InstructorsDual Credit
Welcome!
We鈥檙e glad you鈥檙e here. Teaching dual credit means supporting students in one of their first college experiences while maintaining true college-level expectations.
This page is designed to support you throughout that work. It brings together key policies, instructional guidance, and campus resources in one place so you can find what you need when you need it.
Getting Started
First Weeks Essentials
During your first weeks of teaching, be sure to complete these important tasks:
- Audit and compare 麻豆原创 class rosters with partner institution rosters to verify enrollment accuracy and resolve discrepancies prior to census date
- Access Canvas and 麻豆原创 technology resources
- Review semester deadlines and census dates
- Create a proof-of-participation assignment
- Certify class rosters by the census deadline
- Begin entering grades in Canvas
- Submit Early Alerts for struggling students when needed
Additional guidance and resources are available throughout this page. You will need to use your 麻豆原创 email account to access linked resources.
Helpful Resources:
Two Hats, One Classroom
As a dual credit instructor, you occupy a genuinely unique position in education. You are simultaneously a high school teacher and a college instructor, teaching a course under the authority and academic standards of 麻豆原创. In most cases, dual credit instructors are employed by a K-12 district and are also responsible to their own campus administration. Both roles are real. Both sets of expectations apply.
The challenge most dual credit instructors face is not credentials. You've met those requirements. The challenge is cultural and pedagogical: what does "college instructor" look like in practice? How does it differ from excellent high school teaching 鈥 and where does it stay the same?
Your Official Status
When you teach a dual credit course, you are functioning as a faculty member of 麻豆原创. The course you teach is listed in the college catalog, carries college credit, and appears on your students' permanent college transcripts. The academic standards of the course are set by 麻豆原创's discipline faculty 鈥 not by your district's curriculum office.
Accreditation Requirements
Regional accreditors 鈥 specifically SACSCOC, which accredits 麻豆原创 鈥 require that dual credit faculty receive ongoing professional development and training as college instructors, not just as content-area teachers. This is not a formality. It reflects the accreditor's genuine concern that students in dual credit courses receive instruction equivalent to what they would receive on a college campus.
You are not alone in this work. 麻豆原创 is your partner in supporting student success. Understanding the resources, relationships, and support available to you can strengthen both your teaching experience and your students鈥 success.
Your Support Network
Key Contacts & Their Roles
Your 麻豆原创 dean, department chair, and dual credit liaison are key resources throughout your time as a dual credit instructor. They can help answer questions, provide guidance, and connect you with the appropriate college resources when challenges arise.
麻豆原创 Deans
Your primary content-area contacts for:
- Academic dishonesty concerns
- Credentialing
- Course/section management
麻豆原创 Dual Credit Liaisons & Department Chairs
Your primary contact for:
- Curriculum alignment
- Course design questions
- Census and grade submission
- Professional development resources
麻豆原创 Dual Credit Services
Your primary contact for:
- Application and enrollment questions
- Roster checks
- Early alerts
If you are unsure who the contacts are for your subject area, please contact Frank De La O at fdelao@midland.edu.
Professional Development & Support
麻豆原创 is committed to supporting dual credit instructors as college faculty members. In accordance with SACSCOC accreditation requirements, dual credit faculty participate in ongoing professional development relevant to their instructional role. 麻豆原创 offers professional development opportunities for faculty and staff through the Teaching & Learning Center (TLC)
The TLC provides offers the following support:
- Teaching and pedagogy resources
- Canvas assistance
- Faculty collaboration and community
- Annual orientations
- Faculty learning communities
- Webinars and workshops
- Individualized support from academic departments
Dual credit instructors are encouraged to stay connected with their department chairs, faculty liaisons, and college resources to strengthen instructional practices and remain engaged with the 麻豆原创 academic community. Dual credit instructors have access to the same professional resources and support available to 麻豆原创 faculty.
Support Beyond the Classroom
When student matters extend beyond the classroom, 麻豆原创 has offices ready to help.
Dean of StudentsAssists with:
- Academic integrity concerns
- Student conduct issues
- FERPA/confidentiality questions
Assists with:
- Grade submission
- Enrollment corrections
- Transcript questions
- Student records processes
What Instructors Need to Know
Census Participation Requirement
Typical census dates:
- 12th class day for 16-week courses
- 6th class day for 8-week courses
To verify student enrollment and attendance for financial aid purposes, faculty must document student participation prior to the official census date.
