the use of information technology in higher education that are likely to have long-term consequences for educators. For the 2002 CIT, the special focus for Track 1 is biotechnology and its role in education for the new millennium. Sessions targeted toward this focus area encourage an exchange of ideas around biotechnology education—bioinformatics, bioprocessing, genetic engineering, agriculture, biochemistry, medicine and health occupations, and bioethics.
New Conference Track: Math, Science, Allied Health, and Technology
New technologies, products, and services are often achievable only because of mathematical or scientific discoveries made possible through computer-aided statistical analysis and scientific experiments. This track examines the role of computers in mathematics, health science, physical science, chemical science, biological science, materials science, and economic and financial science. Also examined is the role of computers in aerospace; computer science; and civil, mechanical, and electrical engineering. This track aims to facilitate the dialogue among professionals in academia and industry who use computer technology in scientific and engineering research and education programs.
A First Timers' Orientation and Reception: Getting the Most from the Conference on Information Technology
The reception and Special Session for first-time attendees of the conference provide valuable tips on using the information in the registration packets, finding sessions that fit your needs, and applying newly found knowledge. The Saturday reception will be held at the Long Beach Convention Center in Seaside Meeting Room 305. The 9:00 a.m. Sunday Special Session will be held in Room 104A at the Long Beach Convention Center. Visit http://www.league.org/2002cit for additional information.
Call centers are growing in virtually every area of the nation and represent an excellent opportunity for community college involvement, including welfare-to-work programs, worker training, customer service, technical help desk training, and business consulting. This one-day workshop is designed to help community colleges understand and work with the call center industry. The Community College Call Center Consortium provides information about getting started, finding curriculum, identifying funding, sourcing technology, and identifying and developing new training opportunities.
November 16, 2002
9:00 a.m. - 4:00 p.m.
$175 for full-day registration (includes continental breakfast, lunch, and workshop materials)
World Organization of Webmasters (WOW) to Present Cyber Security and Certified Apprentice Webmaster Courses
Cyber Security Fundamentals: Underground Hacker Secrets Exposed
Understanding how basic protection of information against unauthorized disclosure, transfer, modification, or destruction, whether accidental or intentional, helps individuals understand basic computer security threats. This course is designed for anyone interested in improving network security, securing their personal computer system and its data from cyber attacks, and educators considering developing cyber security curriculum for their institution. Participants in this Learning Center Course also have the opportunity to continue in WOW's online course.
WOW has designed guidelines, learning objectives, and resources as a foundation for pursuing knowledge, experience, and careers as a Web professional. Participants in this course review the relevant knowledge and skills that a WOW-Certified Apprentice Webmaster (CAW) possesses. This course includes information about Internet basics, HTML, Web graphics, Web multimedia, website design, website management, Web project management, Web marketing, Web accessibility, and basic Web-related legal issues. After completing this Learning Center Course, individuals can take the WOW CAW Certification Exam.
For additional information or to register for either course, visit http://www.league.org/2002cit/learning.htm.
Many community colleges anticipate a substantial turnover in senior administrative leaders as institutional leaders at the presidential and vice-presidential levels reach retirement age. There will be considerable competition between community colleges across the country for educators who are qualified to fill the resulting vacancies. This competition is likely to increase while the need for effective leadership training to address the challenges ahead is also increasing.
The League's newly created Service Division can help. Our Service Division can offer a Leadership Development Program for your institution designed specifically to prepare coordinators, chairs, directors, and deans who hold advanced degrees for higher-level leadership positions by expanding and enhancing their leadership skills. Our trainers can tailor their efforts to your college's specific needs and provide ongoing and follow-up consultation.
The League's Leadership Development Programs are designed to be practical, experience-based, and theory-inclusive. They do not parallel university leadership programs, but rather complement the types of experiences enjoyed by graduate students in doctoral degree programs. Leadership Development Programs can include several components, including a mentoring relationship, a professional development plan, seminar participation, a college or community project, assigned readings, and an internship.
So, how can the League's Service Division help you? If you are interested in developing the skills of your institution's future leaders who will fill the gaps created by retiring high-level administrators, please contact Ed Leach at (480) 705-8200, x233.
The Executive Leadership Institute's final application deadline is August 1, 2002. For those poised to take the next professional step to college presidency, there's no better program to prepare the way. To learn more about this powerful program, internationally renowned faculty members, and the success of past participants click here:
Dee Baird, Vice
President of Continuing Education and
Kirkwood Community College (IA)
The Learning Resources Network (LERN) has given full certification and accreditation to the continuing education and employment training programs at Iowa’s Kirkwood Community College. The measure follows an extensive LERN program review and certification procedure.
LERN President William Draves called Kirkwood’s program “an outstanding example of a customer-oriented and market-driven unit.”
