LCSC faculty who partner with high school teachers to develop Dual Credit courses are the foundation of Early College Programs. It is through their curriculum oversight, mentoring, and support that Dual Credit quality and academic rigor are maintained at a college level.
High school instructors teaching Dual Credit courses must meet the academic requirements for faculty teaching at LCSC as stipulated by the respective instructional divisions. Academic qualifications vary depending on the discipline, meaning each department sets its own standards for selecting Dual Credit affiliates.
College faculty, high school faculty, and courses offered for Dual Credit must comply with both the Idaho State Board of Education standards and National Alliance of Concurrent Enrollment Partnerships (NACEP)standards that govern Dual Credit Programs. LCSC faculty and high school faculty must also have the approval of their administration before engaging in any Dual Credit partnerships.
1. Provide orientation and training to new teachers prior to the start of a new Dual Credit course.
- Review syllabus to ensure that course is in alignment with the on-campus course.
- Provide course-specific training in course philosophy, curriculum, pedagogy, and assessment.
- Ensure that learning outcomes are measured using comparable grading standards and assessment methods to on-campus sections.
- Complete a signed and dated Training Checklist and submit to Early College Programs prior to the start of the course.
2. Conduct classroom observations.
- Observe the classroom of each course once per term/year. Additional site visits are encouraged.
- Site visits for Fall semester courses must be completed by November 1.
- Site visits for year-long and Spring courses must be completed by April 1.
- Site visits should be collegial and allow for student interaction and a review of graded materials. Team teaching and/or other cooperative efforts are also encouraged.
- Liaisons must inform building supervisors (main offices) of site visits in advance.
- Liaisons must complete a signed Course Observation Form.
3. Provide professional development and continued support for teachers.
- Collect and review syllabi before classes begin each year.
- Provide annual discipline-specific professional development for teachers.
- Provide ongoing guidance for teachers via phone, email, shared resources, or additional visits as needed.
- Encourage teachers to visit campus (with or without their students) and participate in lectures, labs, projects, research, etc. Inform Early College Programs in advance of campus visits by students.
At the end of the academic year, all Faculty Liaisons must submit a final report to both the Division Chair and Early College Programs for each course overseen. This report includes the Course Observation Form. No payment will be made to faculty prior to the report being submitted satisfactorily.
The report MUST use the following document templates.
Email both documents to [email protected] no later than May 18th.