Instructor Information

As with our college and university faculty, minimum qualifications include graduate education in a focused discipline or concentration to ensure that teachers have a mastery of the major theories, methods, and approaches in a subject area. Advanced subject expertise also means that teachers are well prepared to help students to apply knowledge beyond typical high school level to important questions and problems.

One of the most exciting elements of our faculty’s work with concurrent enrollment instructors is the mentor‐mentee relationships, in which both groups have an opportunity to learn from one another about how their students are alike and how they differ. High school teachers get to consider different methods of teaching or new kinds of assignments, while college instructors get to learn more about the changing world of high‐school graduates they’ll soon be seeing, and how prepared they are to do college work.

First and foremost, we must ensure that all concurrent enrollment courses offered in high schools meet college‐level standards and expectations, course and student outcomes, and are delivered with rigor and quality. The Higher Learning Commission expects this of all of our college courses as well as of concurrent enrollment courses, as assured in our accreditation processes. The National Alliance of Concurrent Enrollment Partnerships, a nonprofit organization comprised of concurrent enrollment programs across the nation, also has program‐level accreditation standards that supports and ensures high quality courses and programs. To ensure that our colleges and universities are able to sustain high quality programs, it is important that we are able to offer specific concurrent enrollment programming features, such as:

  • Annual orientation to all new and current high school teachers
  • Professional development opportunities for high school teachers to engage in discipline-specific
  • learning with our college faculty

Collaboration between high school teachers and college faculty to ensure that the concurrent enrollment course taught at the high school meets the same level of course outcomes as the college course taught at the postsecondary institution.

  • Individual course evaluations
  • Comprehensive program evaluations, and
  • Appropriate program oversight and accountability.

 

For your convenience, take a look at the PSEO student handbook.