Dual Enrollment Program Administrative Handbook · Dual Enrollment Contract available online or at the end of this handbook. Dual Enrollment Program 3 ... what has made MCC a smart

Dual Enrollment Administrative Handbook, August 2019

Dual Enrollment Program

Administrative Handbook For

High School Teachers

Administrators

MCC Faculty


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Table of Contents

Welcome and Introduction

About MCC

MCC Dual Enrollment Program

Accreditations and MCC Schools

Administrative Overview

College Policies and Dual Enrollment

o FERPA o Attendance o Materials o Academic Honesty o Prerequisites, Registration, and Grades o Enrollment Closure o Drop for non-payment o Requesting a Transcript o Course Cancellation o Withdrawal

Service Area and Out of County High Schools

MCC Schools

Establishing a Dual Enrollment Course at Your High School

High School Teacher Certification

Role of High School Primary Contact and Role of the High School Teacher

Role of the MCC Faculty Liaison and Site Visits

Glossary of College Terms

Appendix A (List of Approved Courses), Appendix B (High School Teacher

Requirements)

Dual Enrollment Contract available online or at the end of this handbook.

https://www.monroecc.edu/depts/dualenrollment/for-administrators/


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onroe Community

College’s Dual Enrollment

Program works with high

schools to provide college

credit courses to students. The

Dual Enrollment office facilitates

communication between high

schools and the college to create

partnerships for a common purpose

of preparing students for success

beyond high school.

This Administrative Handbook is a

tool I know will be a valuable

resource for all involved in Dual

Enrollment. As a partner, MCC

values educational excellence and

sharing information.

This handbook helps clarify roles

and responsibilities, outline the

structure of Dual Enrollment, and

facilitates the forging of strong,

long-term partnerships.

The Dual Enrollment Program is

another way MCC inspires students

every day.

Sincerely,

Mary Méndez Rizzo

Dual Enrollment Coordinator

M


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Inspiring since 1961.

Innovation has always been at the heart

of Monroe Community College. For more

than 50 years, we’ve evolved to meet the

ever-changing needs of our students and

our community. We’ve developed new

and exciting degree programs, created

unique educational and workforce

initiatives, and built contemporary urban

and suburban campus facilities.

Monroe Community College was

established in 1961 under founding

chairman, Samuel J. Stabins, M.D. MCC’s

first Board of Trustees comprised

Rochester’s leading professionals in

business, health care, education and law

as appointed by Monroe County and New

York State. That same year, MCC was

established as a member of the State

University of New York (SUNY) System.

Carrying on the vision of our founders,

MCC continues to provide a quality

education at an affordable price. Today,

we offer more than 100 outstanding

academic programs taught by award-

winning faculty members for a much

lower cost than private colleges. That’s

what has made MCC a smart choice for

half a century. Since 1961, nearly half a

million people have been inspired by

MCC. We hope to continue our traditions

of innovation and value for many years to

come.

College Vision

Monroe Community College will be the

nationally recognized leader in

championing equity, opportunity,

innovation, and excellence while

transforming students’ lives and

communities.

Mission

Monroe Community College, through

access to affordable academic programs,

leads excellence and innovation in higher

education, inspires diverse students to

transform their lives and communities,

drives regional economic development,

and builds global engagement and

understanding.


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MCC Dual Enrollment

Program

Since 1995 Monroe Community College

has partnered with local school districts

to enhance academic opportunities and

college accessibility. Initially known as

the Tech Prep Program where the focus

was on technical and trade courses, the

program grew to include academic as well

as technical courses, and in 2001 became

known as the Dual Credit program.

Staying true to the main objective, the

program strives to provide opportunities

for students to earn college credit while in

high school and get a jump-start on their

college and career trajectory.

Through the years, the program has

expanded throughout Monroe county and

Genesee, Ontario, Orleans, Livingston, and

Wayne counties. With over 70 courses

(Appendix A) and more than 50 high

school and BOCES partners, the program

is one of the largest concurrent

enrollment programs in New York State.

In 2012, the program adopted the name

Dual Enrollment to more accurately

reflect the philosophy of the program:

that students are engaging in college level

work, expectations and rigor by enrolling

in a college course while enrolled in high

school.

Program Vision

Monroe Community College and area

school districts working together to

support high school student development

toward college and career success.

Purpose

The Dual Enrollment program values

academic excellence, collaboration, and

information sharing. Our purpose is to

promote partnerships with schools and

districts to share curricula and high-

impact practices, introduce students to

college culture, and help prepare high

school students for post-secondary

opportunities at MCC.


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Accreditations

MCC is accredited by the Middle States Commission on Higher Education, the unit of the

Middle States Association of Colleges and Schools that accredits degree-granting colleges

and universities in the Middle States region, which includes Delaware, District of Columbia,

Maryland, New Jersey, New York, Pennsylvania, Puerto Rico and U.S. Virgin Islands.

Curricula are registered and approved by the New York State Department of Education and

the State University of New York.

The MCC Dual Enrollment program is accredited through the National Alliance of

Concurrent Enrollment Partnerships (NACEP). NACEP works to ensure that college

courses taught by high school teachers are as rigorous as courses offered on the sponsoring

college campus. As the sole accrediting body for concurrent enrollment partnerships,

NACEP helps colleges adhere to the highest standards so students experience a seamless

transition to college and teachers benefit from meaningful, ongoing professional

development. NACEP quality standards can be found here:

http://www.nacep.org/docs/accreditation/NACEP_Standards_2017.pdf .

Finally, MCC is a member of the League for Innovation in the Community College. The

League provides direction and leadership for experimentation and innovation in two-year

colleges. Its members are recognized as the best community colleges in the United States

and Canada.

Schools at MCC

In Fall 2016, MCC instituted degree pathways which clarify the specific coursework needed

to complete MCC degrees / certificates. All students, including “undecided” and those

wishing to complete only their “Liberal Arts” classes, are matriculated into a pathway. Each

pathway is housed in an academic home or “School”. The seven (7) MCC schools are:

Many Dual Enrollment courses are part of a pathway leading to an MCC degree or certificate. To learn more about MCC Schools and career pathways visit www.monroecc.edu/schools.

http://www.nacep.org/docs/accreditation/NACEP_Standards_2017.pdf


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Administrative Overview

This section of the Administrative Guide will serve to outline the various processes

involved in Dual Enrollment. By sharing these “behind the scenes” processes, we hope to

increase transparency and understanding.

What is Dual Enrollment?

Dual Enrollment is an MCC course:

Offered at a high school location during the regular school day,

With a high school teacher whose background is similar to an on-campus adjunct,

The course runs concurrently with a high school class (is embedded in the high

school class format),

And counts as BOTH credit toward high school graduation as well as credit toward

an MCC certificate or degree.

