CEP students are held to the same standards of achievement as those expected of students in on campus sections.
Learning expectations and outcomes are the same for CEP and on-campus students. M State follows the Minnesota State system's Post-Secondary Enrollment Options Policy and Procedures, which govern actions related to assuring standards for all types of PSEO instruction, including concurrent enrollment.
Evidence of aligned learning expectations and outcomes can be found in paired syllabi for on-campus and CEP courses. A sampling of high school CEP syllabi were collected and paired with M State syllabi for the same course and submitted to NACEP as evidence.
Faculty and CEP teachers have academic freedom to develop their own course syllabi after Minnesota State system requirements and the M State curriculum policy have been met. See the "Syllabus Checklist and Template" for CEP syllabus requirements. The "Sample Syllabus" is a tool developed for CEP teachers to reference when creating their syllabus. M State faculty mentors review CEP course syllabi and course outlines with the high school instructor to ensure consistency in course outcomes and expectations.
The college ensures that CEP students are held to the same grading standards as those expected of students in on campus sections.
M State's Concurrent Enrollment Program uses an in-depth, hands-on mentoring process to ensure that all students are held to the same grading standards as those expected of students in the College's on campus sections. This critical mentor responsibility is published in our CEP handbook (page 3) and on the Faculty Mentor webpage.
Additionally, M State's CEP uses the annual professional development day to facilitate dialog among mentors and teachers in like disciplines regarding grading and grade-expectations. Grading standards and best practices are topics covered in the New Teacher Orientation and discussed in ongoing discipline specific trainings, meetings and observations. Some faculty mentors will infuse grade norming activities with their high school instructor into the class observation/mentor meeting.
CEP students are assessed using the same methods (e.g., papers, portfolios, quizzes, labs, etc.) as students in on-campus sections.
M State's Concurrent Enrollment Program relies heavily on the mentoring process to ensure that all students are assessed using the same or equivalent methods as students in on-campus sections. This critical mentor responsibility is published in our CEP handbook (page 4) and on the Faculty Mentor webpage.
Per the Minnesota State College Faculty (MSCF) union contract policy, Article 23, Section 3, faculty have academic freedom to develop and implement their own assessments. M State cannot force the use of any individual assessment tool or method, per this union contract. Individual lessons, models, methods and pedagogy are determined by each instructor in direct consultation with the mentor. Instructors are required to meet or exceed the competencies listed in the official college course outline and assess for those competencies. The assessment of M State's individual course competencies is not subject to academic freedom.
Faculty mentors will often infuse assignment and assessment alignment activities in their meetings and class observations with the high school CEP instructor. Many CEP instructors (spanning a variety of disciplines) choose to use identical assessment methods to that of their faculty mentor (examples were submitted as evidence).
M State's CEP uses the annual professional development day to facilitate dialog among mentors and teachers in like disciplines regarding assessments and course competencies. Additionally, course competencies and assessment methods are topics covered in the New Teacher Orientation and discussed in ongoing discipline specific trainings, meetings and observations.
*Paired assessments from college and concurrent classes were submitted as evidence in the final application portfolio.
Last modified: July 18th, 2017 at 03:15pm