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PCC Faculty & Partners

PCC Instructional Responsibilities for Dual Credit

A great deal of the support for Dual Credit is carried out by the Dual Credit office, but there are some elements of the Dual Credit system that require PCC Faculty and academic deans to play an active role. These responsibilities are summarized below.

Point of Contact

Division Deans will serve as the point of contact for the Dual Credit office to identify PCC faculty for establishing the articulation and conducting regular assessments.

When a high school proposes a Dual Credit course articulation, the Dual Credit office will contact the appropriate Division Dean (for multi-campus SACs, generally but not necessarily geographically determined).

Establishing the Articulation

Approval of High School Faculty
  • The Division Dean evaluates the qualifications of the high school faculty and completes PCC’s Instructor Approval Form.
    • High school Dual Credit faculty are approved according to the same criteria as on-campus faculty, which are published on the PCC Instructor Qualifications website.
    • Approval via Demonstrated Competency or Provision Approval is an option that requires evidence of demonstrated competency or appropriate conditions for provisional approval. When the criteria have not been published in the PCC Instructor Qualifications for that subject area, approval by the Vice President for Academic and Student Affairs is required.
Course Content, Alignment, and Pedagogy for Dual Credit Articulated Courses
  • The Division Dean identifies a PCC faculty liaison to work with the high school Dual Credit faculty to ensure that the high school course aligns appropriately with the college course (content, outcomes, assessment, pedagogy). High school and PCC faculty meet to discuss consent, pedagogy and assessment review of the syllabus for the high school course.
    • The PCC faculty recommends a course for articulation (approves the articulation agreement), and agrees to provide consultation as needed to the high school Dual Credit faculty throughout the term of the articulation.
    • Compensation is available from the Dual Credit office for the initial alignment and two mid-year consultations. The standard is 10 hours at the PCC Special Projects Rate. Complete a bi-weekly time and mileage sheet and submit to the Dual Credit office for processing at RC 3 226.
  • The PCC faculty liaison, Division Dean, and Dean of Instruction sign the articulation agreement to indicate recommendation to the Vice President for Academic and Affairs for approval.
Site Visit and Observation of Articulated Courses
  • A Site Visit is required at the end of the first year of articulation in order for the agreement to be renewed for a 3-year term. At least one assessment must be done prior to each 3-year renewal.
    • Course assessment may be conducted more frequently if the Division Dean deems this appropriate (e.g., concerns about instruction, changing requirements etc.)
  • The Division Dean will identify a PCC faculty member to conduct the course assessment.
    • Assessment of Dual Credit courses may be done by Department Chairs or FT faculty or PT faculty.
    • PCC faculty will be reimbursed for no more than three hours (at the PCC Special Projects Rate) for each course assessed. Faculty will be paid for their mileage to assessment sites, but will not be paid for the travel time to the assessment site.
    • Complete a bi-weekly time and mileage sheet and submit to the Dual Credit office for processing at RC 3 226.
  • Course Assessments should include:
    • Site visit with classroom observation
    • Syllabus and materials review (there is a Dual Credit Site Visit Form for this)
    • Review of graded student work (important for Dual Credit to establish that college expectations are met by students who successfully complete the course).
    • Student evaluations:
      • Evaluations piloted in some PCC Dual Credit classes in 2016-17
  • If the evaluation of a course must be carried out by an “appropriate [PCC] content expert”, then it is acceptable for this to be a standard applied to Dual Credit courses. However, if this is not required for evaluation in on-campus courses, it should not be applied to Dual Credit.
  • PCC is under no obligation to continue articulation beyond the contract (1-Year Initial, 3-Year Renewal) if the instruction is not meeting expectations. PCC also reserves the right to void an Articulation Agreement is the high school Dual Credit faculty relocates (no longer at school), or is otherwise in breach of contract.

Clarification of Subject Area Committee (SAC) Role in Dual Credit

  • The SAC creates and recommends curriculum, which is approved by the administration.
  • Once the curriculum has been approved, it belongs to the college, and the college assumes responsibility for ensuring that the accreditation standard of “wherever offered and however delivered” is met.
  • Course outcomes, assessment, content, etc. are defined in the CCOGs, and are expected to be implemented by qualified FT or PT faculty according to these parameters.
  • If an entity (e.g., contracting college, or secondary school) is unable to meet the standards outlined in the CCOG, the course should not be offered.
SAC Role
  • SACs may not prohibit the application of Demonstrated Competency or Provisional Approval within a program or discipline.
  • If the SAC wishes to identify courses that are to not be offered as Dual Credit (even when the high school faculty meets the qualifications and content/outcome/pedagogy aligned can be assured), then the SAC will need to explain their position. A high school wishing to offer the course should have an opportunity to address the concerns. The PCC Vice President of Academic Affairs is the ultimate decision-maker in such cases. Examples might include:
    • The high school is unable to provide an appropriate learning environment for the course. For example, a course requires significant experience with equipment, materials or technology that the high school cannot provide.
    • Topics that are a key part of the course could not be adequately addressed in a high school setting.
  • SACs or representative faculty cannot deny articulation based on enrollment concerns.
  • SACs or representative faculty cannot deny articulation based on assumptions that the students will be under-prepared for subsequent course work. Data with regards to this concern will be evaluated.

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