The Monroe Community College Dual Enrollment program is one of the largest in New York

State.

34 School Districts, 6 Counties

400 High School Teachers

Superintendents, Principals, Building

Administrators

Students (approximately4,500 per year)

80 MCC Faculty

Parents, Guardians, Advocates

MCC Dual Enrollment program

Accreditors, College Administrative Offices, and Faculty Contract


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Length of Dual Enrollment courses

Dual Enrollment Calendar

Some high school classes run for half year

and others run the full academic year. There

are three possible terms (or semesters) for

Dual Enrollment courses: Fall only, Spring

only, and full-year.

Approximate term lengths are:

Fall only – begins in September and runs

through January.

Spring only – begins in February and runs

through June.

Full year – begins in September and runs

through June.

August – Dual Enrollment promotional materials are delivered to schools. Schools disseminate to teachers, classrooms, and families. A preview of courses offered at each school is available online.

September – registration opens for Fall and full-year courses. An email confirmation is sent to the student and parent email provided. Within one week of registration, student is mailed an account activation letter with information required to activate MCC student account, apply for scholarships, and pay the bill online. High school teachers can access rosters online which show the students that have registered for college credit. October – registration closes. Scholarships are processed and applied to the bill for award winners. Students are mailed an official college bill. During this month, student payment activity is monitored. Automatic calls and mail are used to remind / encourage payment. Low enrolled courses may be cancelled. When courses are cancelled the Dual Enrollment office sends an email to the teacher and faculty liaison. Also during October, the Dual


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Enrollment office begins planning for Spring semester courses. Dual Enrollment staff are available for high school Open House/Parent Nights. November – Dual Enrollment tuition is due. Students with unpaid bills will be “de-scheduled” or dropped from the MCC roster. There is no academic or financial penalty for students that are dropped. Students may remain in the class for high school credit only. Faculty liaisons may conduct class visits.

December – faculty liaisons facilitate exams (midterm and finals) and conduct class visits. Students receive an electronic evaluation via email of their Fall course. Spring course schedule is finalized and is available for “preview” on the Dual Enrollment webpage.

January – Fall course withdrawals are due in early January. Dual Enrollment promotional materials for Spring classes are delivered to schools. Fall course final grades are due in late January. Dual Enrollment staff members are available for high school curriculum planning night presentations.

February – registration opens for Spring courses. An email confirmation is sent to the student and parent email provided. Within one week of registration, student is mailed an account activation letter with information required to log in to the MCC student account and pay the bill online. High school teachers and MCC faculty liaisons are emailed weekly rosters to show which students have registered for the college course. Registration will close by the middle of the month. Sections with low enrollment may be cancelled. Faculty liaisons continue communication with partner teachers and may conduct class visits. Fall grades are available online via student portal.

March – Scholarships are processed and applied to the Spring bill for award winners. Students are mailed an official college bill. During this month, student payment activity is monitored and automatic calls and post mail are used to remind / encourage payment. Also during March, the Dual Enrollment office begins planning courses for next academic year. Schools are contacted and asked for details needed to build the schedule. Faculty may conduct class visits.

April – Dual Enrollment tuition is due. Students with unpaid bills will be “de-scheduled” or dropped from the MCC roster. There is no academic or financial penalty for students that are dropped. Students can remain in the class for high school credit only. Faculty may conduct class visits. Full-year course withdrawals are due near the end of April.

May – faculty facilitate final exams and conduct site visits. Student evaluation of Spring course is emailed to students. Spring course withdrawals are due near the end of May. High school course requests for the following year are due.

June – Full-year and Spring course final grades are due in June. Full Year and Spring grades are available online via student portal. Academic departments make final approval decisions on Dual Enrollment master schedule for the upcoming year.


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College Policies and Dual Enrollment

Overview

Students who register for a Dual Enrollment course earn college credit while in high school.

Because the course is offered for MCC credit, MCC administrative policies apply to the

course. This distinction is important since high school processes for communicating with

students, enrolling in a class, and grading schematics may be different.

FERPA

Family Educational Rights and Privacy Act

rules state: “When a student turns 18 or

attends a school beyond high school level

at any age, all rights afforded to parents

under FERPA transfer to the student.” In

essence, MCC will communicate directly

with the student for purposes of

registration and billing. With regard to

Dual Enrollment students, FERPA rules

allow for the high school and MCC to

freely share information regarding

students they have in common. College

administrative offices are happy to assist

parents but may be limited with the

information that can be shared.

Attendance

Prompt and regular attendance at all class

and laboratory sessions is expected.

Excessive absence may be reported and

may adversely affect the student’s

academic achievement in a particular

course.

Materials

High school teachers use the college

curriculum, and follow the college course

information sheet. The textbook,

assessments, and other instructional

materials have also been reviewed and

approved for use by the MCC faculty

liaison supervising the course.

ACADEMIC HONESTY

In the academic process, it is generally

assumed that intellectual honesty and

integrity are basic responsibilities of the

student. Violations of these

responsibilities consist mainly of cheating

and plagiarism. Cheating is defined as the

unauthorized use or exchange of

information by students or others for the

purpose of achieving unfair advantage in

the classroom or assessment process.

Plagiarism is using someone else’s work

as if it were one’s own, whether or not it

is done intentionally. This includes, but is

not limited to: using the exact language,

using nearly the exact language, and using

ideas without showing they originated in

another’s work. The work taken from

another person or source (including

publications, web sites, speeches, etc.)

may be as little as an isolated formula,

portions of a speech, a simple sentence,

an idea, or as much as entire paragraphs,

papers, or writings of professionals and

other students.


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The Monroe Community College Catalog

and Student Handbook (available online)

describes the college’s expectations

regarding academic honesty in more

detail, and outlines the procedures for

handling violations of this policy as well

as disciplinary action which may be

executed.

Course Prerequisites

Since the Dual Enrollment course is a

college class running at the high school

location, MCC course prerequisites apply.

Some courses require evidence of a level

of skill or knowledge before a student can

register. In some cases, the MCC

prerequisite is different than the high

school prerequisite for the class. As

stated in the MCC Catalog and Student

Handbook:

“Admission to a particular course

may be denied to students without

the background and/or prerequisites

deemed necessary by the College.

The College reserves the right to

evaluate students for their readiness

for a particular course or activity

and to require appropriate

documentation of a student’s

readiness.”

Students/teachers/schools will be asked

to provide prerequisite information in the

form of transcripts, standardized test

reports, and/or ACCUPLACER test results.

Registration for Dual Enrollment courses

takes place online. Students with no

Internet access and those with special

residency designations can complete a

paper registration form. Registration

information is delivered to schools in

August for courses beginning in

September and in January for courses

beginning in late January / early February

giving schools ample time to inform their

community about the courses available to

them. Since MCC does not have direct

access to students in designated Dual

Enrollment classes, we rely on the high

school teacher and school to disseminate

registration information so that students

and families are informed and can meet

registration timelines.

