- School District 49
- Concurrent Enrollment
- CE Forms & Resources
Career & College
Page Navigation
-
Concurrent Enrollment for Students with Disabilities
The Colorado State Legislature passed House Bill 09-1319 and Senate Bill 09-285, the Concurrent Enrollment Programs Act. The act created the concurrent enrollment program, defined as the simultaneous enrollment of a qualified student in a local education provider and in one or more postsecondary courses, including academic or career and technical education courses, which may include course work related to apprenticeship programs or internship programs, at an institution of higher education. The collective intent is to broaden access to and improve the quality of concurrent enrollment programs, improve coordination between institutions of secondary education and institutions of higher education and ensure financial transparency and accountability. Beyond coordinating and clarifying the existing concurrent enrollment programs, the bill also creates the “5th year” Accelerating Students through Concurrent ENrollmenT (ASCENT) program for students to continue participating in concurrent enrollment for one year following their 12th grade year.
Students with disabilities have the right to access any program offered by the school district as long as they meet all of the same eligibility requirements and prerequisites for enrollment. Students with disabilities are held to the same financial obligations, academic performance expectations, and consequences for both success and failure as all other students.
Most options for students with disabilities require advanced planning, so early conversations and decisions are critical. This information should be used in collaboration with the high school guidance counselor, special education providers, parents, and, most importantly, the student, to generate conversation during the transition planning process for students with disabilities. Concurrent Enrollment considerations should align with the student’s identified Postsecondary Goals as well as address any necessary accommodations or services.
CONCURRENT ENROLLMENT
9th Through 12th Grade Students For students who are in their first four years of high school, college credit hours earned concurrently must apply to high school graduation requirements as defined in the students’ academic plan. Students are not statutorily limited to the number of allowable credit hours per semester or per year. Districts may not establish limitations on allowable credit hours per student.
5th Year and Beyond Students – Non-ASCENT For students who have been retained past his or her fourth year of high school, students would not have met the minimum graduation requirements of the district. Districts must ensure that all college credit hours earned concurrently apply toward the student’s high school graduation requirements as defined in the students’ academic plan. If concurrent courses are not required for the student to meet high school graduation requirements, the course will not be included in the calculation of funding eligibility. These students may not concurrently enroll into more than nine credit hours during the academic year (including basic school courses) with a maximum of six credits per semester as a full-time student and three credits per semester as a part-time student in any subsequent years while registered as a K-12 student.
ASCENT ASCENT stands for Accelerating Students through Concurrent ENrollmenT. Students who have completed at least 12 credit hours of postsecondary course prior to completion of his/her 12th grade year may be eligible for the ASCENT Program. They remain students in their district for one year following their 12th grade year, and the district receives ASCENT specific per-pupil state funding that it uses to pay their college tuition at the resident community college rate. Students receive their high-school diplomas at the end of their ASCENT year.
Transition Students Transition students (those between the ages of 18-21 who have an IEP that encompasses the pupil enrollment count date) are eligible to participate in Concurrent Enrollment and ASCENT, however, they must meet the same programmatic and funding requirements as all other Concurrently Enrolled/ASCENT students. For Concurrent Enrollment, these students would need to meet the requirements for a 5th year and beyond student. For ASCENT, additional transition services may be provided during the student’s ASCENT year and beyond, however at the completion of the transition student’s ASCENT year, the student may NOT enroll in any additional concurrent enrollment courses as part of their transition services.
More information about Concurrent Enrollment or ASCENT can be found at: http://www.cde.state.co.us/postsecondary/concurrentenrollment General information about Concurrent Enrollment or ASCENT for students and parents can be found at: http://www.cde.state.co.us/concurrentenrollment More information about the funding requirements related to Concurrent Enrollment and ASCENT can be found at: http://www.cde.state.co.us/cdefinance/studentoctoberauditresourceguidetransition
ACCOMMODATIONS
It is important to understand the differences between high school and college level course work and the accommodations that are available at the postsecondary level. Students with disabilities who meet the prerequisites of a course may be provided reasonable accommodations that allow equal access. However, colleges will not provide modifications to change the course content or performance expectations that would substantially alter the essential elements of the course. Students need to understand that not all accommodations available at the high school will be allowed in college level classes.
