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E S T R E L L A M O U N TA I N C O M M U N I T Y C O L L E G E
Dual Enrollment
Operational Plan
2001-2002
Last Update: 11-16-01
3000 North Dysart Road - Avondale, Arizona 85323-1000 - (623) 935-8000
M a r i c o p a C o m m u n i t y C o l l e g e s
Dual Enrollment Plan
Table of Contents
Dual Enrollment Mission Statement .................................................................. 3
Dual Enrollment Objectives for 2001-2002 ................................................. 3
I. Maintain Commitment to Program Quality and Assessment of Student Learning ..................... 3
II. Promote Growth of the Program to Meet the Needs of High School Partners .......................... 3
III. Expand Professional Development Opportunities for Dual Enrollment Faculty...................... 4
Summary of Resources Needed To Accomplish Goals....................... 4
Schedule for Evaluation and Update of Plan ............................................... 5
Appendix A: Budget Summary................................................................................................... 5
Appendix B: SWOT Analysis..................................................................................................... 6
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Dual Enrollment Mission Statement
Dual enrollment is a high quality program, offering college credit classes on the high school
campus for qualified high school students.
Dual Enrollment Objectives for 2001-2002
I. Maintain Commitment to Program Quality and Assessment of Student Learning
a) During the fall and spring semester at least one meeting will be held to share program data,
discuss program quality initiatives, and obtain feedback from faculty and administration
using AIT meetings. Faculty identified as interested parties will also be invited to these
meetings.
b) Ensure that high school liaisons receive a minimum of two contacts from the Estrella
Mountain Program Coordinator each fall and spring semester.
c) At least once each year, the principals and superintendents of our partner schools will receive
a brief update on the program status for their school(s).
d) By September of each year, at least 80% of the annual dual enrollment evaluation plan will be
implemented (for example subsequent success rates of dual enrollment students and dual
enrollment follow up surveys).
II. Promote Growth of the Program to Meet the Needs of High School Partners
a) At least one contact will be made to discuss future dual offerings by the spring 2002 with all
four high school districts that are planning to open new high schools within the next three
years.
b) A technology certification program will be added in at least one high school during 2001-
2002 and the 2002-2003 school years.
c) An analysis of occupational programs being offered at EMCC dual enrollment high schools
will be conducted to identify potential dual credit partnerships with Estrella Mountain. A
summary report of the findings will be available by May 2002.
d) Develop a dual enrollment promotional plan (identify materials and distribution strategy) by
March 1, 2002. Begin implementation of the plan during Spring 2002.
e) Identify one new high school partner for 2001-2002 and 2002-2003 school years.
f) At a minimum, maintain 2001-2002 and 2002-2003 Dual Enrollment FTSE at 1999-2000
levels.
g) In collaboration with Student Services, identify the benefits of sponsoring an “open house”
for targeted high schools and/or student populations (i.e. students interested in computer
technology).
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III. Expand Professional Development Opportunities for Dual Enrollment Faculty
a) All new dual enrollment faculty will be invited to fall and spring orientations and at least
30% will attend.
b) Increase dual enrollment faculty participation by 50% in the adjunct faculty scholarship
program (this will involve increasing the flexibility of the scholarship award to meet dual
enrollment faculty needs).
c) Pilot at least one faculty development project, in collaboration with the CTL.
Summary of Resources Needed To Accomplish Goals
We have identified the following resources to advance the objectives in this plan.
a) Funds to develop and distribute updated dual enrollment promotional materials
(Objective II b).
b) Assistance from the Office of Planning and Institutional Effectiveness with implementation
of evaluation plan (Objective I d).
c) Faculty development resources (time) from the EMCC Center for Teaching and Learning
(Objective III c).
d) Student services assistance with administering ASSET and registering students
(Objective II f) and sponsoring open houses (Objective II g).
e) Fiscal Office support in billing schools (indirectly related to all objectives).
f) Office of Institutional Advancement support in creation of promotional materials and
strategies for dual enrollment. (Objective II d).
g) Occupational division planning time to identify potential dual partnerships (Objective II c).
h) Academic Computing planning time to expand technology offerings at dual enrollment
partner schools (Objective II b).
i) Support from all academic divisions in developing quality programs in new high schools.
(Objectives II a & e).
j) Continued support for the 20-hour per week temporary employee that is funded by the Office
of Instruction (all objectives).
k) Continued support from shared secretarial staff (all objectives).
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Schedule for Evaluation and Update of Plan
Each July the Dual Enrollment Plan will be updated. In October a progress report on dual
enrollment objectives from the previous year will be sent to the Dean of Instruction for review.
Appendix A: Budget Summary
The Dual Enrollment Program does not have an official budget. Supplies and one 20-hour
temporary worker are funded through the Office of Instruction.
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Appendix B: SWOT Analysis
SWOT Analysis – Dual Enrollment Program
Update as of April 2001
Strengths Weaknesses
Improved communication with Full faculty buy in not yet
faculty achieved
Support of EMCC Senior Recent enrollment declines
Administration Unplanned growth and
Provides ease of access to college deficiencies in quality control
programs for high school resulted in a poor image of the
students program
Program leadership Lack of incentive for divisional
Improved assessment and participation
advising process Lack of common academic
Program Evaluation Plan in assessment (common finals) to
Place evaluate dual enrollment student
Positive partnership with high performance
schools Priorities at some high schools
Serves a market not dependent do not include Dual Enrollment
on our facility size Occupational offerings at
EMCC are currently limited
Opportunities Threats
Expand program offerings Changing administration at the
through the creation of new high schools
EMCC occupational offerings Changes in Dual Enrollment
Add courses to existing high guidelines, including a new
schools and develop new financial model, may decrease
partnerships student enrollment
New high schools being opened Treatment of Dual enrollment
in EMCC service area credits by some universities
Slower growth allows for Lack of consistency in state and
focusing on improving quality district guidelines “changing
rules”
Competition from sister colleges
fueled by need for FTSE
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