The Dual Enrollment Program adheres to

the college schedule adjustment period.

The schedule adjustment (add / drop)

period is the first three weeks of each full

semester course. During this time

students may drop the Dual Enrollment

course with no financial or academic

penalty.

Only students who officially register

during the open registration period will

be added to the MCC roster.* This

requirement is in contrast to high school

policies that allow students to adjust their

schedule via their counselor. Students

who miss the registration period or add

the high school class to their schedule


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after the MCC registration deadline has

passed will not be eligible for MCC credit.

*Students added to the roster have

also met MCC prerequisite

requirements for the course.

Grades

The MCC final grade will be calculated

according to the standard set by the

College, and the high school grade will be

calculated according to the high school

standard. The MCC grading standard for

each course is outlined on a Course

Information Sheet. Some Dual Enrollment

courses require an additional project or

exam and / or may not accept extra credit

and late work. For these reasons, a final

high school grade may be different from

the MCC grade.

The college uses a +/- letter grading

system for courses. The conversion of a

numerical class grade to an MCC letter

grade is determined by each MCC

department. The high school teacher will

consult with his/her MCC faculty liaison

for an explanation on grade conversion.

Enrollment Closure

No students may be registered for the

class once registration has closed or at

the end of the third week of the high

school class. The Enrollment Closure

policy is to prevent late and retroactive

registration, a practice that permits

students to choose whether to register for

college credit late depending upon

his/her performance in the class, prior

knowledge, or any other situation that

prevented timely registration.

High schools will disseminate registration

information so that students and families

are informed and can meet registration

timelines.

Drop for Non-payment

Students who register for Dual

Enrollment credit incur a bill from

Monroe Community College. The college

uses email, post mail, and automated

telephone messages to inform the student

of the bill and encourage on-time

payment.

Understanding that Dual Enrollment

students are generally under the age of

18, and not wanting an outstanding MCC

bill to negatively impact the student, the

college will de-schedule or “drop”

any student who does not pay their bill on

time. Students who are dropped for non-

payment will not owe any money to MCC

and will not be eligible to receive MCC

credit. They can however stay enrolled in

the high school class and earn high school

graduation credit.

Requesting a Transcript

All official academic transcripts must be

requested by the student. Official

transcripts may be requested online by

logging into the student account, in

person by visiting the Registration and

Records office at MCC, or by mail / fax.

For more detailed information on

requesting transcripts, visit


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www.monroecc.edu/depts/recreg/.

Transcripts are issued at no cost to the

student.

Course Cancellation

At times, conditions may exist that

preclude the offering or warrant the

cancellation of Dual Enrollment courses.

When a Dual Enrollment course is

“cancelled,” it is removed from the MCC

schedule of course offerings. High school

students who registered for the section

are dropped with no penalty; meaning

they incur no cost and there is no record

of the course on their college transcript.

The student remains in the high school

class, which will count toward high school

credit; however there will be no MCC

credit attached to the course.

Dual Enrollment courses will be cancelled

when:

Departmental supervision of the

course is not available.

The high school teacher is not

approved to instruct the

curriculum.

MCC has credible evidence that the

integrity of the course has been

compromised.

Additionally, courses may be cancelled for

low enrollment, which is when an

enrollment threshold is not met.

A high school principal may also request

that an active MCC Dual Enrollment

course be cancelled. Such requests must

be made in writing and before final

grades are recorded.

Compromised Course Integrity

If during the term the faculty liaison

determines the high school class is

misaligned, or the liaison has lost contact

with the high school teacher and is

therefore unable to determine the

progress of the course, the liaison will

contact the Dual Enrollment office and

initiate a sequence of corrective action.

The liaison and Dual Enrollment office

will outline a minimum of three

measurable objectives that must be met

by a specified date in order for the class to

remain active. This plan will be shared

with the high school teacher, dual

enrollment contact, and school principal.

Once the date of plan completion has

been reached, the faculty member will

review progress of the course and make a

recommendation for the course to:

remain active, be canceled, or outline

further corrective plan. If the course is

cancelled, registered students will be de-

scheduled and refunded accordingly.

http://www.monroecc.edu/depts/recreg/


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Withdrawal

If a student is not performing well in a

Dual Enrollment course, and it is

believed he/she may earn less than a C

grade, they may consider withdrawing

from the course. A withdrawal is

recorded on the MCC transcript as a

grade of “W”. In general, a W is less

academically harmful than a final grade

of D or F. The W grade will not affect the

student’s GPA, but it is important to note

that W grades may affect the student’s

future eligibility for financial aid.

Withdrawing from the MCC course has

no effect on the high school schedule.

This means a student may withdraw

from MCC credit but remain scheduled in

the high school class.

If the student and teacher agree that

withdrawing from the course is in the

student’s best interest, the teacher must

contact the MCC faculty liaison. In order

to receive the grade of W a student must

be officially withdrawn from the MCC

course. It is important to note the strict

withdrawal deadlines. Per college

academic policy a withdrawal cannot

be submitted at the time final class

grades are due. Failure to properly

withdraw from a course will result in the

student receiving the final letter grade

earned. Late withdrawals cannot be

processed. Students who no longer

attend class, quit school, or move out of

the district also must be withdrawn from

their MCC course. There is no tuition

refund for a course withdrawal.

Withdrawal for Health Reasons

In the case of a serious illness, injury, or

medical condition that results in an

extended absence, students may

withdraw from the course for medical

reasons. These requests must be made

in writing and must be accompanied by

documentation. These requests are

reviewed by committee and decisions

are final. Health withdrawal requests

can be submitted up until the date for

final grades.


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Service Area and Out of County High Schools

Monroe Community College serves high schools and BOCES locations within the limits of

Monroe County. According to SUNY guidelines, MCC has first right of refusal in working

with schools within Monroe County. This means schools will first seek Dual Enrollment

partnership with MCC and if MCC is willing and able, a partnership will be established. If

the high school teacher meets departmental standards for Dual Enrollment teachers, and

MCC is unable or unwilling to partner with the school for a particular course, this will be

stated in writing. A letter from the MCC Provost will be written allowing the school to seek

partnership with another community college. SUNY guidelines allow community colleges

to update agreements annually. Letters are not written when teacher credentials do not

match MCC criteria.

When a high school outside of Monroe County wishes to partner with MCC the process is

the same. The school will first seek partnership with the community college that serves the

county in which the school is located. If the community college is unable or unwilling to

partner with the high school, the Chief Academic Officer will write a letter allowing the

school to partner with MCC.

This process provides consistency in service delivery and maintains a transparent and

collaborative relationship within SUNY institutions.


