Standards Curriculum (C) Faculty (F) Students (S) Assessment (A) Program Evaluation (E)

1. Standards Curriculum (C) Faculty (F) Students (S) Assessment (A) Program Evaluation (E)

2. Curriculum C1 College or university courses administered through a CEP are catalogued courses and approved through the regular course approval process of the college or university. These courses have the same departmental designation, number, title, and credits; additionally these courses adhere to the same course description. C2 College or university courses administered through a CEP are recorded on students’ official academic record of the college or university. C3 College or university courses administered through CEPs reflect the pedagogical, theoretical and philosophical orientation of the colleges and universities sponsoring faculty and/or academic department.

3. Faculty F1 Instructors teaching college or university courses through the CEP meet the academic requirements for faculty and instructors teaching in post-secondary institutions as stipulated by the respective academic departments. F2 The post secondary institution provides high school instructors with training and orientation in course curriculum, assessment criteria, course philosophy, and CEP administrative requirements before certifying the instructors to teach the college/university’s courses. F3 Instructors teaching the CEP sections are part of a continuing collegial interaction, through annual professional development, required seminars, site visits, and ongoing communication with the post-secondary institution’s faculty and CEP administration. This interaction addresses issues such as course content, course delivery, assessment, evaluation, and professional development in the field of study.

4. Students S1 High school students enrolled in courses administered through a CEP are officially registered or admitted as degree-seeking, non-degree or non-matriculated students of the sponsoring post-secondary institution. S2 Post-secondary institutions outline specific course requirements and prerequisites. S3 High school students are provided with a student guide that outlines their responsibilities as well as guidelines for the transfer of credit.

5. Assessment A1 CEP students are held to the same standards of achievement as those expected of students in on-campus sections. A2 Every section of a course offered through a CEP is annually reviewed by faculty from that discipline and CEP staff to assure that grading standards meet or exceed those in on-campus sections. A3 CEP students are assessed using the same methods (e.g. papers, portfolios, quizzes, labs, etc.) as their on-campus counterparts.

6. Program Evaluation E1 The CEP conducts annual program assessment and evaluation of its practices including at least course evaluations by CEP students and follow-up of the CEP graduates who are college or university freshmen. Qualified evaluators/researchers and/or the college’s or university’s institutional research office conduct and analyze evaluations and assessments. E2 The CEP conducts, every 5 years, an impact study of the CEP on participating high school instructors, principals and guidance counselors. Qualified evaluators/researchers and/or college’s institutional research office conducts evaluations and assessments. E3 The CEP conducts, every 5 years, a follow-up of CEP graduates who are seniors in a college or university. Qualified evaluators/researchers and/or college’s institutional research office conducts evaluations and assessments.

7. Proposed StandardsCurriculum (C)Faculty (F)Students (S)Assessment (A)Program Evaluation (E)New Category – Admin. (AD)New – Program (P)New-Definition (D)

8. Curriculum C1 College or university courses administered through a CEP are catalogued courses and approved through the regular course approval process of the college or university. These courses have the same departmental designation, number, title, and credits; additionally these courses adhere to the same course description and learning outcomes. C2 College or university courses administered through a CEP are recorded on students’ official academic record of the college or university. There are no designations or other indications that the students’ credit were earned in a CEP. C3 College or university courses administered through CEPs reflect the pedagogical, theoretical and philosophical orientation of the colleges and universities sponsoring faculty and/or academic department. The burden of adhering completely to the college’s or university’s course requirements, including all prescribed content, learning objectives, activities, and assessment is borne by the high school.

9. Faculty F1 Instructors teaching college or university courses through the CEP meet the academic requirements for faculty and instructors teaching in post-secondary institutions as stipulated by the respective academic departments or university/college policy. F2 The post secondary institution provides high school instructors with training and orientation in course curriculum, assessment criteria, course philosophy, and CEP administrative requirements before certifying the instructors to teach the college/university’s courses. The post secondary institution provides to approved high school instructors a college/university faculty identification card, faculty access to library and academic resources, and an e-mail/Internet account to support the concurrent enrollment course and to facilitate communication between instructors, the faculty liaison, and the CEP administrators. F3 Instructors teaching the CEP sections are part of a continuing collegial interaction, through annual professional development, required annualseminars at the post secondary campus, a minimum of one site visit per course section, and ongoing communication with the post-secondary institution’s full-time faculty and CEP administration. This interaction addresses issues such as course content, course delivery, assessment, evaluation, and professional development in the field of study.

10. Students S1 High school students enrolled in courses administered through a CEP are officially registered or admitted as degree-seeking, non-degree or non-matriculated students of the sponsoring post-secondary institution. S2 Post-secondary institutions require high schools and/or high school instructors to provide students with specific course requirements and prerequisites. Students should receive a syllabus on the first day of instruction. S3 High school students are provided with a student guide or a program overview with the student handbook Website URL that contains the following information: student responsibilities, guidelines for the transfer of credit, academic integrity policy, and adding, canceling, and withdrawing from courses.

