Dual Enrollment Staff Resources and Processes

FCC Resources for Dual Enrollment Instructors and Facilitators

High School Facilitators: teachers employed by the K-12 districts and assigned by their high schools to be in the high school room with the students signed up for high school dual enrollment courses. Not teacher of record for FCC, these individuals are invaluable in helping the high school students succeed in the course taught by FCC instructors.

High School Vetted Instructor: these are individuals who are teacher of record for FCC courses and are employed by the K-12 districts.  They meet minimum qualifications to teach the college course and have been approved to teach the college courses by SCCCD Human Resources in addition being approved by the deans and department chairs.

FCC Instructors: these are teacher of record for the FCC college course who are employed by FCC.  If the course is online, a high school facilitator will be assigned to the course.

FCC Liaisons: these are FCC department members in the discipline who have been assigned by the dean and/or department chair to work with new high school vetted instructors.

These resources are intended to be used by high school faculty, staff, and administrators working with Fresno City College dual enrollment students. It is designed to provide information about resources available to support your work and to inform you of resources available to FCC dual enrollment students to support student success.

FCC Dual enrollment counselors are available to support faculty, staff, administrators, and students during drop-in hours weekly during key times of the semester (check the newsletter for latest drop-in times).  HS counselors, faculty, and administrators can also speak directly with FCC DuE counselors and staff by sending an email to  dual.enroll@fresnocitycollege.edu. The FCC DuE counselor on staff will then reach out with a zoom link and/or phone number for direct contact.

We encourage high school students to work closely with their high school counselors in order to ensure they are meeting requirements for graduating from high school. High school counselors can often be the first and best resource to students for planning and resource referral.

Additionally, Fresno City College offers access to dual enrollment college counselors who can provide comprehensive academic counseling and support services for both students, faculty, and staff. FCC dual enrollment counselors can be reached via email through the FCC dual enrollment email address and by utilizing weekly counseling drop-in hours described above.

The mission of Fresno City College Disabled Students Programs and Services (DSPS) is to create an accessible, inclusive campus environment using holistic, comprehensive, strategic services to empower students with disabilities and provide them access to pursue their academic, personal, and vocational goals.

Answers to frequently asked questions, including differences between high school and college for students with disabilities, are available at DSPS Transition to College with discussion of the following topics:

  • applicable laws
  • required documentation
  • self-advocacy
  • parental role
  • instruction
  • grades and tests
  • study responsibilities

A high school IEP or 504 plan alone does not determine eligibility to receive academic accommodations in community college courses. To become eligible for academic accommodations in a college course, dual enrollment students must follow these steps:

  1. Self-identify as a student with a disability 
  2. Apply to the college DSPS program through the AIM Student Portal
  3. Upload a copy of the student’s most recent IEP/ Psychological or 504 plan (including diagnosis)
  4. Request accommodations through Accommodations and Services
  5. Meet with a DSPS counselor to develop an Academic Accommodation Plan (AAP)
  6. Email a Faculty Notification Letter (FNL) of agreed upon accommodations to their college course instructor(s) though their AIM Student Portal

Please contact DSPS for any questions or support with the DSPS application at 559-442-8237.

The best way to access SCCCD email, Self Service, and Canvas (the college’s main Learning Management System) is to follow the instructions found on the Technology Help webpage to log into My Portal accessed from the Fresno City College website. The Technology Help webpage also lists several help desk numbers for additional support. Instructors can get 24/7 assistance by calling 559-499-6072, for employee/faculty password reset call 559-443-8670, or for Canvas and Self Service access contact the district office at 559-244-4357.

Dual enrollment instructors, in addition to the high school facilitators, should enroll in the Canvas “course” Virtual Hub for Faculty. Note: You may have to request access to the Hub from Tech Support the first time you try to sign in. There is a wealth of information, including guides for key points of the semester such as beginning and end of the semester pointers and videos. There are also links to 24/7 Canvas support for questions, digital tools, and a service ticket request to meet individually for support from the Fresno City College Distance Education office. In addition to this resource, the SCCCD Support Center has several articles and FAQs related to Canvas, Self Service, email, labs, and technology.