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Establishing a Dual Enrollment Course at Your High School

If you would like to offer an MCC course for

credit at your school, and you are willing to

modify your high school curriculum to meet

our requirements, we encourage you to

review the list of courses MCC currently

offers for Dual Enrollment. Appendix A

provides a list of courses that are currently

offered for Dual Enrollment. The list may

change from year to year as college and

community needs change. If there is an MCC

course not on the list that you would like to

explore, please contact the Dual Enrollment

program coordinator for information and

guidance on how to proceed. We encourage

teachers to seek the support of their

Principal and Curriculum leader. If your

school already participates in Dual

Enrollment with MCC, we suggest you

contact your school / district Dual

Enrollment liaison so they are aware of your

request.

For a high school course to be considered for

Dual Enrollment credit, three key processes

must be completed:

1. High school teacher credentials must

be reviewed by MCC and match

published guidelines established by

each academic department.

2. High school curriculum must be

aligned to an MCC course, and the

teacher must attend course-specific

training.

3. MCC academic departments must

determine if faculty supervision is

available for the proposed course.

High School Teacher Credentials

High School Teachers are an essential

component to the Dual Enrollment process.

MCC criteria for teaching a course in high

school require high school teachers have the

academic background and experience

equivalent to adjunct faculty. High school

teachers are regarded with a high level of

respect and entrusted to convey the spirit

and rigor of the MCC experience in their

classroom.

Teacher credentials will be reviewed for

each individual course and each individual

teacher. When requesting a course, include

the teacher’s resume and unofficial

transcripts (both graduate and

undergraduate are required). Some

departments also require certifications. (See

Appendix B for teacher criteria breakdown

by course.)

High school teachers may be asked to meet

with a department chairperson or faculty


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member for an interview, training

workshop, and/or classroom visit before

being approved. See Appendix B “High

School Teacher Requirements” for

guidelines on teacher criteria.

High School Curriculum Review

If your course request and teacher are

approved, an MCC faculty member will work

directly with the high school teacher from

that point forward. If your request or

teacher is not accepted, we will provide you

with details about how we came to that

decision.

High School teachers and MCC faculty will

work together to create a Course

Information Sheet (CIS).

MCC Academic policy requires the

distribution of this information to students

in the Dual Enrollment class. The CIS is read

by many people, not just students. Faculty

and administrators at MCC and other

colleges review this information when

making decisions about transfer evaluations,

course content, and student grievances.

Faculty Supervision

An MCC Faculty member is assigned to every

high school Dual Enrollment course. The

faculty member is commonly referred to as a

Faculty Supervisor, Faculty Liaison, or

Faculty Mentor and works closely with the

approved high school teacher. The

relationship between high school and

college faculty is critical to the success of the

Dual Enrollment course. We strive to

provide teachers with the support and

resources needed to facilitate the college

experience in their classrooms. Our long-

standing, collaborative partnerships with

high school teachers are essential to the

Dual Enrollment process and we hold our

high school counterparts in high regard.

Where and When to Request new courses

We are committed to being responsive to

your requests for new Dual Enrollment

courses. To allow us the time needed to

review teacher credentials and faculty

availability, we ask that requests for

Fall/Full Year courses be made by May 15th,

and requests for Spring courses be made by

November 15th. Course requests and

teacher credentials can be submitted via

email to Mary Méndez Rizzo, Program

Coordinator, at [email protected] or

via post to MCC DUAL ENROLLMENT

OFFICE, 1000 East Henrietta Road,

Rochester, New York 14623.

mailto:[email protected]


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Dual Enrollment High School Teacher Certification

Overview

As a member of the National Alliance of

Concurrent Enrollment Partnerships

(NACEP), we follow published standards

of excellence for dual enrollment

programs. In MCC’s Dual Enrollment

program, high school teachers are a

crucial element in offering a high quality,

rigorous, college-level experience to

students. Students are only eligible for

MCC credit when they are seated in the

class of a Dual Enrollment- certified

teacher. For these reasons, a review of the

credentials of the proposed high school

teacher is required.

Dual Enrollment high school teachers

who meet educational and experience

criteria, as determined by MCC academic

departments, will either be “certified” or

“conditionally certified” to teach a Dual

Enrollment course at the high school. If

“conditionally certified” a letter will be

sent to the teacher and school with

additional information. Appendix B

outlines teacher requirements for each

MCC academic department and course.

Teacher criteria vary depending on the

MCC course, therefore it is possible for a

teacher to meet the established criteria

for one MCC course but not another. MCC

does not offer a general certification to

teach all courses.

Once certified, each high school teacher is

assigned a faculty liaison who will

provide detailed course information,

guidance and serve as an overall resource.

Length of Certification

Teacher certification is renewed annually

unless a situation arises that prohibits

recertification.

Certification can lapse or expire when:

The high school teacher does not

respond to faculty calls, emails,

and other communications

attempts.

The high school teacher does not

maintain departmental standards

for curriculum and / or grade

assignment.

The faculty member is prohibited

from visiting the school and

observing the classroom.

Changes in MCC policy, course

content, and / or accreditation

warrant a change in teacher

credentials.

A Teacher misses two or more

professional development

offerings.

A course offered with the teacher

shows a pattern of low or zero

enrollment.


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Lapse in Certification / Recertification

If certification should lapse or expire,

teachers can request recertification.

Written recertification requests should

include: Teacher name, High School, MCC

Course and High School class title, and a

brief explanation of circumstances that

contributed to the lapse in certification.

High school teachers may be asked to

resubmit credentials, or meet with a

department chairperson or faculty

member. Requests for recertification can

be submitted via email or post to the Dual

Enrollment Program Coordinator, Mary

Méndez Rizzo, [email protected],

1000 East Henrietta Road, Rochester New

York, 14623.

How to Apply to be a Dual Enrollment

Teacher

To apply to teach a Dual Enrollment

course, teachers must submit transcripts

of graduate and undergraduate

coursework. Unofficial transcripts are

acceptable for submission. Candidates

may also be required to submit a resume

and certifications. Since credentials are

reviewed in relation to a specific course,

applicants should indicate which MCC

Dual Enrollment Course they would like

to be considered for. Documents are

submitted via email or post to Mary

Méndez Rizzo, Coordinator of Dual

Enrollment.

Teacher Extended Absence /

“Substitute Teachers” /

In the case that an approved high school

teacher will be out of school for an

extended absence* or illness, the high

school will notify the Dual Enrollment

office immediately. The school

administration will provide the Dual

Enrollment office with credential

information (resume and transcripts) of

the substitute which will be reviewed by

the appropriate MCC department. After

review, the high school administration

and substitute will be notified as to

whether the substitute has been

approved to instruct the MCC curriculum.