Are concurrent enrollment options available in every school or district? Statute requires local education providers to offer concurrent enrollment options to their eligible students.
How does an institution of higher education determine that the student is qualified for admission? The institutions of higher education will utilize existing procedures and/or those in the cooperative agreement to determine if a student is qualified. Administrative approval is required at the high school level before a student can register for a class through concurrent enrollment.
Are the rules for participation different if the class is held at the high school? No. If the class is for college credit, the same participation rules apply regardless of the location of the class.
Does the Accuplacer exam have to be taken prior to enrollment? The legislation does not require a specific test; however, a student who intends to concurrently enroll in a postsecondary course must satisfy the minimum prerequisites for the course prior to enrollment. The institution may require testing or other means to demonstrate preparedness.
Do the accommodations listed in the student’s IEP automatically apply to college classes? No. It is important to remember that the IEP does not continue to college or the workplace. Some accommodations provided at the high school may also be appropriate at the college level. However, at the high school there may be supports and services provided that go beyond reasonable accommodation and would not be appropriate at the college level.
Does the IEP team make decisions about accommodations provided in college classes? No. Although the IEP team plays a key role in providing recommendations and documentation for requested accommodations, decisions about the accommodations provided in college classes will be determined by the college.
What is the process for obtaining accommodations in concurrent enrollment courses? The student must: • apply to the office of Disability Services at the college to self-identifydisability; • request accommodations;and, • provide the necessarydocumentation. It may be appropriate for the special education teacher to assist the student in this process as a transition service.
If a student is eligible for interpreter services or text in alternate format, does the college provide these services or the high school? The college is responsible for providing any accommodations for the college class upon approval. However, there may be good reason for the college and the school district to collaborate on some services. Roles and responsibilities related to specific accommodations should be clearly defined in the concurrent enrollment agreement developed between the school, the student, and the parent.
Is a student with disabilities held to the same grade requirements as other students? Yes. Students with disabilities are held to the same standards of academic and behavioral performance.
Can a student audit a class at an institution of higher education? Yes. This would not be considered Concurrent Enrollment as only classes that are taken for both high school and college credit are considered Concurrent Enrollment. To determine funding eligibility, such a class would follow the requirements of contractual education services as outlined in the Student October Count Audit Resource Guide.
How will compliance with the Individuals with Disabilities Education Act (IDEA) be addressed in concurrent enrollment programs? Requirements under the IDEA concerning a Free Appropriate Public Education (FAPE) do not apply at the postsecondary level.
This CDE guidance document is meant for clarification, is not legally binding, and is not to be confused with legal advice. This guidance reflects CDE’s recommendations, but Administrative Units (AUs) may have developed their own policies or procedures that differ from those described herein. Be sure to refer to your local AU’s policies and procedures through the Director of Special Education. If you are seeking legal advice, please contact your legal counsel.
The contents of this handout were developed under a grant from the U.S. Department of Education. However, the content does not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government. Colorado Department of Education, Exceptional Student Services Unit www.cde.state.co.us/cdesped
-
Differences between High School and College Accommodations for Students with Disabilities
Accessibility Services
Differences between High School and College Accommodations for Students with Disabilities
Applicable Laws
HIGH SCHOOL
COLLEGE
I.D.E.A. (Individuals with Disabilities Education Act)
A.D.A. (Americans with Disabilities Act of 1990)
Section 504, Rehabilitation Act of 1973
Section 504, Rehabilitation Act of 1973
I.D.E.A. is about SUCCESS
A.D.A. is about ACCESS
Required Documentation
HIGH SCHOOL
COLLEGE
I.E.P. (Individualized Education Plan) and/or 504 Plan
The High School I.E.P. and 504 may not be sufficient.
Additional documentation may be needed to support the need for services.
School provides evaluation at no cost to student
Student must get evaluation at own expense
Documentation focuses on determining whether student is eligible for services based on specific
disability categories in I.D.E.A.