Students accessing My Portal for the first time will use these instructions for logging on:
Username: Students can log in using their seven-digit ID number for the username. The password will be the same one students use for email, Canvas, Self-Service, and Wi-Fi.

Initial Password: First name initial (upper case) + last name initial (lowercase) + date of birth (mmddyy). Example: Juan Soto born on July 9th of 1998 password=Js070988

Students should be encouraged to enroll in the Canvas “course” through Virtual Hub for Students to gain access to many resources, including tips for how to use Canvas, and access to many student resources available to dual enrollment students such as the Career and Employment Center and Net-Tutor.

Starfish at FCC is a versatile and inclusive tool to support student success.

Through Starfish, instructors can provide feedback to students, expressing concerns or giving kudos for hard work, and can raise flags using the Early Alert system, which will help connect students with counselors and resources for support. Students can connect with their Dual Enrollment college counseling network, access education plans, book appointments with counselors, check grades, view academic progress, and get feedback from instructors.

As you may know, many local high schools have options on their sites for students to take advantage of including the use of virtual help through Tutor.com and after-school help at the high school campus through California Teaching Fellows. Students can check with their high school counselors for available options at their specific schools.

Fresno City College has several tutoring options, as well, for dual enrollment students. Instructors can embed Net-Tutor, a 24 hour a day, 7 day a week online tutoring service, in their Canvas shell. Students can also access Net-Tutor through the Virtual Hub for Students. Both in-person and online tutoring is available through Fresno City College’s Tutorial Center, including weekday evening hours and weekend hours, for a large variety of subjects. There are also separate Math Support and English Support centers.

Dual enrollment students can use their high school library facilities, and are also highly encouraged to use the wealth of resources available to them through Fresno City College’s Library. Through the library students can chat with a librarian 24/7, receive technology loans, utilize a repository of clear resources that can be accessed in person and online, including a large number of online research databases, citation and plagiarism help, and many short video tutorials. Instructors can also get support from librarians and utilize the resources available to support their class through the library.

Copy Services: To access Copy Center services, submit a Copy Center Request form.

Computer Labs: high school students will have access to computer labs at their high school, in addition to access at their local libraries. Fresno City College has computer labs open on a variety of days and times: located inside the Learning Resource Center and Library, the computer labs provide access to a wide range of software applications in support of students' academic goals.

Dual enrollment students can access the Career and Employment Center at Fresno City College, which offers services like those that may be available at their high schools: workshops associated with the job search process, help with resume writing and interview preparation, help registering for Job Speaker, the college’s online job board platform, career interest inventories, and career fairs. The Center is open Monday through Friday, 8am–5pm, and students are encouraged to call ahead to confirm at (559) 442-8294.

Upward Bound is a program aimed at encouraging low-income and first-generation students to pursue college. Many dual enrollment students would qualify for this supportive program, which is currently open to Edison, Fresno, Hoover, McLane, Roosevelt high school students. Additional tutoring support and college field trips are among their many benefits and services. The Upward Bound webpage outlines the eligibility requirements, enrollment process, and benefits of joining.

The Ram Pantry is available to all currently enrolled students, including dual enrollment students, and offers up to ten items of free food every day that the pantry is open.  Days, times, and location are on the website.

Fresno City College's Psychological Services Office maintains a helpful Community Resources database with information on crisis intervention and emergency services, as well as low-cost mental health providers. 

Information for Dual Enrollment Instructors, Liaisons, and Facilitators

Once instructors at the high school are scheduled to teach Fresno City College courses, they need to adhere to nearly all the same expectations required of instructors of record at other FCC courses. Many resources to help faculty are available, including links to course outlines of records and step-by-step instructions on accessing Self-Service.

