Faculty Mentors

Concurrent Enrollment Program mentor expectations

Faculty mentors serve a critical role in ensuring that courses meet M State rigor, outcomes and quality. The high school instructor must be committed to meeting program guidelines in order to teach college-level courses in the high school.

Mentor expectations include:

  • Conduct meetings and visits with high school instructors:
    With a new mentoring relationship, where either the concurrent enrollment instructor or course is new, the mentor completes two classroom observations. Mentors also do a pre-class meeting, which can be done using technology. The remaining two meetings can be done using technology or in person.

    With a mentoring relationship where the concurrent enrollment instructor has taught the course before, the mentor completes one classroom observation. The remaining two meetings for that assignment can be done using technology or in person.

  • Provide course-specific training in course philosophy, curriculum, pedagogy and assessment prior to the high school instructor teaching the course using the Orientation and Training Form.
  • Provide support, guidance and mentoring for concurrent enrollment high school instructors to ensure the delivery of a quality, collegiate-level learning experience for concurrent enrollment students.
  • Review and discuss the course syllabus and course outline with the high school instructor to ensure consistency in course outcomes and expectations.
  • Review and discuss grading practices to ensure standards are similar to those in on-campus courses.
  • Review and discuss assignments and assessments to ensure students are being assessed using methods similar to those in on-campus courses.
  • Mentor the high school instructor on college-level subject matter, course guidelines, required materials, assignments, assessments, grading, student engagement and academic rigor.
  • Provide relevant M State academic policies and procedures to the instructor upon request.
  • Ensure students have access to library and other college services to assist them in their academic success.
  • Submit a mentor report for every course at the end of every term.
  • Comply with NACEP accreditation requirements to provide evidence of paired students assessments, paired syllabi and a signed Statement of Equivalency upon request by CEP staff.
  • Attend and participate in the annual professional development day (Concurrent Enrollment Day) and/or provide one-on-one discipline-specific professional development to the high school instructor. Annual professional development and ongoing collegial interaction is a NACEP accreditation requirement which serves to further enhance instructor pedagogy and breath of knowledge in the discipline.
  • Document annual discipline-specific professional development topics and discussions, including any materials used or activities engaged in.
  • Understand the CEP Handbook and other mentor and teacher resources found on M State's Concurrent Enrollment website and in the Employee Portal > Files and Forms > K12 Collaborations.

Forms and resources

Teacher/mentor meeting and observation topics

Meeting topics may include:

  • Syllabus development and requirements
  • Course outline
  • Assignments and assessment criteria
  • Course curriculum (including materials and resources)
  • Pedagogy
  • Course philosophy and theory
  • Plagiarism
  • Grading
  • Overview of the CEP and handbook
  • Concurrent Enrollment Day
  • The length and number of classes and how they will be used to cover the subject matter of the course
  • Family Educational Rights and Privacy Act (FERPA) and MN Government Data Privacy Act
  • Disability services

Classroom observation topics may include:

  • Clarity of the lesson objectives
  • Organization of the presentation
  • Communication of subject matter
  • Demonstration of concept or principles examples
  • The monitoring of student learning and adjusting instruction appropriately
  • Receptiveness to students views and responses
  • Answering student questions clearly and positively
  • Summarization of key points
  • Definition of terms and background information given when necessary
  • Student engagement and/or involvement in classroom activities
  • The methodology used to assess student learning

CEP instructor orientation and training

One planning meeting between the faculty mentor and high school instructor must occur prior to the start of the course. This meeting will include a comprehensive Instructor Orientation and Training with course-specific content including course curriculum, assessment criteria, pedagogy, course philosophy and theory. Other agenda items will include the CEP Handbook, administrative responsibilities, programmatic policy and procedures and ongoing/annual professional development.