Welcome to NACEP, the National Alliance of Concurrent Enrollment Partnerships.

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Welcome to NACEP, the National Alliance of
Concurrent Enrollment Partnerships.

• NACEP is a professional organization for high
  schools and colleges that fosters and supports
  rigorous concurrent enrollment. Established in
  1999 in response to the dramatic increase in
  concurrent enrollment courses throughout the
  country, NACEP serves as a national accrediting
  body and supports all members by providing
  standards of excellence, research, communication,
  and advocacy. Concurrent enrollment (also
  called dual enrollment or dual credit) programs
  provide a unique and sustainable way to deliver
  rigorous curriculum to a broad range of high
  school students. They simultaneously provide a
  mechanism for delivering ongoing professional
  development to America's most talented teachers.
  As concurrent enrollment programs continue to
  flourish across the country, an ever broader
  audience is taking note. Thus, in addition to
  current and prospective NACEP members, the
  alliance is intended to serve students, parents,
  educators, and policy-makers interested in
  learning more about the innovative and proven
  concurrent enrollment model.

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NACEP Formation

• There exists a band of hardy and generous folk
  who have forged ahead in the face of countless
  challenges as this innovative educational model
  has grown in popularity across the nation. We
  welcome your interest, questions, and shared
  experiences from both the secondary and
  collegiate perspective. I invite you to connect
  with NACEP's wealth of support through our Web
  site and conferences. Dianne Siegfreid
  (Sig)President, NACEPConcurrent Enrollment
  Program AdministratorWeber State University

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Mission Statement

• The National Alliance of Concurrent Enrollment
  Partnerships (NACEP) links college/high school
  programs offering college courses in high
  schools. NACEP supports and promotes its
  constituent partners through quality initiatives,
  program development, national standards,
  research, and communication.

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Program Design

• A true collaboration between high schools and
  higher education

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NACEP Program Standards

• NACEP standards identify key elements of quality
  in the areas of
• curriculum,
• instructors,
• students,
• assessment, and
• program evaluation.
• Member institutions may be accredited as full
  NACEP members upon demonstrating that they meet
  or exceed the measurable criteria which form the
  basis of the NACEP standards.

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NACEP Program StandardsCurriculum

• Curriculum 1 (C1)College or university courses
  administered through a CEP are catalogued courses
  and approved through the regular course approval
  process of the college or university. These
  courses have the same departmental designation,
  number, title, and credits additionally these
  courses adhere to the same course description.
• Curriculum 2 (C2)College or university courses
  administered through a CEP are recorded on
  students official academic record of the college
  or university.
• Curriculum 3 (C3)College or university courses
  administered through CEPs reflect the
  pedagogical, theoretical and philosophical
  orientation of the colleges and universities
  sponsoring faculty and/or academic department.

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NACEP Program StandardsInstructors

• Faculty 1 (F1)Instructors teaching college or
  university courses through the CEP meet the
  academic requirements for faculty and instructors
  teaching in post-secondary institutions as
  stipulated by the respective academic
  departments.
• Faculty 2 (F2)The post secondary institution
  provide high school instructors with training and
  orientation in course curriculum, assessment
  criteria, course philosophy, and CEP
  administrative requirements before certifying the
  instructors to teach the college/universitys
  courses.
• Faculty 3 (F3)Instructors teaching the CEP
  sections are part of a continuing collegial
  interaction, through annual professional
  development, required seminars, site visits, and
  ongoing communication with the post-secondary
  institutions faculty and CEP administration.
  This interaction addresses issues such as course
  content, course delivery, assessment, evaluation,
  and professional development in the field of
  study.

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NACEP Program StandardsStudents

• Students 1 (S1)High school students enrolled in
  courses administered through a CEP are officially
  registered or admitted as degree-seeking,
  non-degree or non-matriculated students of the
  sponsoring post-secondary institution.
• Students 2 (S2)Post-secondary institutions
  outline specific course requirements and
  prerequisites.
• Students 3 (S3)High school students are provided
  with a student guide that outlines their
  responsibilities as well as guidelines for the
  transfer of credit.