Some important reminders for dual enrollment instructors at high school campuses (with links to resources):

  • Attend an orientation workshop from the Office of Dual Enrollment.
  • Activate and check your SCCCD email account daily during the college semester as this is how departments will contact you.
  • Use Self-Service that is accessed through MyPortal:
    • to check your rosters for accuracy
    • to check important dates for yourself and students, such as census, the last day to drop with a “W”, and final grades due dates
    • to certify your rosters at census time (approximately three weeks into your class)
  • Create a syllabus that adheres to the FCC Syllabus Check List
  • Include in your syllabus this statement: As a Fresno City College student participating in Dual Enrollment, you are highly encouraged to use support services offered at Fresno City College, including: tutoring specific to this course (virtual and in person), library services (virtual and in person), Starfish, Ram Pantry, Virtual Hub for Students, computer labs, and technology help.
  • Upload your syllabus to Simple Syllabus through Canvas that is accessed through MyPortal
  • Submit final grades in Self-Service accessed through MyPortal; grades are due generally three calendar days after the last day of the semester. Final grades and records must include: class roster; attendance documentation; final scores; final grade; minimum of two projects and the grades earned on each; and the grading scale.
  • Meet regularly with your assigned FCC liasion
  • Work with liaison to choose college-level texts for your course
  • Work with liaison to understand the college course outline of record for your assignment
  • Direct students to resources, including computer labs, DSPS, tutoring, library, to receive additional support at the high school and college
  • Consider using Starfish as a tool to alert students and Dual Enrollment counselors of grade concerns, kudos, and resources including computer labs, DSPS, tutoring, library

All FCC instructors are encouraged to use Open Educational Resources (OER), and high school instructors teaching FCC classes can ask their FCC departments for recommendations of OER resources appropriate for their assigned classes. Approved textbook recommendations can be found in the course outline of record. The high school purchasing department may choose to order the books thorough the FCC Bookstore.

Note for FCC instructors: please keep in mind that K-12 districts provide a textbook (virtual or hard copy) for each student, and districts order any textbooks through FCC’s Bookstore.  As such, please update any information about your textbook adoption for dual enrollment courses through Canvas in the "My Bookstore" icon as soon as you get access to your dual enrollment course.  If you are choosing to use Open Educational Resources, please make sure to note that with Follett as well.  Adopting your textbooks as soon as possible will help make sure your students have access to your textbooks before the course begins.

High school schedules play an important role in the dual enrollment class scheduling process. If changes occur to the high school bell schedule after the coordinators have assigned a course section number, inform the Office of Dual Enrollment immediately.

It is the responsibility of the high school to accommodate students if the college course is cancelled for any reason, on days that the course is not scheduled to meet, or when the college instructor must cancel a class meeting.

Instructors at the high school sites should follow high school protocols for immediate help with imminent danger, whether calling 911 and/or campus police or behavior specialists on site. 

High schools request courses to be taught on their campuses at times when there is no available high school instructor to teach the course. Given the variation of schedules between institutions, lack of faculty available to teach in the requested discipline, and difficulty in traveling between campuses, creative solutions can be employed by deans to provide instruction to the high schools. These approaches vary by discipline but have included synchronous instruction via Zoom or online or hybrid courses with pre-recorded lectures by FCC faculty. In cases where the instruction is not fully in-person, high schools are required to provide an employee to serve as facilitator for the dual enrollment course.

FCC instructors emphasize the importance of facilitators in the success of their shared students in the dual enrollment course. The instructors say that effective facilitators work as a team to help the students as they are the “boots on the ground” in daily communication with the instructors. Effective teams have been in frequent communication with each other to alert when questions come up from students and to monitor students’ progress in the class. For an effective relationship between instructor and facilitator, it is imperative on both sides to not view the facilitator as “merely a babysitter” of the students, but an active team member whose contribution is directly critical to the students’ success. Communication on both sides is key to this successful relationship.

