A2000.60 Early College / Dual Credit / High School Partnerships

Statement

Shawnee Community College is committed to providing high-quality, accessible, and equitable dual credit opportunities that allow high school students to earn college credit while fulfilling high school graduation requirements. The College affirms that equity of access and success across all partner high schools and student groups is a central goal of Early College/Dual Credit programming.  All dual credit offerings must comply with state laws, Illinois Community College Board (ICCB) regulations, and Higher Learning Commission (HLC) expectations, ensuring consistent academic standards, qualified faculty, and comprehensive program oversight.

The purpose of this standard is to ensure the College maintains a uniform, high-quality, and legally compliant dual credit program. This includes partnership development, instructor qualification and support, course and curricular alignment, student enrollment, and instructional evaluation.

Definitions

• Dual Credit: A program that allows high school students to enroll in college-level courses and earn credit simultaneously at both the high school and college level.
• Dual Credit Course Types:
  • Type A Course- A Dual Credit Course taught at a high school or other District-managed location by one or more District teachers.
  • Type B Course- A Dual Credit Course taught at a high school or other District-managed location by one or more College faculty members.
  • Type C Course- A Dual Credit Course that is taught online, taught via distance learning, co-taught by a District teacher and College faculty member, or other hybrid models of other Types.
  • Type D Course- A Dual Credit Course taught at the College or a College satellite location (other than a District-managed location) by one or more College faculty members.
• Early College: A broader umbrella term that includes all college-level learning opportunities for high school students, including but not limited to dual credit, dual enrollment, and articulated credit.
• Lead Instructor: A college faculty member assigned to oversee the academic quality and alignment of a dual credit course with on-campus equivalents.
• Model Partnership Agreement (MPA): a document outlining the responsibilities and terms for dual credit course offerings between the College and a high school.
• mySCC: Shawnee Community College’s student information system, used for grading, registration, and student records.
• Observation: A formal classroom visit by the Lead Instructor to assess course alignment, instructional rigor, and faculty performance, in accordance with evaluation policies.
• SCC Representative: College personnel responsible for student enrollment, placement verification, and coordination between SCC and high schools.
• Simple Syllabus: SCC’s centralized platform used for uploading and sharing syllabi with students and academic staff.
• Type C Agreement: ICCB-defined agreement used when the Dual Credit Course is taught online, taught via distance learning, co-taught by a District teacher and College faculty member, or other hybrid models of other Dual Credit Course Types.

Roles and Responsibilities

• Coordinator of High School Partnerships & Pathways (CHSPP):
  • Serves as the primary liaison between the College and high schools
  • Develops and manages partnership agreements
  • Coordinates scheduling of Dual Credit programming and develops pathways for each high school based on programming
  • Establish and maintain a comprehensive list of dual credit offerings and/or pathways by high school
  • Assist dual credit faculty and team leaders during the course of the semester
  • Provide information to high school teachers interested in becoming dual credit instructors and assist with questions in the completion of paperwork for new faculty
• Lead Instructors:
  • Attend the Dual Credit/Adjunct Orientation each fall
  • Provide content-specific information and updates to dual credit instructors
  • Conduct visits to the dual credit classrooms taught by high school instructors
  • Conduct observations and progress reports of dual credit courses taught by high school instructors according to Faculty Evaluation Operating Standard 30
  • Ensure syllabi, textbooks, and instructional materials align with SCC standards
  • Serve as the primary point of contact for Dual Credit Instructors for academic questions and concerns
• SCC Representatives:
  • Typically, the advisors assigned to the high school
  • Conduct on-site visits to assist with enrollment and advising.
  • Verify placement and enrollment information
  • Collaborates with the CHSPP in the liaison role to the high schools
• Dual Credit Instructors:
  • Meet qualifications for teaching college-level courses per the Dual Credit Quality Act (DCQA)
  • Attend the Dual Credit/Adjunct Orientation each fall
  • Teach college-level content following SCC policies
  • Work collaboratively with an assigned SCC Lead Instructor
  • Verify dual credit class rosters to ensure the removal of non-attending/ineligible students
  • Submit a course syllabus online to Simple Syllabus paralleling the SCC syllabus for the same course and provide a copy of the syllabus to all dual credit students
  • Utilize the SCC textbook for the course (or a different textbook approved by the SCC lead faculty) and require all students to have a copy of the textbook
  • Submit grades and midterm verification forms, and participate in observation/progress report process
  • Submit student evaluations of the course through Smart Evals
  • Participate in campus-wide assessment initiatives
• High School Dual Credit Liaison(s):
  • Designated by each high school to work directly with the CHSPP and SCC employees
  • Coordinate and facilitate the activities of the Early College/Dual Credit program at the high school
  • Collaborate with high school administration and CHSPP and SCC Representatives to determine dual credit opportunities
  • Assist SCC in collecting information and paperwork needed to administer the Early College/Dual Credit program
  • Provide information regarding Early College/Dual Credit opportunities to all high school students
  • Provide opportunities for SCC to inform students and parents about programming
  • Ensure dual credit faculty submit their midterm verification forms and initial, midterm, and final grades to SCC by the established due dates
  • Collect, compile, and share data required for SCC to offer Early College/Dual Credit programming
• Registrar:
  • Ensures student records (i.e. placement evidence, transcripts, enrollment forms) and grade submissions are accurately processed and shared with high schools.
• Institutional Effectiveness (IE):
  • Manages midterm verification form process.