This is typically completed through a brief academic assignment (such as an introductory or diagnostic activity) submitted before the census deadline.
Students must complete at least one documented academic activity by the census date to remain enrolled. Students who do not participate may be dropped from the course.
Suggested syllabus language:
鈥淪tudents must attend class and/or actively participate by completing an academic
assignment by the official census date. Students who do not do so may be dropped from
the course.鈥
Roster Certification
Faculty will receive notification when census rosters are available for certification. Roster certification verifies student attendance and is important for financial aid compliance.
Canvas Learning Technology
Canvas is 麻豆原创鈥檚 learning management system (LMS) used to access course materials, manage instruction, communicate with students, and support learning activities.
You will need to use your 麻豆原创 email account to access Canvas resources and training materials.
Canvas Training Module
Provides an overview of Canvas tools, navigation, and instructional resources for faculty teaching in Canvas. Faculty may self-enroll in the module.
Canvas Demo Course
A fully developed sample course designed to provide ideas for course structure and organization in Canvas. Faculty may self-enroll in the demo course.
Overview
Students should be told on day one:
鈥淭his syllabus governs our course. Refer to it first for policies and deadlines.鈥
A college syllabus is the official framework for your course and serves as an agreement between instructor and student. It outlines course expectations, policies, and assessment structure.
Minor updates may be made with notice. Significant changes (such as grading policies or major deadlines) may require approval from your department chair or dual credit liaison
Required Components
All 麻豆原创 syllabi must include the following:
Course Information
- Title, number, section, credits, semester, meeting pattern
Course Description & Learning Outcomes
- Official 麻豆原创 catalog description
- Approved student learning outcomes (must not be altered)
Instructor Information
- Name
- 麻豆原创 email (required)
- Office hours/availability
- Contact method(s)
Required Materials
- Textbooks (including ISBNs)
- Software or required tools
Grading Policy
- Assignment categories and weights
- Grading scale
Schedule
- Weekly/unit outline
- Major deadlines
Policies
- Academic integrity + AI expectations
- A reference to 麻豆原创鈥檚 Academic Integrity Policy
- Clear expectations for academic honesty in your course
- A defined course policy for AI tool use (one of the following approaches):
- Restricted use
- Permitted with disclosure
- Integrated use
- Late work and attendance policies
Required Statements
- Disability/accommodations statement
- Academic integrity statement
- FERPA/student privacy statement
Student Resources
- 麻豆原创 tutoring and academic support services
- Library and learning resources
Overview
College-level courses emphasize critical thinking, academic rigor, and student independence. Dual credit instructors are responsible for aligning instruction with college expectations and course outcomes.
Rigor Expectations
Dual credit courses often match content of on-campus courses, but must also match the level of thinking required.
Key focus areas:
Analysis and evaluation over recall
Independent learning and interpretation
Alignment with Bloom鈥檚 Taxonomy (Apply 鈫 Create levels)
Instructional Differences
| Area | High School Approach | College Expectation |
|---|---|---|
| Assignments | Summaries, Worksheets | Analysis, argumentation, evaluation |
| Writing | Structured essays | Extended, evidence-based writing |
| Reading | Guided textbook sections | Primary/secondary source analysis |
| Assessment | Recall-based testing | Application and synthesis |
| Projects | Creative outputs | Research, analysis, reflection |
Credit Hour Expectation
A 3-credit course represents approximately:
- 45 hours of instruction
- 90 hours of outside student work
Courses should reflect this level of engagement.
Design Check
For each major assignment, ask:
鈥淲hat level of thinking does this require?鈥
Most graded work should target:
- Apply
- Analyze
- Evaluate
- Create
Overview
Grades in dual credit courses reflect demonstrated academic performance and align with 麻豆原创 grading standards.
What College Grades Represent
A = exceptional mastery
B = above average performance
C = satisfactory performance
D = passing, may not transfer
F = does not meet minimum competency
Grades reflect performance on assessed work, not effort, behavior, or external circumstances.