Previous facilitators and instructors have been asked for best practices in the relationship between FCC dual enrollment instructor and high school facilitator, and these tips include:

  • Facilitators should have access to the Canvas shell to monitor continuously student's grades.
  • Facilitators should check in with students regarding their progress and connect them to high school and college resources for additional support, including computer labs, DSPS, tutoring, library, and Starfish.
  • Facilitators should encourage high school students to communicate directly with the college instructors, recognizing that frequently they are intimidated to do so.
  • If facilitators have any questions, they should communicate directly with the instructor.
  • Frequent, open communication between the facilitator and instruction is necessary; if the two are not in communication, student failure in the course can result.
  • Many instructors prefer to schedule regular check ins between the instructor and the facilitator to discuss ongoing expectations and assignments.
  • For issues that arise outside of the regular check ins, have a preferred agreed upon mode of communication, whether through email, phone call, or text.
  • Facilitators should reinforce to students that the course is a college course, not a high school course. Students will be held to the high expectations communicated in the syllabus (e.g. there may be no leniency in accepting late work).

Other expectations include that the facilitators should:

  • Make sure the books are ordered and arrive before the first day of class.
  • Ensure that all students log into Self-Service and Canvas accessed through MyPortal. The Virtual Student Hub has Canvas support resources including how to guides and links to live help are available for dual enrollment students.
  • Know the best method for you and the students to contact the instructor.
  • Know if the instructor holds office hours.
  • Review course syllabus, assignments, and due dates.
  • Ensure all students review course syllabus on first day of class.
  • Communicate with instructor to ensure roster is correct.
  • Communicate with instructor to drop any students needing drop before Census day.
  • Ensure that any students missing from the roster are added before Census day, typically three weeks into the semester.
  • FCC Instructor must provide add codes if students are added after first day of class.
  • See syllabus or ask instructor for exact Census date.
  • Communicate with instructor and high school counselor to recommend which students, if any, should be dropped before the final withdrawal date (typically half-way through semester). C or better is passing for college classes.
  • See syllabus, Self Service, or ask instructor for final drop date.
  • Review student grades and missing assignments with students weekly.
  • Do not present your own materials, as the instructor of record supplies all curriculum.
  • Keep students on task and assist as needed.

FCC deans provide liaisons for high school instructors approved to teach dual enrollment courses to connect the high school instructor with the departments, discipline content, and college resources, typically for new instructors. Duties of the FCC dual enrollment liaison as defined by the SCFT academic contract include that the mentors: inspect facilities as needed; discuss course outline of record and materials; visit classroom; observe high school teachers including assessments. As per the contract, liaisons receive compensation for their assignment (up to fifteen hours). 

When visiting high school campuses, liaisons must observe safety protocols of the high school campus, which include at minimum signing in upon arrival and arranging with the high school instructor the day and time of the observation, as high school schedules can change frequently.

Previous liaisons have been asked for best practices in the relationship between high school dual enrollment instructor and FCC liaisons, and these best practices for the mentors include:

  • figure out the preferred method of communication together, and communicate frequently.
  • treat each other as colleagues, each viewing each other as a peer they have the opportunity to connect with.
  • know that the intent of this relationship is to promote mutual growth.
  • conduct an orientation to provide and discuss course outline of record with the high school mentor.
  • approve equipment necessary to carry out the course at collegiate level. 
  • ensure books and material are appropriate for college level. 
  • help new teacher create a college standard syllabus. 
  • assist new teacher submit syllabus to Simple Syllabus.  
  • visit the high school site as needed to ensure the course is being taught at collegiate level with appropriate equipment. 
  • serve as observer, depending on the department’s needs and size. 
  • direct instructor to available campus resources for him or herself, in addition to students, including computer labs, DSPS, tutoring, library.

High school instructors are subject to evaluation schedules governed by their collective bargaining agreements for their high school courses; the district’s CCAP agreement gives specifications on the regularity of the observation by college representatives (typically twice in the first three semesters, and every semester thereafter). Observation would usually be conducted during week six to thirteen of the standard eighteen-week semester. Observation schedules can be arranged by the Office of Dual Enrollment upon request by the college departments.