Procedures / Guidelines

All procedures and guidelines for Early College / Dual Credit programming will be implemented with a focus on equity of access, instructional quality, and consistency across all high schools in the College’s rural service district. Equity considerations include ensuring that students from various socioeconomic groups and from both small and large districts have fair opportunities to participate and succeed.

1. Annual Planning and Agreements
   • The CHSPP will annually develop and distribute Model Partnership Agreements (MPAs) and Type C agreements.
   • Key dual credit responsibilities, including scheduling, enrollment verification, reporting deadlines, and high school communications, will be documented in a shared procedures calendar accessible to the VPAA, CHSPP, and SCC Representatives. This redundancy ensures that dual credit operations continue without interruption in the event of staffing changes or absences.
2. Instructor Qualifications
   • Dual credit instructors must meet SCC Faculty Qualifications Operating Standard 05.
3. Scheduling and Enrollment
   • The CHSPP coordinates all scheduling for dual credit courses offered at high schools, SCC’s main campus, and extension centers.
   • SCC representatives will assist with enrollment verification and student placement per published SCC placement guidelines.
4. Orientation and Support
   • A Dual Credit Orientation will be held annually during SCC’s Fall Convocation. Attendance is expected of dual credit instructors and lead instructors.
   • Dual credit instructors receive calendar invites for key deadlines (10th day, midterm, final grades, and progress reports).
   • Dual credit faculty will receive access to professional development, instructional resources, and advising support comparable to on-campus adjunct faculty.
   • The College will provide timely communication of key deadlines, access to Simple Syllabus, Moodle, and other instructional platforms, and support from the Coordinator of High School Partnerships & Pathways (CHSPP) for administrative requirements.
5. Instructional Materials and Curriculum Alignment
   • Dual credit courses must utilize the SCC-approved syllabus, textbooks, and lab manuals, aligned with on-campus course outcomes.
   • Lead Instructors ensure instructional alignment through annual observations or document checks.
6. Course Observation
   • Dual Credit courses taught by high school instructors will be observed in alignment with Faculty Evaluation Operating Standard 30.
   • Progress reports are submitted by the Dual Credit Instructors to the CHSPP in alignment with Faculty Evaluation Operating Standard A2300.30.
   • If required submissions are not received by established deadlines, the CHSPP (or designee) will notify the VPAA within five business days for resolution.
7. Grade Reporting
   • Dual Credit instructors are responsible for entering grades into mySCC by established College deadlines.
   • Midterm verifications forms are submitted per IE’s instructions.
   • The Registrar sends final grade reports to each participating high school for any course taught by a College faculty.
   • If required submissions are not received by established deadlines, the CHSPP (or designee) will notify the VPAA within five business days for resolution.
8. Program Oversight and Continuous Improvement
   • The CHSPP will maintain a yearly timeline of dual credit responsibilities, available to faculty and staff.
   • Grant opportunities will be pursued to support and expand Early College/Dual Credit programming.
   • The CHSPP will collaborate with institutional and community partners to enhance program pathways and respond to regional workforce needs.

Assessment & Outcomes

The College will regularly assess the effectiveness of Early College/Dual Credit programming to ensure alignment with Board Strategic Outcomes and continuous improvement.  All data will be disaggregated by factors such as high school, course type, demographic group, and modality to monitor equity of access and outcomes. Program evaluation will include, but not be limited to, the following measures:

• Student Access & Participation
  • Number and percentage of high school students enrolled in dual credit by high school district (equity of access).
• Student Success & Completion
  • Successful course completion rates (A, B, or C or “Pass”) compared to on-campus equivalents.
  • Withdrawal rates and reasons for withdrawal.
• Postsecondary Transition
  • Percentage of dual credit students who subsequently enroll at SCC or transfer to a four-year institution.
  • Transferability of credits awarded (monitored through statewide data systems and student self-report), as available.
• Instructional Quality
  • Faculty observations, student evaluations, and alignment with campus course outcomes.
  • Compliance with HLC and ICCB faculty credentialing requirements.
• Financial Performance
  • Tuition Paid, Tuition Discounted, Tuition Saved
  • Revenue estimates (Base Operating & Equalization)
  • Cost Estimate (Both direct and indirect)
  • Margin
• Partnership Effectiveness
  • High school partner satisfaction (measured through annual surveys or feedback sessions).
  • Responsiveness to workforce and community pathway needs.

Assessment results will be reviewed annually by the CHSPP in collaboration with Institutional Effectiveness (IE) and reported through the College’s assessment and monitoring processes.  The VPAA, with support from her Executive Assistant in collaboration with the CHSPP, will create annual High School Partnership & Success Reports.  These reports will be shared with the Board of Trustees and with each participating high school district to ensure transparency and strengthen collaboration.