Kirkwood’s lifetime learning components underwent an extensive internal examination that included interviews with students and clients to assess quality and scope of Kirkwood’s service delivery. LERN analysts critiqued such areas as finances, program development, marketing, program management, and planning.
Draves saluted both the scope of Kirkwood’s continuing education and the division’s dedication to quality and service. “The LERN criteria for certification are pretty stringent,” he admitted. “We have four bottom-line standards at the core: to be financially self-sufficient, show a long-term pattern of increasing services, quality program delivery, and be a central part of the college’s overall mission to their community. Four out of five organizations in the country can’t make it past those alone. We are pleased to report that Kirkwood’s program shines in those four criteria, plus over 75 percent of the second-level criteria.”
“We are certainly delighted to receive such an honor, which speaks so well for the hard work of our staff,” said Kirkwood’s Vice President of Continuing Education and Training, Dee Baird. “Most important of all, it is a reflection of the partnership efforts we share each day with hundreds of area businesses and thousands of our fellow citizens. As important as this certification is, LERN has also shown us ways we can do even more to encourage lifelong learning.”
The completed program review makes Kirkwood one of the first 25 lifelong learning programs and one of only three community colleges in the U.S. to receive the LERN certification.
In the past several years, Kirkwood’s continuing education and training programs have grown past 70,000 enrollments per year, serving over 45,000 individual students and hundreds of business clients in Kirkwood’s service area.
Community College Leaders attending the 2002 CIT are invited to attend the “Sedona Edge” Learning Center Course, an experience based on the hugely successful Sedona Conferences. Paul Elsner, Monica Manning, and Mark Milliron will lead discussions on how the convergence of media, education, technology, and entertainment has changed not only the technological landscape, but also our cognition, our engagement of youth, our artistic challenges, and how we view a more global community.
The Edge Program grew out of the Sedona Conferences. These events use discussion to dissect and deconstruct the growing preoccupation with technology, as well as to consider its far-reaching social implications, a topic spotlighted at a June 2001 Edge event in Barcelona.
Paul Elsner is Chancellor Emeritus, Maricopa Community College District (AZ). Monica Manning is Chief Executive of the Nova Group (MN). Mark David Milliron is President and CEO of the League for Innovation in the Community College (AZ).
At the 2002 CIT Edge session, Elsner will showcase the Sedona and Barcelona conferences' emphasis on creativity and thinking and lead a discussion about why these shape our most fundamental and essential edge. Manning and Milliron will pick up the thread of their ongoing conversation about how many of us are searching for balance in this fast-paced digital world. Elsner will close the session by facilitating a dialogue about violence and civility in the Academy.
Come join colleagues in dynamic and thoughtful conversations about convergence, divergence, and resurgence in our everyday work.
For more information about the Sedona Edge Learning Center at CIT, visit: http://www.league.org/2002cit/learning.htm
Start the school year off by giving each and every faculty member a customizable collection of past, present, and future League publications. For further information on how your school can participate, please contact:
You can also visit the League’s Digital Publications Library information page at: http://league.lulupress.com/about.html
While 67% of high school students earn a diploma, only 43% of those graduate from high school prepared for college-level work.
Remediation classes are offered in 100% of community colleges and 81% of four-year institutions.
Remediation absorbs approximately 1% of the total budget, or about $1 billion out of a total higher education budget of approximately $115 billion.
At community colleges, 45% of remedial education students are under 24 years of age, 24% are between 25 and 34, and 17% are over 35.
Fewer than one in six successful remediation education students earn an academic associate degree or bachelor’s degree. More than one-third earn an occupational associate degree or certificate.
In 1995, one-third of all incoming freshmen had to take at least one remediation class in reading, writing, or math.
From 1990-1995, 47% of institutions indicated that remedial enrollments stayed the same, 39% said enrollments had increased, and 14% said enrollments had decreased.
Who is taking remedial classes?
Over 80% are U.S. citizens
One in five is married
One in 10 is a veteran
One in three works 35 hours or more per week
Female enrollment exceeds male enrollment
60% are White, 23% are African-American, 12% are Hispanic
60% are enrolled full time
Two in five receive some form of financial aid
54% have an annual family income of less than $20,000
Age ranges from 16 to 60, with three in five being 24 years old or younger
Reprinted with permission from the ECS
Issue Site on Remediation, ©2002 from the ECS Web site
Education Commission of the States (ECS), 700 Broadway, Suite 1200,
Denver, Colorado, 80203-3460, 303.299.3600. All rights reserved.
The National Association of Community College Teacher Education Programs (NACCTEP) will present its inaugural conference, Blazing the Trail: Pioneering Community College Teacher Education Programs. The national event will be held in Phoenix March 14-16 at the Hyatt Regency in conjunction with the League’s Innovations 2003 Conference.