After checking in at the main office, the college observer will come to the high school classroom and observe the teaching. The observer may also request the following items: syllabus, attendance records, grade book, lesson plan, and any handouts for the session’s activities.

After the classroom observation, copy of the observation notes will be e-mailed to the instructor’s FCC e-mail for review and signature.

Dual Enrollment Processes for High School Coordinators and Administration

High schools’ responsibilities are outlined in the districts’ approved CCAP agreement, and FCC Office of Dual Enrollment seeks to provide reasonable assistance high schools with recruitment and registration. FCC has developed marketing materials to provide to high schools, and requests to be invited to participate in recruitment or orientation events on site as appropriate. Data upon request can be provided to boards and high schools to help guide conversations with parents and community about the benefits and considerations of dual enrollment for high school students.

High school site coordinators serve a critical role in the partnership with the Office of Dual Enrollment, as typically they are the lead in recruitment and orientation events, requesting and scheduling courses, and leading students in the registration process.

Registration is the largest part of the coordinators’ responsibilities, and every semester before open registration periods, the Office of Dual Enrollment holds information sessions providing updates to coordinators and support for the registration process.

After information nights, the registration process is:

STEP ONE: CCC Apply. This step is required to get high school students into the system and, most importantly, assigned to a SCCCD ID# that is required to enroll students in any FCC courses. This step is lengthy and complicated. Because the system takes 48-72 hours to process to send students their unique SCCCD ID#, it is not possible to have one registration event (unless the coordinator collects the registration forms and manually enters in the SCCCD ID#s at a later date). Therefore, it is recommended that coordinators:

  1. Communicate to the high school applicants the importance of choosing an email address that the student will actually check to register. Many high schools have the students use their high school email address for consistency.
  2. schedule two separate registration events approximately a week apart (Part 1, the CCC Apply application, reserving at least a 45 minutes to walk students through the process)
  3. send students and their parents information and resources to complete this step on their own a week before the registration event. Resources include tutorial video and step-by-step application guide located on the main dual enrollment webpage.
  4. NOTE: CCC Apply only needs to be completed ONCE in a high school students’ time in dual enrollment if the student is continuously enrolled in dual enrollment courses. If student sits out for two or more primary terms consecutively, then the student will need to reapply.

STEP TWO: AB 30 Form.

  1. To have the students complete the AB 30 registration form, they must have a SCCCD ID# that will be emailed to the address they provided in the CCC Apply application. High schools can also request reports of student SCCCD ID #s from the Office of Dual Enrollment, realizing that it takes 48-72 hours for the number to be created.  AB 30 Reports will be run frequently during registration time, and include information coordinators can use to check information the student entered in CCCApply.
  2. If both the student ID# and course section number have been generated, the student is ready to fill out the AB 30 form. Schools can have the student auto-fill in the information directly onto the form.
  3. Signatures are required from (using Docu-Sign or Adobe Sign to expedite review is acceptable):
    1. Student
    2. Parent
    3. High school designee
  4. Once complete, coordinators should review information in form against the CCC Apply report for accuracy and completeness.
  5. Individual student files should be named as “Student name Student SCCCD ID#” (Example: Cara Gonzales 0123456).  Make sure to include the signature page along with the terms and conditions page in the file. 

STEP THREE: Uploading the AB 30 Forms (one-time form). Coordinators then upload the documents into your district’s secure Microsoft Teams site.