Documentation must provide information on specific functional limitations, and demonstrate the need for
specific accommodations
Self-Advocacy
HIGH SCHOOL
COLLEGE
Student is identified by the school and is supported by parents and teachers
Student must self-identify to the ACCESSibility Services
Office
Primary responsibility for arranging accommodations
belongs to the school
Primary responsibility for self-advocacy and
arranging accommodations belongs to the student
Teachers approach you if they believe you need assistance
Instructors are usually open and helpful, but most expect you to initiate contact if you need assistance
Parental Role
HIGH SCHOOL
COLLEGE
Parent has access to student records and can
participate in the accommodation process
Parent does not have access to student records without
student’s written consent
Parent advocates for student
Student advocates for self
Instruction
HIGH SCHOOL
COLLEGE
Teachers may modify curriculum and/or alter pace of
assignments
Instructors are not required to modify curriculum
design or alter assignment deadlines
You are expected to read short assignments that are then discussed, and often re-taught, in class
You are assigned substantial amounts of reading
and writing which may not be directly addressed in class
You seldom need to read anything more than once, and
sometimes listening in class is enough
You need to review class notes and text material
regularly
Grades and Tests
HIGH SCHOOL
COLLEGE
I.E.P. or 504 plan may include modifications to test format and/or grading
Grading and test format changes (i.e. multiple choice vs. essay) are generally not available. Accommodations to HOW tests are given (extended time, test proctors) are available when
supported by an accommodation letter.
Testing is frequent and covers small amounts of material
Testing is usually infrequent and may be cumulative,
covering large amounts of material
Makeup tests are often available
Makeup tests are seldom an option; if they are, you
need to request them
Teachers often take time to remind you of assignments and due dates
Instructors expect you to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, when it is due, and
how you will be graded
Study Responsibilities
HIGH SCHOOL
COLLEGE
Tutoring and study support may be a service provided as part of an I.E.P. or 504 plan
Tutoring DOES NOT fall under Disability Services.
Students with disabilities must seek out tutoring resources as they are available to all students.
Your time and assignments are structured by
others
You manage your own time and complete
assignments independently
You may study outside of class as little as 0 to 2
hours a week, and this may be mostly last-minute test
preparation
You need to study at least 2 to 3 hours outside of class for each hour in class
-
Free Text Books- Concurrent Enrollment Scholarship Text Request Instructions
Order at least two weeks before classes start.
Please follow directions below exactly, or the process will be slowed. District 49 provides college loaner texts for Concurrent Enrollment (CE) college students whose families qualify through one of the processes below:
- If you already participate in Free & Reduced Lunch (FRL):
- Email and attach a copy of the FRL Approval Letter to Shonda Green, Coordinator of Concurrent Enrollment: skgreen@CO01900838.schoolwires.net
- Include phone number and screenshot of the student’s course(s) registration from college website; include student’s full name, S#, and list of courses with section numbers and campuses.
- Then see numbers 5 through 7 below for the rest of the process.
If you do not currently participate in FRL, and your school provides food services, you may qualify by applying at the D49 Nutrition Services:
- Go to http://CO01900838.schoolwires.net/domain/235.
- Bottom of page, click “Apply for Meal Assistance Program” link.
- Complete the application (you a need username and password if already in the D49 system; if new to the system, you will need your D49 Student ID number to register as a new user).
- If you receive a Letter of Approval via email from Nutrition Services, email a copy to Shonda Green, Coordinator of Concurrent Enrollment: skgreen@CO01900838.schoolwires.net.
- Include phone number and a screenshot of the student’s course(s) registration from the college website. Include student name, S#, and list of courses with section numbers and campuses.
- Mrs. Green will contact you via email or phone, notifying you that texts are in and where to pick them up. Do not write in the textbooks.
- When the semester ends, attach a post-it note with name, and return all books to the CE Office at Creekside, 3850 Pony Tracks Drive, 80922. If damaged the student will be assessed a fee.
If you attend a school that does not participate in FRL, apply for scholarship texts by completing the Family Economic Data Survey (FEDS): https://d49familysurvey.sdms2.com/. Then follow steps 4-7 above.
For questions about the FRL Program, contact Jackie Sieben, Free and Reduced Lunch Processor, at 719.494.8965 or jsieben@CO01900838.schoolwires.net. For questions about scholarship college texts, contact Shonda Green at skgreen@CO01900838.schoolwires.net It is our privilege to serve you!