Grade Integrity Expectations
| Factor | High School Practice | College Standard |
|---|---|---|
| Effort & attitude | Often included | Not part of grade |
| Improvement | May raise grade | Final performance only |
| Circumstances | Adjustments common | Follow syllabus policy |
| Extra Credit | Frequent | Limited; if used |
| Rounding | Often flexible | Only if stated in syllabus |
| Retakes | Common | Course-dependent |
Grade Submission
Grades must be submitted through 麻豆原创 systems by published deadlines. These deadlines may differ from district calendars.
Failure to meet deadlines may delay student credit completion.
Grade Changes
Grade changes are appropriate only for clerical errors.
Grades should not be changed due to:
- Student request or pressure
- Financial aid needs
- Dissatisfaction with outcome
Academic Integrity in Dual Credit Courses
Academic integrity is a shared responsibility between 麻豆原创 and partner school districts. However, 麻豆原创 policy governs all college coursework and grades.
When violations occur in dual credit courses, 麻豆原创 procedures must be followed regardless of district-level decisions.
A district-level response (such as allowing a retake) does not replace or override 麻豆原创鈥檚 academic integrity process.
Reporting Academic Dishonesty (Required Process)
When a possible violation occurs:
- Preserve all evidence (submitted work, reports, screenshots, etc.)
- Do not alter the student鈥檚 submission
- Follow 麻豆原创鈥檚 academic integrity reporting procedures
Consistent documentation and reporting ensure fairness and protect both students and faculty.
Artificial Intelligence in Coursework
AI tools may be used in college courses only when explicitly allowed by the instructor.
Faculty must clearly define AI expectations in their syllabus and assignments. Vague guidance (such as 鈥渦se AI responsibly鈥) is not sufficient.
Students must know:
- Whether AI is permitted
- How it may be used
- Whether disclosure is required
AI Policy Options (Select One)
- Restricted Use
AI tools are not permitted for graded work. Submissions must reflect original student work. - Permitted with Disclosure
AI may be used for limited tasks (e.g., brainstorming, editing), but use must be disclosed. Undisclosed AI use is a violation. - Integrated Use
AI is intentionally incorporated into course activities and assignments with clear guidelines for responsible use.
Academic Honesty & AI Guidelines
Faculty should refer to 麻豆原创鈥檚 Academic Honesty & AI Guidelines for detailed examples and implementation support.
Overview
FERPA (Family Educational Rights and Privacy Act) is a federal law that protects student educational records. Once a student enrolls in a 麻豆原创 course, FERPA rights belong to the student鈥攏ot parents or guardians鈥攔egardless of age.
Grades, attendance, and academic progress may only be shared with the student unless written consent is provided.
麻豆原创 FERPA policy applies to all dual credit courses, including those taught on high school campuses.
All student records questions should be directed to the Registrar鈥檚 Office.
Key Principle
Student academic information is confidential. All communication about performance happens directly with the student unless explicit written permission is on file.
Instructor鈥揝tudent Relationship
College instruction is structured as an adult-to-adult relationship. Instructors communicate expectations and academic progress directly with students, and students are responsible for their own records and performance.
FERPA Do's and Don'ts
Do's
- Communicate academic progress directly with students
- Keep all student records confidential
- Verify FERPA waiver status before sharing information with anyone other than the student
- Use official 麻豆原创 systems (Canvas, 麻豆原创Portal, 麻豆原创 email) for student records
Don'ts
- Share grades or academic information with parents or guardians without written consent
- Respond to parent, school, or third-party inquiries about student performance
- Discuss student performance in public or unsecured settings
- Post or display student grades in identifiable ways
Parent & Third-Party Inquiries
If contacted by a parent or guardian:
- Do not confirm or deny student academic information
- Respond to explain that FERPA prevents disclosure without student consent
- Refer them to the Registrar鈥檚 Office or Dual Credit Services if they need additional support
*There are exceptions to this rule if the college instructor of record is a K-12 teacher. Contact the Registrar or Dual Credit Services for more information.
FERPA Waivers
Students can fill out a FERPA waiver form to allow their parents, guardians, or other designees access to their educational records. The FERPA waiver form should be completed electronically through My 麻豆原创 Portal. Contact the Registrar or Dual Credit Services for more information.
麻豆原创 dual credit programs allow high school students to earn both high school and college credit simultaneously. Courses are available to public, private, charter, and homeschool students within the service area.
麻豆原创 currently offers free dual credit courses, including tuition, books, and required materials, to expand access and reduce financial barriers.