  1. You should have received a notification that you have been added to the “FCC DuE Applications” Teams site with a link.
  2. If you already use Teams in your district, you will need to go into your account settings in Teams, the top right hand corner, and switch from your district account to the “State Center Community College District.” That will take you to the “FCC DuE Applications” Teams site.
  3. Once in Teams, you will see the “General” tab that all high school coordinators have access to. In this “General” tab, there under Files is folders such as “Important Dual Enrollment Forms” for various resources you will need. Do not upload anything here.
  4. On the left-hand side of the screen, find your own district’s private channel, which only you and specific administration can access, along with the college Dual Enrollment Office. Click into your private district’s channel.
  5. In your private channel, find the “Files” tab.
  6. If your district has multiple high schools, there will be folder for each high school. Click into that folder labeled by your high school name and “AB 30 Forms”.
  7. Inside that folder, there are two more folders:
    1. Your High School name NEW Reg Forms.” This is where you would upload all of the new registration forms.
    2. Make sure to post in your private channel to notify the FCC Dual Enrollment team that you have uploaded new registration forms there.
    3. When there are problems with the registration forms, the FCC Dual Enrollment counselors will move the files to the second folder in the same channel “Your High School name Problem AB 30 Forms.”
    4. The FCC Dual Enrollment counselor will post in your private channel a message to you if there are any forms moved into the “Problem AB 30 Forms” folder. NOTE: if your district has its own Teams site, you will need to have both sites open to receive notifications, or check several times a day after uploading. This is very important after you upload documents to check for notifications so there are no delays in processing.
    5. Once you have corrected the error on the form, move the form back to the “Your High School name NEW AB 30 Forms” folder and post a notification to the Dual Enrollment team.
  8. AB 30 Reports will be run occasionally to check for the students who have been coded as AB 30. Rosters and reports upon request will be uploaded into the Teams site.

STEP FOUR: Uploading the Student Rosters for Batch Enrollment.  Registration into dual enrollment courses will take place once students have been coded as AB 30 form completors.  The high school coordinator will compile rosters using template provided in Teams site for each class, indicating that the students are coded as AB 30.  When rosters are complete, the high school coordinator will place them in their private channel by high school site, and tag the team that the rosters are ready for batch enrollment.  The files will be taken away from the site once ready for processing, and moved back to the Processed rosters folder once Admissions and Records has enrolled students.  Any problems will be marked on the file.

If students wish to enroll before the Census date but after rosters have been batch enrolled, post in the private channel the students' ID number, AB 30 form complaince, and section number.  Our office will forward that information to Admissions and Records for enrolling and notify you if any problems arise.

Pathways are defined by the California Coalition of Early and Middle Colleges as “a sequence of courses in a specific area that may be geared towards career (CTE) or general education (IGETC). Pathway results are relevant and rigorous that inspire students and prepare them for university, career, and community.” Pathways also begin and end to guide students to their next opportunity beyond high school. For instance, the achievement of an IGETC certification helps students complete part of their general education requirements.

When high schools discuss pathways with their stakeholders, they should consider how the courses for the entire students’ experience prepares them for success in college-level course work, rather than choosing a course based on minimum qualifications of available high school instructors. Discussions with deans and departments will lead to recommendations on which college courses would be appropriate and beneficial for high school dual enrollment students within the high school pathway. These discussions should take place at least a semester prior to the request, as the process can take a few months to a year.

The next steps for requesting a new pathway are:

  1. The high school discusses the request with the Office of Dual Enrollment.
  2. The high school coordinator and/or administrative representative submits the Dual Enrollment Course Request Form to the Office of Dual Enrollment. High schools specify on the form whether they believe they have minimally qualified instructors to teach in the pathway, or whether they may be requesting FCC staff if available (for more information, see section “Minimum Qualifications for Community College Instructors”).
  3. The form is provided to the dean overseeing the pathway to determine if the high school pathway aligns with the college’s pathways in consultation with the department chair.
  4. A meeting between the high school, the dean, and department chair to map pathways to discuss pathway alignment may be called.  Upon request, the Office of Dual Enrollment can be present at the meeting to help facilitate the collegial conversation.
  5. Once high school pathway is determined to align, then the dean and department chair determines courses that align to a degree or certificate. 

Once pathways are approved by the deans and the department chairs, the course request can be formalized:

  1. The high school submits the course request form to the Office of Dual Enrollment based on the approved pathway.
  2. If the high school instructor has been approved to teach the specific course, high schools can request the instructor teach that course.
  3. If no high school instructor is qualified, high schools can request FCC instructors if available. 
  4. The course request will specify the requested course title, dates, times, and instructional modality. 
  5. Course times will be initially calculated by the Office of Dual Enrollment and checked by the dean’s instructional administrative aid to meet mandated hours. 
  6. Course requests will be submitted to Office of Dual Enrollment to verify completion of all required information. 
  7. When complete, the Office of Dual Enrollment will submit to the dean to review the course request review in collaboration with the department chairs. 
  8. If approved, the dean will provide section numbers to the Office of Dual Enrollment. 
  9. Section numbers are then shared with each site.  
  10. Registration training for high school coordinators are held twice per year.

For courses that have been approved, the Office of Dual Enrollment will send high schools an Excel file to request future course sections a year in advance of the course offering. The coordinator will work with the deans and departments to get the course scheduled. High school administration and coordinators should work directly only with the Office of Dual Enrollment, not the deans and departments. Once courses have been scheduled, the coordinator will provide the scheduled course information to the high schools. Note that this process of renewal can take a few months, so plan accordingly to ensure registration can take place in a timely manner for the students.

The current system of the established disciplines lists maintained through the California Community College’s Chancellor’s Office was created to replace a community college credential system that ended in 1990. According to The Minimum Qualifications for Faculty and Administrators in California Community Colleges, the establishment of minimum qualifications “serve as a statewide benchmark for promoting professionalism and rigor within the academic disciplines in the community colleges and a guideline for day-to-day decisions regarding suitability for employment in the system.” The Academic Senate of the California Community College frequently reviews and updates the document. Many find the Discipline Index in the handbook a quick guide to understanding which discipline requires which advanced degree. Academic Senates have the authority to create localized policies for discipline and the process for Equivalency Committee that must be followed.

Once pathways have been approved, high schools may request to have the interested instructor’s qualifications reviewed by the college in alignment with The Minimum Qualifications for Faculty and Administrators in California Community Colleges:

  1. High school site identifies faculty that meet minimum qualifications or that they believe meet minimum qualifications who are interested in potentially teaching dual enrollment courses.
  2. High schools are provided links to updated Minimum Qualifications handbook. Upon request, localized departmental policies will be provided to high schools and equivalency paperwork.
  3. High school submits documents for instructor review process all at once:
    1. The SCCCD New Dual Enrollment Instructor Packet:
      1. Dual Enrollment Personnel Information Sheet
      2. Signed Guidelines and Requirements for High School Instructor Teaching Dual Enrollment Classes
      3. Signed SCCCD—Computer Use Policy
      4. Verification of Experience
    2. Checklist for Dual Enrollment that includes the request for official transcripts.
  4. The process for vetting instructors can be lengthy:
    1. up to one academic year if the instructor does not meet minimum qualifications and goes to FCC’s Equivalency Committee
    2. up to a few months if the instructor does meet minimum qualifications
  5. Because the process is lengthy, the SCCCD New Dual Enrollment Instructor Packet must be submitted to the Office of Dual Enrollment by:
    1. February 1 for fall semester requested start date
    2. September 1 for spring semester requested start date
  6. Once paperwork is reviewed for completeness by the Office of Dual Enrollment:
    1. The paperwork is sent to deans for review, who will share the application with department chairs if they feel the candidate meets minimum qualifications.
    2. In some cases, an interview is scheduled between the departments, dean, and the high school instructor. The Office of Dual Enrollment upon request can be present at the meeting to help facilitate the collegial conversation.
  7. If the departments and deans determine that the candidate does not meet minimum qualifications:
    1. Paperwork is sent to the deans for review.
    2. In consultation with department chairs, deans can make determination that the instructor does not meet FCC’s departmental policy for equivalency.
    3. Deans upon review may decide the instructor may meet FCC’s departmental policy for equivalency and shares application with departmental chairs to discuss moving forward with a petition to the Equivalency Committee.
  8. Once paperwork has been signed by the dean, it is submitted to Human Resources for review and confirm the candidate meets minimum qualifications.
  9. If the course is 100% web-based course based taught by FCC faculty, the high school will provide a facilitator (see section “Role of the High School Facilitator”).
  10. Once approved, the FCC faculty will instruct the course provided the high schools are able to recruit the minimum enrollment of 20 students per course (fewer students may result in the course being cancelled).
  11. Approved high school instructors will need to complete the Instructional Service Agreement each semester (FCC ISA) provided by the Office of Dual Enrollment.

The Process for all Equivalency petitions are as follows as provided by the Equivalency Committee:

  1. The department chair or designated presenter can retrieve a petition from the FCC’s Equivalency SharePoint site or contact the Equivalency Chair.
  2. The department chair will fill out the application that is included with the set of instructions. Indicate how the particular candidate qualifies for an equivalency under the provisions of the Departmental Policy for Full Equivalency. If the department does not have such a policy approved by the Equivalency Committee, the chair will have to have a policy approved by that committee before you can submit an applicant. The candidate can be submitted at the next available meeting.
  3. The members of the department vote on the request for endorsement. If the required number as listed on the Departmental Policy for Full Equivalency approve, those faculty members sign the request. The numbers of “approved” signatures must be 50% plus one of the total number of full-time faculty members in the department. Next, have the department chair (or equivalent) and division dean review and sign it. Finally, get the signature of an Equivalency Committee member. If the department does not have a representative on the committee, then leave the signature line blank.
  4. The department chair/designated presenter is responsible for ensuring the petition is complete. It is important that the department requesting equivalency for a candidate assist the petitioner to ensure all documents are submitted for submission of the petition. All documents needed are listed on the front page of the petition.
  5. Once the request has been approved by the department, they will obtain copies of the required documents, place them behind the request in the order listed in the instructions, remove these instructions, and send the completed equivalency package to the Equivalency Committee chair for submission to the Equivalency Committee at the next available meeting. The completed petition must be sent to the committee chair 72 hours prior to the scheduled meeting. Late documentation will not be accepted. The department chair/designated presenter can request the Equivalency Chair to preview the document for completeness prior to the scheduled meeting. The Equivalency Chair can only give recommendations on if the petition is complete; no other advice will be given. The request must be done at least two days prior before the petition is officially due.
  6. If the petition is complete, it will go before the Equivalency Committee for consideration at the next scheduled meeting. If it is not technically correct, it will be sent back to the department for changes and resubmit the request prior to the deadline.
  7. The department chair/designated presenter must be present at the meeting. The presenter will need to bring at least 15 copies of the petition. When it is their turn to present, they must distribute the copies to the committee members in attendance and the original petition will be given to the Equivalency Committee chair.
  8. If the Equivalency Committee approves the request, the candidate will be granted full equivalency immediately. The candidate may move forward in the interview process. A copy of the approved petition will be given to HR, department chair or presenter, and dean. If the Equivalency Committee does not approve the request, the candidate will not be granted full equivalency.
  9. In the event of a denial, the committee will recommend changes. Department chairs can make the recommended changes and resubmit the petition at the next scheduled meeting. The Equivalency Committee’s decision can be appealed. Departments can resubmit the candidate addressing the committee recommendations, or the department can obtain a Candidate Appeals Form and included set of instructions from any division office.

If the instructor is determined to be sufficiently prepared and meets minimum qualifications in the process steps outlined above, the high school instructor can be assigned to teach a dual enrollment course. In collaboration between the dean and department chair, a mentor will be assigned to the high school instructor.

If no instructor is available or interested at the high school site, or if a high school teacher who meets minimum qualifications is not determined to have sufficient preparation to teach the course, the dean will be asked if an assignment of FCC faculty to teach the course can be made.