Updated as of 7/14/21
- If you already participate in Free & Reduced Lunch (FRL):
-
Guaranteed Transfer Courses
Updated 7/31/23
Course Prefix
Course ID Title Credits ART 1110 Art Appreciation 3 ART 1111 Art History Ancient to Medieval 3 ART 1112 Art History Renaissance to 1900 3 ART 1113 Art History - 1900 to Present 3 COM 1300 Communication and Popular Culture 3 DAN 1025 Dance Appreciation 3 DAN 1050 History of Dance I 3 ENG 2021 Creative Writing I 3 MUS 1020 Music Appreciation 3 MUS 1021 Music History: Medieval through Classical Period 3 MUS 1022 Music History: Early Romantic Period to the Present 3 MUS 1023 Survey of World Music 3 MUS 1025 History of Jazz 3 THE 1005 Theatre Appreciation 3 THE 1008 Theatre Script Analysis 3 THE 2011 Development of Theatre: Greek to Renaissance 3 THE 2012 Development of Theatre: Restoration to Modern 3 THE 2015 Playwriting 3 HUM 1003 Introduction to Film Art 3 HUM 1015 World Mythology 3 HUM 1021 Humanities: Early Civilization 3 HUM 1022 Humanities: Medieval-Modern 3 HUM 1023 Humanities: Modern World 3 LIT 1015 Introduction to Literature 3 LIT 2001 World Literature to 1600 3 LIT 2002 World Literature After 1600 3 LIT 2005 Race, Ethnicity, and Culture in U.S. Literature 3 LIT 2011 American Literature to Civil War 3 LIT 2012 American Literature After Civil War 3 LIT 2021 British Literature to 1770 3 LIT 2022 British Literature Since 1770 3 LIT 2025 Introduction to Shakespeare 3 LIT 2046 Literature of Women 3 LIT 2055 Children's Literature 3 LIT 2058 LatinX Literature 3 LIT 2059 Survey of African American Literature 3 LIT 2068 Celtic Literature 3 PHI 1011 Introduction to Philosophy 3 PHI 1012 Ethics 3 PHI 1013 Logic 3 PHI 1014 Comparative Religions 3 PHI 1015 World Religions West 3 PHI 1016 World Religions East 3 PHI 1041 Old Testament 3 PHI 1042 New Testament 3 PHI 2005 Business Ethics 3 PHI 2013 Symbolic Logic 3 PHI 2014 Philosophy of Religion 3 PHI 2018 Environmental Ethics 3 PHI 2020 Philosophy of Death and Dying 3 ASL 2221 American Sign Language IV 3 ASL 2222 American Sign Language V 3 FRE 2011 French Language III 3 FRE 2012 French Language IV 3 GER 2011 German Language III 3 GER 2012 German language IV 3 ITA 2011 Italian Language III 3 ITA 2012 Italian Language IV 3 JPN 2011 Japanese Language III 3 JPN 2012 Japanese Language IV 3 RUS 2011 Russian Language III 3 RUS 2012 Russian Language IV 3 SPA 2011 Spanish Language III 3 SPA 2012 Spanish Language IV 3 ENG 1021 English Composition I 3 ENG 1031 Technical Writing I 3 ENG 1022 English Composition II 3 ENG 2001 Composition III: Writing for Public Discourse 3 HIS 2765 Writing About History 3 HIS 1110 The World: Antiquity - 1500 3 HIS 1120 The World: 1500 - Present 3 HIS 1210 U.S. History to Reconstruction 3 HIS 1220 U.S. History Since the Civil War 3 HIS 1310 Western Civilization: Antiquity - 1650 3 HIS 1320 Western Civilization: 1650 - Present 3 HIS 2000 History of Science and Technology 3 HIS 2005 Women in World History 3 HIS 2015 20th Century World History 3 HIS 2105 Women in U.S. History 3 HIS 2110 African American History 3 HIS 2115 American Indian History 3 HIS 2120 U.S. Foreign Relations History 3 HIS 2125 American Environmental History 3 HIS 2130 History of the American West 3 HIS 2135 Colorado History 3 HIS 2140 Civil War Era in American History 3 HIS 2145 U.S. History Since 1945 3 HIS 2200 History of Latin America 3 HIS 2210 History of Mexico 3 HIS 2300 The Middle Ages 3 HIS 2310 The History of Christianity in the