MCC’s commitment to student success

extends to our Dual Enrollment

population and we will make every

attempt to achieve a positive outcome in

this situation. MCC will handle the course

in a manner it deems fit should the

substitute’s credentials not meet

published guidelines.

* An extended absence is when the

approved teacher is replaced by

substitutes, or a long-term substitute, for

a prolonged length of time.

mailto:[email protected]


20

Role of the High School Primary Contact

Communication regarding the overall implementation of dual enrollment programming

occurs between MCC’s Dual Enrollment office and a primary contact at each high school.

The primary contact is the schools spokesperson for questions and concerns and is the

person MCC will connect with for anything location-specific. The primary contact works to

gather and share information in a timely manner with their school community.

Role of the High School Teacher In Dual Enrollment

Overview

In MCC’s Dual Enrollment program, teachers certified to teach the MCC curricula at their

high schools uphold college standards for the course.

Role and MCC Expectations of the High School Teacher

The Dual Enrollment high school teacher will:

Maintain the philosophical, pedagogical, and theoretical orientation of the MCC

course in their classroom as shared by their MCC liaison.

Disseminate Dual Enrollment information to students in the class.

Inform students of registration deadlines and MCC course prerequisite

requirements.

Verify roster accuracy, and inform MCC faculty liaison of students to be withdrawn

or removed from the roster.

Submit final grades to MCC faculty liaison according to the Dual Enrollment

Important Dates schedule.

Share with MCC the academic information needed to determine student

prerequisites and course eligibility.

Provide a Course Information Sheet to all students registered for MCC credit.

Follow the MCC grading system for grades submitted to the faculty liaison.

Facilitate a site visit at the high school for the MCC faculty liaison.

Encourage students to complete the MCC Dual Enrollment course evaluation.

Attend an annual teacher orientation and / or MCC professional development

activity.

If necessary, maintain a high school grade book and an MCC record of grades if there

are differences in grading policies.

Contact the Dual Enrollment Program Coordinator if they experience difficulty

communicating with their faculty liaison.


21

Role of the Dual Enrollment Faculty Liaison

Overview

MCC departments and faculty work closely with high school teachers to provide a high

quality, rigorous, college-level experience for students. The faculty liaison will have on-

campus experience teaching the course. In addition to curricula, faculty share pedagogy,

course-specific theory, college expectations, and serve as a general resource for high school

teachers. The faculty-teacher relationship is highly regarded, important to the success of

the program, and beneficial to our mutual educational goals.

Role and Expectations of the MCC Faculty Liaison

The Dual Enrollment faculty liaison will:

Review high school teacher credentials and course instructional materials.

Assure curriculum, instructional materials, assessment measures, and course

outcomes meet college standards for the course.

Provide / supplement course materials and resources to the high school teacher if

needed.

Share the philosophical, pedagogical, and theoretical orientation of the course with

the high school teacher.

Provide orientation* and training to the high school teacher.

Certify attendance and/or outline an attendance policy for the high school class.

Inform teachers of registration deadlines, verify roster accuracy, and submit grades

(Withdrawals and final grades) according to the “Dual Enrollment Important Dates”

schedule.

Visit each Dual Enrollment section at least once per offering to observe classroom

teaching.

Approve the Course Information Sheet before it is given to students registered for

MCC credit.

Submit the Course Information Sheet to their academic department and Dual

Enrollment.

Review student performance in cooperation with the high school teacher.

Maintain contact with the high school teacher to assure course quality and serve as

an overall college resource.

Facilitate the implementation of the MCC Dual Enrollment course evaluation and

share results with teacher.

Assign final grades to students and sign off on final grade reports.


22

Coordinate with college administrative offices for Dual Enrollment courses under

their supervision.

Notify the Coordinator of Dual Enrollment of any issues affecting the high school

course.

Each MCC department reserves the right to involve faculty beyond that stated above. The

relationship between MCC faculty liaison and high school teacher should be collegial and

professional. Departments will assign liaisons with mindfulness of these guidelines.

Dynamics that question the ethics of this relationship will be avoided.

*Teacher orientation will include the following:

Teacher Orientation Checklist

o Finalize and review the Course Information Sheet

o Provide and review the schedule of Important Dates for Dual Enrollment

o Confirm and share contact information and preferred method of contact

o Schedule date for class visitation

o Review Dual Enrollment policies

o Review Dual Enrollment Roles / Expectations for Faculty and Teachers

o Schedule date of delivery of MCC exams, assessments, projects according to

departmental policy

o Provide dates and agenda for Professional Development opportunities on campus

o Share results of Student Course Evaluation

Site Visits Conducted by MCC Faculty Liaison

Monroe Community College policy and NACEP Accreditation Standards require site visits to

be completed by a Faculty Liaison. The Liaison will observe the course content and delivery,

student discourse, and rapport to assess and ensure Dual Enrollment (DE) offerings are

equivalent to the courses offered on-campus. During the visit the Faculty Liaison will assess:

the extent to which the DE content represents the on-campus course

impressions of student interest and involvement

whether student assignments demonstrate rigor and depth equivalent to the on-

campus course

how instructor’s evaluation of student work compares to on-campus evaluation

comments offered by students, and recommendations for moving forward.


23

The site visit observation allows faculty liaisons the opportunity both to validate that the college’s expectations for the course are being met and to continue to strengthen collegial collaboration. To that end, we prefer to make the most of a site visit and may also include time for the following:

reviewing the syllabus, graded assessments, and grade norming

discussing discipline specific updates

article reviews, information sharing, and professional development

guest lectures and presentations to students

updating any departmental changes that may affect the course


24 Enrollment Administrative Handbook, revised August 2019

Glossary of College Terms

Academic honesty: the basic responsibility of a student in being honest and having

integrity in an academic setting. To refrain from cheating which is defined as the unauthorized use or exchange of information for the purpose of achieving unfair advantage in the classroom or assessment process. Also, to refrain from plagiarizing which is defined as using someone else’s work as if it were one’s own, whether or not it is done intentionally. This includes, but is not limited to: using the exact language, using nearly the exact language, and using ideas without showing they originated in another’s work. The work taken from another person or source (including publications, web sites, speeches, etc.) may be as little as an isolated formula, portions of a speech, a simple sentence, an idea, or as much as entire paragraphs, papers, or writings of professionals or other students.

Accreditation: an independent review of a college’s educational programs to determine that they are uniform, of sound quality and adhere to academic standards. Once a college is accredited, it is able to participate in federal and state aid programs and its students may transfer credits to other colleges.

ACCUPLACER: a suite of tests used to assess students’ knowledge in math, reading and

writing as he/she prepares to enroll in college-level courses. The results of the assessment, in conjunction with the student’s academic background, goals and interests, are used by academic advisors and counselors to place the student in appropriate college courses that meet his or her skill level.

Certificate: a credential issued to a student who has gained a high degree of specialization through a short program of study. Completion of curriculum is recognized rather than the earning of a degree.

Certificate of residence: a form that must be completed each academic year, by the

student, to certify that they have been a legal resident of New York state for the past year and a resident of Monroe County for the past six months. (The form is submitted to the Student Accounts Office.)

Course: an organized series of instructional and learning activities dealing with a subject.

At the high school level, study of a subject is often referred to as taking a “class.” At the college level, it is referred to as completing a “course.”

Course cancellation: a circumstance when a course is removed from the schedule of course offerings because a condition (perhaps low enrollment) exists. Students are dropped



from the cancelled course without incurring a cost and there is no record of the course on their college transcript. The term “de-scheduled” relates to this process.

Course Information Sheet: a document that includes course learning outcomes, class policies, and grading information. This document is given to students by the faculty member near the beginning of the course.

Credentials: a qualification, achievement, personal quality, or aspect of a person's background, typically when used to indicate that they are suitable for something. For instance, all high school teachers teaching Dual Enrollment courses must have the “credentials” (academic background and experience) equivalent to an MCC adjunct faculty member.

Credit hour: a unit that gives weight to the value, level or time requirements of an academic course. In high school, classes are usually the same number of hours and students earn one credit for a class that lasts all year or half of one credit for a class that lasts one semester. At a college or university, students typically receive credit “hours” based on the number of "contact hours" per week in a course for a term. A contact hour includes any lecture or lab time when the professor is teaching the student or coaching the student while they apply the course information to an activity. Regardless of the duration of the course, each course carries a certain number of “credit hours.” The total number of “credit hours” that a student is registered for determines whether they are considered a part-time or full-time student for the term.

Cumulative grade-point average: an overall average from the grades and grade points earned from all the courses completed (also known as one’s GPA or Grade-Point Average). GPAs range from 4.00 for an “A” to 0.00 for an “F”.

Curriculum: the academic content, standards, and outcomes of a course. A program of courses approved for a specific degree or certificate. To earn a degree or certificate in a specific program, you must complete the curriculum for that program.

Drop-add: scheduled times when a student can drop a course that he or she has registered for and/or add a new one.

Dual Enrollment: a concurrent enrollment program offered at high school locations

with the purpose of promoting partnerships with districts, sharing curricula and high-impact practices, and introducing students to college culture to help prepare students for post-secondary opportunities.

http://en.wikipedia.org/wiki/Course_%28education%29

http://en.wikipedia.org/wiki/Student

http://en.wikipedia.org/wiki/Semester



Electives: credit courses of the student’s choice that can be applied toward the requirements of a degree or certificate.

FERPA: an acronym for the Family Education Rights and Privacy Act - a federal law that

protects the privacy of student education records. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level.

Full-time student: a student who is enrolled for 12 or more credit hours in a term.

Matriculated student: a student who has applied for and been formally accepted as a candidate for a degree or certificate in a specific curriculum. A student must be a matriculated student in order to receive financial aid.

Non-matriculated student: a student who is taking courses without applying for candidacy for a degree or certificate.

Orientation: a program designed to help new students become part of the college

community. A college orientation introduces students to campus life, helps the student to make connections with other members of the college community and informs the student about facilities, services and resources. An academic orientation serves to describe a specific program of study and its requirements.

Part-time student: a student who is taking fewer than 12 credit hours in a term.

Prerequisites: something that is required as a prior condition for something else to happen or exist. For instance, the Principles of Macroeconomics course has a prerequisite. Before a student can take Principles of Macroeconomics, they must complete Intermediate Algebra or MTH 104 with a passing grade.

Registration: the process of selecting and signing up for courses that a student would

like to take in a semester. The timeframe in which students can register is known as the “open registration period.” Students who miss the “open registration period” are not eligible to register.

Registration and Records: an office at Monroe Community College’s Brighton

Campus, building #6, room 203 (phone 585-292-2300) or the Damon Campus (phone 585-262-1670). The office staff serve students with the processing of their registration: adding classes, dropping classes, withdrawing from classes and with providing official transcripts.



Student Accounts: an office at Monroe Community College’s Brighton Campus, building #6, room 201 (phone 585-282-2015) or the Damon Campus (phone 585-262-1670). The office staff members are responsible for maintaining student account information, issuing tuition bills, receiving payments for tuition and fees, and collecting on delinquent accounts.

Student number: a number that is assigned as a permanent, unique identifier for the sake of student records. At MCC, the student number is referred to as an “M number.”

Transcript: an official record of the courses a student has taken and the grades he or she

earned in each course.

Two Plus Two (2+2): a transfer degree program set up to enable a student to gain

his or her associate’s degree at the community college and to be guaranteed admission to a participating four-year college as a junior.

Withdrawal from courses: a process of officially removing one’s self from a course after the add-drop period has passed. A withdrawal may also be processed by a faculty member; for instance, if the student is not attending. Both voluntary or faculty removal from the course occurs without a refund of tuition and a “W” is shown on the student’s transcript.



Appendix A MCC Dual Enrollment Classes Available* *subject to changes and updates

Course Title Credit Hours

ACC-101 Accounting Principles I 4.00 ACC-102 Accounting Principles II 4.00 AGS-101 Introduction to Agriculture 1.00 ART-101 Art Essentials 3.00 ASL-102 American Sign Language II 3.00 ASL-203 American Sign Language III 3.00 ATP-100 Automotive Services 3.00 BIO-116 Intro to Environmental Sci-GR 3.00 BUS-104 Introduction to Business 3.00 BUS-110 Entrepreneurial Studies I 3.00

BUS-135 Supervision for 21st Century 3.00 CIT-112 CAD for Construction 2.00 CLT-100 Intro to Med Lab Technology 2.00

COM-115 Computer Generated Images 3.00 CRC-110 Intro to Web Site Design 1.00 CRC-125 Microsoft Office 4.00 CRJ-101 Intro to Criminal Justice 3.00 CRJ-121 CJ Education Intern I 3.00 ECE-150 Exp Early Care & Education 3.00 ECE-151 Dev Appro Practice for Young C 3.00 ECO-101 Introduction to Economics 3.00 ECO-103 Personal Money Management 3.00 ECO-110 Personal Investing 3.00 EDU-100 Intro to Teaching Profession 1.00 ELT-111 Intro to Digital Electronics 3.00 ELT-130 System Electricity 3.00 EMS-101 EMS First Responder 3.00 EMS-110 Emergency Medical Technician 6.00 ENG-101 College Composition-WR 3.00 ENG-105 Introduction to Literature-WR 3.00



FPT-101 Fire Behavior and Combustion 3.00 FRE-102 Elementary French II 3.00 FRE-203 Intermediate French I 3.00 FRE-213 Intermediate French Conversation I 2.00 FSA-103 Fundamentals of Food Prep 5.00 FSA-107 Menu Planning 3.00 GEG-130 Digital Earth 3.00 GEO-108 Dangerous Earth-GR 3.00 GER-102 Elementary German II 3.00 GER-203 Intermediate German I 3.00 HED-115 Death and Dying 3.00 HED-130 Found of Health and Wellness 3.00 HIS-111 US History I to 1865-WR 3.00 HIS-112 US History II - Since 1865-WR 3.00 HSP-101 Intro to Hospitality Industry 3.00 HVA-101 Basic Refrigeration Theory 3.00 ITA-102 Elementary Italian II 3.00 ITA-112 Elementary Italian Conversation II 2.00 ITA-203 Intermediate Italian I 3.00 LAW-101 Fundamentals of the Law 3.00 LAW-110 Great Trials 3.00 MET-101 Technical Graphics 3.00 MET-121 Comp Aided Drft/Dsgn- Sol Mod 3.00 MTH-160 Statistics I 3.00 MTH-175 Precalculus 4.00 MTH-210 Calculus I 4.00 MTH-212 Calculus III 4.00 OFT-110 Keyboarding 3.00 OPT-110 Intro to Optical Technology 3.00 OPT-131 Optical Elements and Ray Optic 4.00 PEC-179 Lifeguarding 2.00 PHO-101 Photography For Non-Majors I 3.00 PHO-106 Photography I 3.00 PHY-145 College Physics I 4.00 PHY-146 College Physics II 4.00 SPA-102 Elementary Spanish II 3.00



SPA-112 Elem Spanish Conversation II 2.00 SPA-203 Intermediate Spanish I 3.00 SPA-204 Intermediate Spanish II 3.00 SPA-213 Intermediate Spanish Convers I 2.00 SPA-214 Intermediate Spanish II 2.00 SPC-143 Small Group Communication 3.00 TAM-101 Machine Theory I 3.00 TAM-121 Mathematics for Machinists 3.00 TAM-131 Machine Shop Print Reading I 3.00 TAM-141 Machine Shop Laboratory 3.00

MCC Dual Enrollment

High School Teacher Requirements For all disciplines, approved teachers are required to attend course-specific training before a course is

available for student registration.

MCC Academic Department / School

Courses Available for Dual Enrollment High School Teacher (and Course) Requirements

Applied Technologies School of Science, Technology, Engineering and Math

ATP 100 – Automotive Services Bachelor’s degree plus NYS teacher certification in Vehicle Mechanical Repair or CTE or similar combination of degree and experience. Lab space will adhere to state requirements for approved programs or meet criteria as defined by MCC Auto faculty.

HVA 101 – Basic Refrigeration Theory

Bachelor’s degree plus 5 years industry experience OR Associate’s degree plus 10 years industry experience.

TAM 101 – Machine Theory I TAM 121 – Mathematics for Machinists I TAM 131 – Machine Shop Print Reading I TAM 141 – Machine Shop Lab

Associate's degree in related field and 5 years’ experience in the machining industry. Or New York State Journeyman’s Papers in Tool and Die, Mold making, CNC Machining, Automated Equipment Building plus 10 years related industry experience.

Biology School of Science, Technology, Engineering and Math

BIO 116 – Intro to Environmental Science Master’s Degree in environmental science or related STEM field, or a master’s degree with 18 graduate hours of environmental science or related STEM field as determined by department. Once an instructor is identified, MCC departments will assist with a review of lab equipment and curriculum.

BIO 133 – Human Biology (with optional 1 credit BIO 132 Lab)

Master’s Degree in a biological subject or a master’s degree with 18 graduate hours of Biological Science. Once an instructor is identified, MCC departments will assist with a review of lab equipment and curriculum.

BIO 136 – Intro to Forensic Science Master’s Degree in a biological subject or a master’s degree with 18 graduate hours of Biology, chemistry, or related field as determined by department. Once an instructor is identified, MCC departments will assist with a review of lab equipment and curriculum.

CLT 100 – Introduction to Laboratory Technology

Master’s Degree in a biological subject or a master’s degree with 18 graduate hours of Biological Science. Once an instructor is

Appendix B


Courses Available for Dual Enrollment

High School Teacher (and Course) Requirements

Enrollment Administrative Handbook, revised August 2019

identified, MCC departments will assist with a review of lab equipment and curriculum.

Business Administration School of Business, Hospitality, and Entrepreneurism

ACC 101/102 – Accounting Principles I & II

Master’s degree in Accounting or Master’s degree in Business discipline with 12 credit hours in Accounting

BUS 104 – Introduction to Business BUS 110 – Entrepreneurial Studies I BUS 135 – Supervision for 21st Century

Master’s degree in Business discipline or Master’s degree plus New York State Business Teacher certification

ECO 101 – Introduction to Economics ECO 103 – Personal Money Management

Master’s degree in Business discipline or Master’s degree with minimum 6 credit hours in Economics

ECO 110 – Personal Investing Master’s degree in Economics or Master’s degree in Business discipline or Master’s degree with 12 credits in Economics Course requires the use of the MCC text.

ASL and World Languages School of Arts and Humanities

ASL 102/203 – American Sign Language II and III

FRE 102 – Elementary French II (with optional 2-credit conversation course FRE 112)

FRE 203 – Intermediate French I (with optional 2-credit conversation course FRE 213)

GER 102 – Elementary German II GER 203 – Intermediate German I ITA 102 – Elementary Italian II

(with optional 2-credit conversation course ITA 112)

ITA 203 – Intermediate Italian I (with optional 2-credit conversation course ITA 113)

SPA 102 – Elementary Spanish II (with optional 2-credit conversation course SPA 112)

SPA 203 – Intermediate Spanish I (with optional 2-credit conversation course SPA 213)

SPA 204 – Intermediate Spanish II (with optional 2-credit conversation course SPA 214)

Bachelor’s degree required in the language of the course, Master’s degree preferred. NYS Foreign Language Certification required. Experience in the field is an important factor when considering qualifications. Experience teaching a foreign language in high school is valued. A residency overseas, preferably complemented with formal language training, is also highly valued. Candidates will be interviewed and are required to attend an orientation. Courses require the use of MCC text and assessments.

Education School of Community

ECE 150 – Exploring Early Care and

Education ECE 151 – Developmentally Appropriate

Practice for Young Children

Master’s degree in Early Childhood Education or related field, plus two years teaching experience. Teacher Certification preferred. Ability to teach courses in Early Child Care as evidenced by actual teaching experience or training.





Engagement and Development

EDU 100 – Introduction to the Teaching Profession

Master's degree in Education or related field, plus two years teaching experience. Teacher Certification preferred. Ability to teach courses in education as shown by actual teaching experience or training.

Emergency Medical Services Fire Protection Technology School of Applied Sciences & Technologies

EMS 101 – EMS First Responder EMS 110 – Emergency Medical

Technician

Certified by NYS Department of Health Bureau of EMS as a CI/C (Certified Instructor /Coordinator) AND Certified high school teacher or certified for teaching CTE if in a vocational environment. Contact Dual Enrollment office one year prior to offering course in order to meet additional departmental and programmatic deadlines.

FPT 101 – Fire Behavior Combustion (3

credits) Bachelor’s degree required Five years of experience in a

municipal or industrial fire service organization required

Commitment to an inclusive educational environment required.

Strong written and oral communications skills required

Strong written and oral communications skills required

Teaching experience preferred Knowledge of/experience using a

variety of teaching strategies preferred.

Engineering Technology School of Science, Technology, Engineering and Math

CIT 112 – CAD for Construction ELT 111 – Introduction to Digital

Electronics ELT 130 – System Electricity MET 101 – Technical Graphics MET 121 – Computer Aided Drafting /

Design – Solid Modeling

NYS Certified high school teacher plus technical teaching certificate or specific training in the discipline of the particular technical dual enrollment course being taught (ELT, MET, CIT), as approved by the MCC faculty liaison. MET 101 instructor needs to have experience in mechanical drafting (by hand), AutoCAD (2D software) and AutoCAD inventor (3D modeling) software as it is applied to the drawing of mechanical products MET 121 instructor needs to have experience in SolidWorks 3D modeling software.





CIT 112 instructor needs to have experience with AutoCAD for architecture/engineering/construction, and ideally Revit (an AutoCAD product). AutoCAD software is free to high schools.

OPT 110 – Introduction to Optical Technology

Master’s degree and NYS certified Technology / Science teacher. Will consider a similar combination of degree and experience. Coursework / experience in Physics, Chemistry, Biology preferred. Summer curriculum training required before course can be offered.

English School of Arts and Humanities

ENG 101 – College Composition ENG 105 – English Literature

Master’s degree in one of the following areas from an accredited institution: • MFA and BA/BS English or • MA Liberal Studies and BA/BS English or • ME Teaching and BA/BS English or MA Humanities and BA/BS English

Courses require a contained class of students with MCC prerequisite completed AND the use of the MCC texts. Candidates will be interviewed and are

required to attend training / orientation minimum 6 months before course can be offered.

Geosciences School of Science, Technology, Engineering and Math

GEG 130 – Digital Earth GEO 108 – Dangerous Earth

Master’s degree in one the geosciences (geology, geography or related subject). Bachelor’s degree may be acceptable for certain courses depending upon the nature of the course and the field of expertise. Candidates will be interviewed and are required to attend training / orientation one year before course can be offered.

Hospitality School of Business and Entrepreneurism

FSA 103 – Culinary Arts I: Fundamentals of Food Preparation

FSA 107 – Menu Planning HSP 101 – Introduction to the Hospitality Industry

Bachelor’s degree required; Master’s degree preferred. Three to five years of relevant experience required in the hospitality industry, as it relates to the course or courses being taught. Thorough knowledge of the assigned course curriculum with the ability to effectively teach; knowledge of, or experience in implementing a variety of teaching strategies required.





Health and Physical Education School of Health Science and Physical Wellness

HED 130 – Foundations of Personal Health and Wellness

Master’s degree in health or health education from an accredited institution; or master’s degree and health certification. SAVE Certification or obtain prior to teaching assignment. Child Abuse Certification or obtain prior to Teaching Assignment. Certification in health (CHES or NYS certification).

HED 115 – Death and Dying

Master’s degree in health education, counseling, social work, hospice, or other health related fields from an accredited institution. Experience in hospice, funeral arrangements, grief counseling and care of the dying.

History School of Social Science and Global Studies

HIS 111 – US History to 1865 WR

HIS 112 – US History since 1865 WR

Master’s degree in History or Master’s in Education + Bachelors in History, or Master’s in Education + graduate coursework (12 – 18 hours) in History

Candidates will be interviewed and are required to attend training / orientation minimum 6 months before course can be offered.

Information and Computer Technology School of Business and Entrepreneurism

CRC 110 – Introduction to Web Site design

CRC 125 – Microsoft Office

OFT 110 – Keyboarding

Master’s degree in Business Education, Computer Science, information Technology or related technology field, Business Teacher Certification preferred.

Experience in the field is an important factor when considering qualifications. Experience teaching Microsoft Office Software packages (i.e., word, excel, access, PowerPoint) in high school is valued.

Some courses require the use of the MCC text.

Law and Criminal Justice School of Community Engagement and Development

CRJ 101 – Introduction to Criminal Justice CRJ 121 – Criminal Justice Education

Internship I

Course requires the use of the MCC text. Master’s degree AND experience in the Criminal Justice field, specifically law enforcement for police, courts (lawyers and judges) or corrections/probation/parole officers





LAW 101 – Fundamentals of the Law Master’s degree in Business discipline or Master’s degree and certification as high school Business teacher. Course requires the use of the MCC text.

Mathematics School of Science, Technology, Engineering and Math

MTH 160 – Statistics I MTH 161 – Statistics II MTH 175 – Precalculus and Analytic

Geometry MTH 210 – Calculus I MTH 211 – Calculus II MTH 212 – Calculus III

Minimum Requirements: 1. Bachelor's degree in Mathematics or a

closely related field and 2. A minimum of 15 graduate or post-

calculus semester credits of mathematics and/or statistics from an accredited institution.

Preferred requirements: 1. Master's degree in Mathematics,

Mathematics Education, Statistics, or a closely related field and

2. Evidence of recent successful teaching experience in mathematics at the secondary, college, or university level

The MCC faculty liaison must see a copy of transcript before approving the high school teacher. The MCC Mathematics Department must also approve any long term substitute instructors.

Physics School of Science, Technology, Engineering and Math

PHY 145 – College Physics I PHY 146 – College Physics II

Master’s degree in Physics or Engineering or in a related subject / major

Psychology School of Social Science and Global Studies

PSY 100 – Psychology of Interpersonal Relationships

Master’s degree in psychology OR some related degree AND 30 graduate hours in psychology

Visual and Performing Arts School of Arts and Humanities

ART 101 – Art Essentials COM 115 – Computer Generated Images

MA or MFA in Studio Art MA or MFA with a concentration in Graphic Design, Digital/Visual Communication, Digital Arts, or Media Design

SPC 143 – Small Group Communication

Master’s degree in communications or related field (Education, Counseling, Organizational Behavior etc.)





Experience in the field. Teaching experience preferred but not required.

PHO 101 – Photography for Non Majors PHO 106 – Photography I

Master’s degree in Photography or related field, and sound understanding of digital and film photography. Department will review a digital portfolio.