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NACEP Program StandardsAssessment

• Assessment 1 (A1)CEP students are held to the
  same standards of achievement as those expected
  of students in on-campus sections.
• Assessment 2 (A2)Every section of a course
  offered through a CEP is annually reviewed by
  faculty from that discipline and CEP staff to
  assure that grading standards meet or exceed
  those in on-campus sections.
• Assessment 3 (A3)CEP students are assessed using
  the same methods (e.g. papers, portfolios,
  quizzes, labs, etc.) as their on-campus
  counterparts.

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NACEP Program StandardsProgram Evaluation

• Evaluation 1 (E1)The CEP conducts annual program
  assessment and evaluation of its practices
  including at least course evaluations by CEP
  students and follow-up of the CEP graduates who
  are college or university freshmen. Qualified
  evaluators/ researchers and/or the colleges or
  universitys institutional research office
  conduct and analyze evaluations and assessments.
• Evaluation 2 (E2)The CEP conducts, every 5 years,
  an impact study of the CEP on participating high
  school instructors, principals and guidance
  counselors. Qualified evaluators/ researchers
  and/or colleges institutional research office
  conducts evaluations and assessments.
• Evaluation 3 (E3)The CEP conducts, every 5 years,
  a follow-up of CEP graduates who are seniors in a
  college or university. Qualified evaluators/
  researchers and/or colleges institutional
  research office conducts evaluations and
  assessments.

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Committees

• Executive Committee
• President Dianne Siegfreid (Sig)
• Vice President Ted Ungricht
• Past President Gerald Edmonds
• Treasurer Kent Scheffel
• Secretary Peggy Sadler
• Member at Large Ted Leahey

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Standing Committees

• Accreditation Gerald Edmonds Syracuse
  University400 Ostrom AveSyracuse NY 13244p.
  [phone]e. gedmonds_at_syr.edu

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Standing Committees

• Communications Committee Julie Williams
  University of Minnesota-Twin Cities15 Church St
  S EMinneapolis, MN 55455p. [phone]e.
  juliew_at_umn.edu

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Standing Committees

• Research Committee Gillian Thorne University of
  Connecticut368 Fairfield Road Unit 2171 Storrs,
  Connecticut 06269-2171 Hartford CNp. (860)
  486-1045e. gillian.thorne_at_uconn.edu

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Standing Committees

• Governmental Relations Committee John
  FisetSyracuse University400 Ostrom AveSyracuse
  NY 13244p. [phone]e. jcfiset_at_.syr.edu

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Standing Committees

• Membership Committee Elena SamsonFinger Lakes
  Community CollegeGeneva Campus Center63
  Pulteney St.Geneva, NY 14456p. [phone]
  x6016e. samsoner_at_flcc.edu

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What are the benefits to NACEP membership?

• NACEP membership provides collegial support and
  research, including...
• Opportunities to collaborate and network with
  educators and advocates from other institutions
  and organizations participating in concurrent
  enrollment partnerships
• The option to seek NACEP accreditation
• Access to research, data, best practices, and
  current information about national trends
  affecting concurrent enrollment
• A subscription to the NACEP e-newsletter
• Year-round access to the NACEP listserv
• National exposure on the NACEP Web site
• Support and advocacy resources designed to
  bolster state and federal legislative
  initiatives.

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Becoming NACEP Accredited

• A concurrent enrollment partnership which is at
  least five years old and a provisional member of
  NACEP may apply for accreditation. Visit the Web
  site (www.nacep.org) for a detailed account of
  the accreditation process, expectations, and
  deadlines.

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Benefits of NACEP Accreditation

• Serves as a guarantee to students, policy-makers,
  and other postsecondary institutions that the
  accredited partnership meets rigorous national
  standards
• Distinguishes a concurrent enrollment
  partnership, thereby enhancing its ability to
  recruit new partners and students
• Aids CEP alumni and families when they seek
  credit recognition for their CEP-earned college
  credits.

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NACEP Conference

• Vote NACEP!
• Our platform
• Quality Concurrent Enrollment Partnerships across
  the U.S.A.!
•  
• October 26-28Kansas City, Kansas
• Both secondary and post-secondary educators are
  encouraged to attend this conference.
• Registration Information is available on the
  NACEP Web site at
• www.nacep.org