Concurrent Enrollment/Dual Credit

Teacher/Faculty Information

Missouri Western complies with the Coordinating Board for Higher Education policy on concurrent enrollment/dual credit delivery.

Program Structure and Administration

  • Concurrent enrollment/dual credit courses, including course content and course requirements, offered in high schools must duplicate the identical course offerings delivered on campus to matriculated students. On-campus college faculty must ensure that each concurrent enrollment/dual credit course has the same level of academic rigor and comparable standards of evaluation as that of its campus-based equivalent.
  • Institutions must ensure that assignments and grading criteria are identical to, or are of comparable design, quality, and rigor to the equivalent campus-based course. Elements of the concurrent enrollment/dual credit course to be approved by the on-campus college faculty in the appropriate academic discipline include the syllabus, textbook(s), teaching methodology, and student assessment strategies.
  • Concurrent enrollment/dual credit courses must be approved for concurrent enrollment/dual credit status by the institution of higher education, and the credit awarded must be deemed acceptable in transfer by the faculty of the appropriate academic department (unit) of the college.
  • Institutions of higher education should facilitate frequent, consistent, and timely communication with the high schools in which they provide concurrent enrollment/dual credit courses. That communication should address the scheduling of courses, compliance with statewide concurrent enrollment/dual credit policy, identification and resolution of problems that occur, and evaluation of each concurrent enrollment/dual credit course.
  • Because discrete classes that totally separate concurrent enrollment/dual credit from non-concurrent enrollment/dual credit students may be prohibitive to operate in some cases, those classes with a mixed population must show evidence of collegiate level expectations for all students in the course. All high school students enrolled in a concurrent enrollment/dual credit course must meet the same requirements for completion of the course, whether or not the student is simultaneously registered for college credit.
  • In order to limit or prevent retroactive registration, a practice that permits students to choose whether to register for courses for college credit late in the semester, students enrolled in concurrent enrollment/dual credit classes should adhere to the dates comparable to those specified on the college campus for registration, drop, withdrawal, or refund.

Faculty Qualifications and Support

  • High school instructors of concurrent enrollment/dual credit courses are, in effect, adjunct instructors of the college or university providing concurrent enrollment/dual credit. As for any instructor of college-level courses, high school instructors of concurrent enrollment/dual credit courses shall meet the requirements for faculty teaching in institutions of higher education, as stipulated for accreditation by the Higher Learning Commission. Concurrent enrollment/dual credit instructors shall possess an academic degree relevant to what they are teaching and at least one level above the level at which they teach, except in programs for terminal degrees for which they must possess the same level of degree. Instructors using credentials for qualification with a master’s level degree in a discipline or subfield other than that in which he or she is teaching must have completed a minimum of 18 graduate credit hours in the discipline in which he or she is teaching.
  • New concurrent enrollment/dual credit instructors must participate in orientation activities provided by the concurrent enrollment/dual credit provider institution and/or academic department.
  • In order to assure comparability of the concurrent enrollment/dual credit course with the corresponding college course and to foster collaboration between high school instructors and college faculty, academic departments at the institution shall provide instructors of concurrent enrollment/dual credit courses with support services. These include, but are not limited to, opportunities for concurrent enrollment/dual credit instructors to discuss concerns and to share information with each other and with the institution of higher education, access to appropriate professional development opportunities, and mentoring offered either exclusively to concurrent enrollment/dual credit instructors or to both campus-based faculty and concurrent enrollment/dual credit instructors.
  • The chief academic officer of the postsecondary institution is responsible for involving full time faculty in the appropriate academic department in the selection and evaluation of all concurrent enrollment/dual credit instructors. Concurrent enrollment/dual credit instructors are evaluated regularly in accordance with established institutional policies and procedures. Regular on-site course evaluations at the high school should occur once a year for the first two years for new instructors. For all instructors, evaluations should occur a minimum of once every two years. Annual reports of student performance and feedback should also be utilized and analyzed with respect to the continuation of the concurrent enrollment/dual credit instructor.

Assessment of Student Performance

  • The responsibility for the development of assessment and evaluation measures to assure quality and comparability of concurrent enrollment/dual credit courses resides with the on-campus college faculty in the appropriate academic discipline. In general, comparability between the concurrent enrollment/dual credit course taught in the high school and the corresponding course taught on the college campus should be demonstrated by using the same methods of assessment or identical testing procedures, and by employing the same means of evaluation, which will be supervised by the appropriate faculty on the college campus.
  • In atypical cases, when different tests are constructed and the high school teacher performs independent evaluations, the burden shifts to the institution to demonstrate the comparability of concurrent enrollment/dual credit courses and to ensure a common standard of grading. The use of nationally-normed instruments is recommended when the substance of the nationally-normed test is consistent with the learning objectives of the concurrent enrollment/dual credit course. Locally developed assessments must be administered to both on-campus and concurrent enrollment/dual credit students in order to provide the on-campus college faculty in the appropriate academic discipline with data appropriate to demonstrate comparability. Nonetheless, any specialized assessment of concurrent enrollment/dual credit courses must emulate the on-campus institutional assessment plan required by the Higher Learning Commission, including the identification of the general education learning objectives and outcomes.
  • Concurrent enrollment/dual credit providers should compare the concurrent enrollment/dual credit course to assessments of student learning outcomes in similar courses taught on-campus.

To view the entire CBHE policy on concurrent enrollment/dual credit delivery, please visit: