This resource delves into the strategic planning and promotion of dual credit programs to enhance student success. It covers key elements such as framing the program for students and parents, recruitment strategies in a virtual world, incentivizing participation, engaging target student groups, and supporting student progress. The content also includes insights on course offerings, transition to post-secondary education, and interactive remote learning approaches.
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Agenda (Guided by Registration Responses): A few foundational questions: How to frame the Dual Credit program for students and parents What could be offered as a Dual Credit course? Promotion/recruitment: How to reach students in the virtual world and increase DC numbers How to incentivize DC program when the incentive for coming to the college campus is gone Reaching primary target students Engaging target-audience students: Language around student selection Matching interest and abilities How to best support the students
Discussion with Academic Chairs Must count towards a post-secondary credential Foundational programs are a great fit 42-56 hours No prerequisites or corequisites (formal or informal) For Fall 2021 course can be delivered fully remotely When F2F - if there are any special classroom/lab requirements, there is availability in that space Gives high school students a broad and realistic view of the program/pathway Can be staffed and staffed with someone who would be willing to work with our Dual Credit Support Teachers Bonus: appears in multiple programs or could be considered a GenEd
Course examples Subject Area of Interest Dual Credit Strategies for Drawing Arts and Design Entrepreneurial Mindset Business Addictions Community and Social Services ? (a struggle!) Computers and Technology Environmental Engineering Engineering, Architecture, Environmental and Applied Sciences Success Skills for College General Personal Wellness Fundamentals Health Sciences The Dinner Party Hospitality, Tourism and Wellness Indigenous empowerment through health and wellness Indigenous Studies Introduction to Global Performing Arts Media and Communications Fitness & Nutrition for Policing Public Safety and Legal Studies Math for Motive Power Technician Skilled Trades/Transportation/Apprenticeships Marketing the Adventure Tourism Experience Sport and Recreation
QUICK PIVOT TO FILL GAPS caused by COVID-19 ...Student Selection & Recruitment AS PER USUAL THROUGH: Guidance Leads, SST, Co-op ATTENDED SUBJECT MEETINGS TO SOLICIT COURSE REQUESTS: to support schools/students with timetabling and gaps created by COVID in June 2020 TIMING/DELIVERY MODELS to accommodate student schedules as much as possible INFORMATION SHARING through emails and flyers to communicate with schools, students and parents as needed, regarding: registration process, timelines, changes to course offerings, etc DUTY OF CARE: less physical concern - but remote tracking and support increased as students transitioned to at-home-learning for Dual Credit
RECRUITMENT CONT D... SHSM - collapsed school sections- needed to get creative with offerings and recruit students who wouldn t otherwise have accessed DC in the past WHAT USED BE SO ACCESSIBLE ... Created a DC/SHSM cheat sheet outlines connections between DC Course Offerings and SHSM requirements
RECRUITMENT CONT D... ADULT HIGH SCHOOL - NEW, unique opportunity for students who have not engaged in the past. DC fully online. Support from Deb Ford as acting Principal for semester 1 QUADMESTER OFFERINGS - increased sections and set start/end dates of courses to better align with HS quadmesters to increase student engagement WORKED WITH COLLEGE LA CIT - to deliver DC in Plumbing 306A and Carpentry 403A to 3 students whose French was strong enough
WHAT WENT WELL? SWAC - new this year to OCDSB - 22+ graduates off of the Early Leavers List ESLEO - Summer SWAC - staffed with a dedicated LST/DCST AND ESLEO teacher - all day support for students with time commitments! planned with Continuing Education, summer 2020...to be repeated summer 2021! URBAN ABORIGINAL - attended a whole-school student & staff meeting to support students on Brightspace / promote Dual Credit - being virtual offered this opportunity ADULT HIGH SCHOOL - 18+ students successful in dual credit
WHAT WERE THE CHALLENGES? DIMINISHED CAPACITY OF GUIDANCE COUNSELLORS - quadmester flux meant planning course selection, timetable balancing, course changes, etc multiple times this year INCONSISTENT DELIVERY MODELS (synchronous, asynchronous, combo) limited student choice to best model rather than preferred course option TIMING: delivery during the day When overlap of DC courses and Quadmesters occurred - not easy for students (course load/scheduling) MARCH BREAK date change - resulted in inconsistent delivery approaches
MOVING FORWARD EXIT INTERVIEWS & EXIT SURVEY - work with OCDSB Research, Evaluation and Analytics Department (READ) to modify last years survey and generate a NEW AHS survey DELIVERY & TIMING - look at the times of the courses and determine what works best factoring in end of school transitions to home (avoid courses that run across a transition / travel to home time) CLARIFY FORMAT IN ADVANCE - provide home schools with a complete picture of whether the class is completely synchronous, completely asynchronous, or a mixture (and as much detail about what a mixture looks like for that course)
MOVING FORWARD - CONTINUED ANSWER THE LOOSE-THREAD QUESTIONS: Will classes always be recorded for those who miss them? What do the words synchronous components mean to students? Is it feasible for students to be available that day , at that time if DC occurs during school hours, when students will miss large amounts of school, given the quadmester system? Can we ensure that student availability to do the course should be treated the same as if they were coming to the college? Having these answers will likely help with recruitment and retention Proposed expansion of Regular SWAC - to meet future needs (ESL? Other?)
Contact us! Tanis Haggerty SCWI/SWAC Coordinator & Dual Credit Support Teacher Innovation & Adolescent Learning - OCDSB Academic Partnerships with Algonquin College tanis.haggerty@ocdsb.ca Tracy Norris Academic Manager (Acting) Academic Partnerships & CE Media & Design norrist@algonquincollege.com