Highlights of the Teacher Education conference include a Grants Showcase and panel discussion sharing quality programs for teacher preparation nationwide. Breakout sessions will highlight quality teacher preparation programs and program development, online programs, a Teacher Education Issues Panel discussing nationwide policy issues, certification issues, state standards, and recruitment and retention issues. Poster sessions will provide colleges with an opportunity to share quality programs from each state. A call for proposals and conference pre-registration information will go out in August, with information posted at http://www.league.org.
The National Association of Community College Teacher Education Programs (NACCTEP) is an organization of community colleges; community college staff involved in teacher education; community college students in teacher education programs; and those in universities, professional associations, and industry who work as partners with community college teacher education programs.
NACCTEP supports these institutions and individuals and serves as a voice for community colleges in national discussions about teacher education. It works to enhance current community college teacher education programs and to serve as a resource for those looking to develop innovations. NACCTEP facilitates connections between and among community college teacher education programs and community college teacher education faculty. It acts as home to a network of these programs and the professionals and students connected to them.
The NACCTEP goals are:
A critical need exists for well-trained, high-quality teachers across the country. In many states a majority of students who are preparing to become teachers are beginning their college careers in community colleges. Community colleges are responding by developing creative and innovative transfer programs in teacher education.
The NACCTEP mission is to promote the community college role in the recruitment, preparation, retention, and renewal of diverse pre-K-12 teachers and to advance quality teacher education programs in the community college.
NACCTEP has more than 125 members from 20 states. Partners in the development of the association include Maricopa Community Colleges, Cerritos Community College, the League for Innovation in the Community College, the American Association of Community Colleges, and the Education Commission of the States.
For more information about NACCTEP,
Cheri St. Arnauld at (480)
The League for Innovation’s information-rich publications are batting ’em out of the park this summer. Recently, the League Store has been pressed with orders for Perspectives on the Community College: A Journey of Discovery, a cornucopia of information about future trends and key issues in community colleges. The educators purchasing Perspectives tell us they are using the publication in strategic planning session dialogs and as a catalyst for leadership retreats. Similarly, a summer 2002 favorite is the Cross Paper #6, K. Patricia Cross’s dazzling and definitive study of the role of discussion in the classroom. Staff development officers tells us that the annual Cross Papers are always a hit in faculty orientations and staff development programs. And the Faculty Guide for Moving Teaching and Learning to the Web continues to strike a chord on the community college hit parade. Information technology trainers and first-time online instructors scoop these up to ease the transition into online instruction. In addition, a number of faculty members are using this guide as a textbook in their instructional technology courses.
What’s causing the current summer buzz?
Excellent writing by a diverse lineup of on-the-ball leaders and practitioners,
course. But a hot summer clearance sale hasn’t hurt, either. Right now,
for less than the price of a pair of grandstand hot dogs, you can snap
the Leadership Collection, two volumes on issues such as cost
reduction and corporate partnerships ($10). Then there are the $12,
three-book Technology and Workforce collections. In
addition, a number of colleges are turning to the
League’s Digital Publication Program to obtain rights to
reproduce these publications locally and make broader use of them
internally---particularly items like the Cross Papers. For more
information on any of our publications or digital distribution programs,
please contact Judy Greenfield in publications at
firstname.lastname@example.org or the LeagueStore directly at
J. William Wenrich has announced plans to retire August 31, 2003, after 12 highly productive years as chancellor of Dallas County Community College District (DCCCD). Wenrich is noted for several major accomplishments as the DCCCD chancellor, including significant enrollment gains, increasing faculty diversity through the Visiting Scholars Program, and founding the hugely successful Rising Star Scholarship Program, which has been profiled by the League in its community college advancement initiative. In addition to his achievements with DCCCD, Wenrich has been an active and strong supporter on the League for Innovation Board of Directors, including serving on the membership and executive committees and being named League Board Chair in 2000. To read more about his retirement, click here.
Seattle Community Colleges Chancellor Peter C. Ku has announced his retirement, effective June 30, 2003, after five years’ leadership of Washington’s largest community college district. Under Ku, the district expanded its outreach and extended its involvement in the area’s business and civic community. He oversaw the creation of a nationally recognized partnership with the University of Washington on Internet2, the high-speed connection linking colleges and universities across the country.
An active member of the League for Innovation Board of
Directors, Ku was a 1989 graduate of the League’s Executive
Leadership Institute. He said that ELI “gave me the tools I needed
to prepare for my first presidency. Its program and curriculum provided
much of what I needed to know to do my job effectively.” To learn more
about Ku’s extensive contributions to community college education and
the Seattle Community College District, you can view the press release
by clicking here:
MS Word format (60K)
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