11. Assessment A1 CEP students are held to the sameminimum grading standards as those expected of students in on-campus sections. A2 Every section of a course offered through a CEP is annually reviewed by faculty from that discipline and CEP staff to assure that grading standards of achievementmeet or exceed those in on-campus sections. The college/university institutional research office analyzes assessments and assessment results to ensure CEP student grading standards and learning outcomes meet or exceed those of on-campus students. The institutional research office results are reported to the discipline faculty and CEP administrators. A3 CEP students are assessed using the same methods as their on-campus counterparts e.g. papers, portfolios, quizzes, labs, tests, mid-term and final examinations, presentations, and research papers. College/university departments may require use of the same assessment instrument, i.e. the same final examination at all the high schools, or may require the college/university examination to be administered during the same term or one term after it is offered on-campus.

12. Evaluation E1 The CEP conducts end-of-term course evaluations for each course offered through the CEP. The course evaluations are conducted according to college/university policy by qualified evaluators/researchers and/or the college/university institutional research office conducts and analyzes CEP evaluations. E2 The CEP conducts an annual follow-up survey, using the approved NACEP survey/questions, of the CEP graduates who are college or university freshmen. The survey protocol will employ either mail or web based survey methods (random sampling) that include – initial contact with former CEP graduates, and a second follow-up contact with non-respondents. A confidence interval of 90% (or higher) is expected. The survey is conducted by Qualified evaluators/researchers and/or the college’s or university’s institutional research office conducts and analyze evaluations and assessments.

13. Evaluation E3 The CEP conducts annualfollow-up surveysof CEP graduates who are seniors in a college/university, typically four or five years after the students participated in the CEP.Qualified evaluators/researchers and/or college’s institutional research office staffconducts evaluations by selecting the appropriate sample size to achieve a high level of confidence in the results and reports the findings to CEP and college/university administrators. E4 The CEP conducts, every 5 years, a follow-up survey of CEP teachers, high school principals, high school guidance counselors, school district superintendents, college/university CEP faculty liaisons, department chairs, and deans. College/University institutional research office staff or qualified evaluators/researchers conduct the evaluation, analyze the results, and report findings to the CEP administrators who create and disseminate an executive summary.

14. Evaluation E5 Every CEP class section of the college/university course is systematically visited by the subject specific faculty liaison, who is a college/university faculty member or emeritus faculty member, or an experienced, retired CEP teacher subject specialist operating under the direction of the college/university faculty liaison. The CEP site visit includes an observation of the teacher in the CEP classroom setting, review of graded student work, consultation with select students to determine adherence to college/university policies and the level of academic rigor of the course, and consultation with the CEP teacher after the observation. Submission of a written site visit report to the CEP administrators and department char states whether the CEP teacher and the CEP students in the course section meet or exceed the requirements of the on-campus course, and may recommend specific teacher professional development opportunities or additional CEP courses which may be taught by the CEP teacher.

15. New---Administration AD1 The college or university provides to its CEP, for administration of the program, a minimum of 10% of the tuition, FTEs, state funding, and any other revenues earned by the CEP. Salaries and benefits of all necessary staff members will not be deducted from this minimum 10%. AD2 If the CEP serves 200 students or more, and oversees 10 CEP faculty members or more, at least one full-time director or coordinator will be responsible for the program, with 100% of his/her time devoted to the CEP. Revised--CEPs serving 400 unduplicated head count students or more per year, and coordinating at least 10 CEP faculty members, will have at least one (1) FTE CEP director/coordinator plus a one-half (.5) FTE) support staff member at the college/university dedicated to supporting the program. AD3 The college/university will devote at least .1 (10%) of a FTE Institutional Research employee and/or .2 (20%) of a FTE graduate student skilled in statistical analysis and assessment, working under the direction of the Institutional Research department, to support the CEP evaluation and assessment requirements to earn or sustain NACEP accreditation of the CEP.

16. New- Program P1 The CEP will provide to the NACEP review team an electronic mailing list of high school partners, including principals, guidance counselors, CEP teachers, and key CEP program contact. The NACEP review team will randomly select three CEP partners in the high schools for comment on the specific CEP’s overall level of program quality and service.

17. New-Definition • Through Concurrent Enrollment Partnerships, qualified students can earn college credit prior to high school graduation. CEPs differ from other pre-college credit programs because high school instructors teach the college courses during the normal school day. Such programs provide a direct connection between secondary and post-secondary institutions and an opportunity for collegial collaboration.

18. New-Definition Cont. • Although courses in some CEPs may have some elements or characteristics of the programs stated below, CEPs are distinct programs from the following: • Programs in which the high school student travels to the college campus to take courses prior to graduation during the academic year or during the summer. • Programs where college faculty travel to the high school to teach courses to the high school students. • The College Board Advanced Placement Program and the International Baccalaureate Program where standardized tests are used to assess students’ knowledge of a curriculum developed by a committee consisting of both college and high school faculty.