Courses may be delivered:
- On a high school campus
- At a 麻豆原创 location
- Online
- In a hybrid format
Program Pathways
Transfer / Academic Courses
- Transfer to Texas public colleges and many private institutions
- Students should consult 麻豆原创 Advising for degree planning
Career & Technical Education (CTE) Courses
- Lead to certificates and industry certifications
- Support workforce entry or continued study at 麻豆原创
Dual credit students are simultaneously enrolled in high school and college. While they are expected to meet college-level standards, many are experiencing college expectations for the first time.
Students may need additional support in:
- Time management
- Study skills
- Communication expectations
- Independent learning skills
Academic Standards
Dual credit instructors must maintain the same academic standards and learning outcomes as on-campus 麻豆原创 courses. 麻豆原创 dual credit courses are college courses, regardless of where instruction takes place, 麻豆原创 standards, rigor, and academic expectations should be maintained to preserve the integrity of the college experience and apply to all dual credit faculty and students, regardless of discipline or instructional location.
Academic Integrity & AI
Students must adhere to 麻豆原创 academic integrity expectations. AI use must be clearly defined in your syllabus and course materials. Students should understand:
- Whether AI is permitted
- How it may be used
- Whether disclosure is required
Readiness Variation
Dual credit classrooms may include students with varying levels of academic preparation. Instructors should be prepared to support differentiation while maintaining college-level rigor.
Institutional Coordination
Dual credit courses often involve coordination with high school partners, counselors, or liaisons. These relationships support student success and course alignment.
Late Enrollment
Students may be added after the semester begins due to coordination between institutions.
Strategies:
- Include all students in class activities, even if not yet on the roster
- Provide feedback as normal
- Contact department chair and the Dual Credit team if delays persist beyond the first few weeks
- Do not penalize students for administrative delays
Understanding College Expectations
Students may be unfamiliar with college norms such as deadlines, communication, and grading expectations.
Strategies:
- Clearly communicate expectations from day one
- Reinforce responsibility for checking email, Canvas, and announcements
- Use direct examples of college behavior expectations
- Treat missed expectations as teachable moments
Communication and Responsiveness
Dual credit students often need more structured communication early in the semester.
Strategies:
- Set clear response-time expectations in your syllabus (e.g., 24鈥48 hours)
- Use Canvas announcements and consistent communication channels
- Provide timely feedback
- Model professional communication expectations
Technology and Platform Navigation
Students may be less familiar with Canvas, college email, and other systems.
Strategies:
- Provide explicit instructions for essential tools in week one
- Use screenshots or walkthroughs when helpful
- Consider a short course site orientation or video
- Refer students to 麻豆原创 tech support when needed
Balancing Rigor with Support
College expectations must remain rigorous while supporting student success.
Strategies:
- Maintain course-level academic standards
- Break complex assignments into structured steps
- Provide models and clear rubrics
- Offer feedback that supports improvement without lowering expectations
Student Communication
Students should clearly understand how to contact instructors and when.
Common channels:
- Canvas inbox
- Office hours
Early communication is encouraged when students begin struggling.
Early Alerts
Faculty may submit Early Alerts to connect students with support services when academic or personal challenges arise.
Early intervention helps improve student success and retention.
Parent Communication
Dual credit students are protected under FERPA.
- Faculty must communicate directly with students about academic performance
- Parents or guardians should not receive student information without written consent
- FERPA waivers may allow limited communication鈥攙erify status before sharing information
麻豆原创 dual credit students have access to a wide range of academic and student support services. These resources are designed to help students succeed in college-level coursework and should be shared and reinforced throughout the semester.
As an instructor, you are encouraged to help students become aware of these services early and remind them that they are expected to use college support systems when needed.
Common support areas include academic assistance, tutoring, library services, disability services, and student support programs. Links to these resources are provided below for easy reference and sharing with students.
Who to Contact
| Issue | Who to Contact |
|---|---|
| Curriculum/Course Content Questions | Dual Credit Liaisons |
| Application and Roster Management | |
| Canvas Help | , TLC |
| Account / Login Support | IT Help Desk |
| Professional Development | TLC |
| Academic Integrity Cases | Academic Deans, Dean of Students |
| General Dual Credit Questions |
For specific contact information, please visit the 麻豆原创 Directory.
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