World 3 HIS 2500 History of Islamic Civilization 3 HIS 2510 Modern Middle East 3 HIS 2610 History of Modern China 3 MAT 1220 Integrated Math I 3 MAT 1230 Integrated Math II 3 MAT 1240 Mathematics for the Liberal Arts 4 MAT 1260 Introduction to Statistics 3 MAT 1320 Finite Mathematics 4 MAT 1340 College Algebra 4 MAT 1400 Survey of Calculus 4 MAT 1420 College Trigonometry 3 MAT 1440 Pre-Calculus 5 MAT 2410 Calculus I 5 MAT 2420 Calculus II 5 MAT 2430 Calculus III 4 MAT 2431 Calculus III with Engineering Applications 5 MAT 2520 Discrete Mathematics 4 MAT 2560 Differential Equations 3 MAT 2561 Differential Equations with Engineering Applications 4 AGY 2140 Introductory Soil Science, with Lab 4 ANT 1005 Biological Anthropology, with Lab 4 ANT 2315 Introduction to Forensic Anthropology w/Lab 4 AST 1110 Planetary Astronomy I, with Lab 4 AST 1120 Stellar Astronomy II, with Lab 4 BIO 1004 Biology: A Human Approach 4 BIO 1005 Science of Biology, with Lab 4 BIO 1111 General College Biology I, with Lab 5 BIO 1112 General College Biology II, with Lab 5 BIO 2101 Anatomy & Physiology I, with Lab 4 BIO 2102 Anatomy & Physiology II, with Lab 4 BIO 2104 Microbiology, with Lab 4 BIO 2108 General College Microbiology, with Lab 5 BIO 2120 General Zoology, with Lab 5 BIO 2121 Botany with Laboratory 5 BIO 2124 Genetics 4 CHE 1005 Chemistry in Context, with Lab 5 CHE 1011 Introduction to Chemistry I, with Lab 5 CHE 1012 Introduction to Chemistry II, with Lab 5 CHE 1111 General College Chemistry I, with Lab 5 CHE 1112 General College Chemistry II, with Lab 5 ENV 1111 Introduction to Environmental Science, with Lab 4 GEO 1011 Physical Geography - Landforms, with Lab 4 GEO 1012 Physical Geography - Weather, Climate & Ecosystems with Lab 4 GEY 1111 Physical Geology, with Lab 4 GEY 1112 Historical Geology, with Lab 4 GEY 1135 Environmental Geology, with Lab 4 GEY 1155 General Oceanography, with Lab 4 MET 1050 General Meteorology, with Lab 4 PHY 1105 Conceptual Physics with Lab 4 PHY 1107 Energy Science and Technology, with Lab 4 PHY 1111 Physics: Algebra-based I, with Lab 5 PHY 1112 Physics: Algebra-based II, with Lab 5 PHY 2111 Physics: Calculus-based I, with Lab 5 PHY 2112 Physics: Calculus-based II, with Lab 5 SCI 1055 Integrated Science I: Physics and Chemistry, with Lab 4 SCI 1056 Integrated Science II: Earth and Life Science, with Lab 4 AST 1140 Astronomy Ancient Cultures 3 AST 1150 Astrobiology 3 AST 1160 Cosmology 3 BIO 1003 Principles of Animal Biology 3 BIO 1016 Introduction to Human Disease 3 ENV 1010 Natural Disasters 3 GEO 1060 Global Climate Change 3 GEY 1108 Geology of U.S. National Parks 3 SCI 1105 Science in Society 3 AGE 1102 Agriculture Economics 3 ECO 1001 Economics of Social Issues 3 ECO 2001 Principles of Macroeconomics 3 ECO 2002 Principles of Microeconomics 3 ECO 2011 Gender in the Economy 3 ECO 2045 Environmental Economics 3 PSC 1011 American Government 3 PSC 1025 American State and Local Government 3 PSC 1050 Current Political Issues 3 PSC 2005 International Relations 3 PSC 2020 Introduction to Political Science 3 PSC 2025 Comparative Government 3 GEO 1005 World Regional Geography 3 GEO 1006 Human Geography 3 AGR 2106 World Interdependence: Population and Food 3 ANT 1001 Cultural Anthropology 3 ANT 1002 Cultural Anthropology Laboratory 1 ANT 1003 Introduction to Archaeology 3 ANT 1004 Archaeology Laboratory 1 ANT 1006 Physical Anthropology Laboratory 1 ANT 1208 Archaeology of World Rock Art 3 ANT 2115 Native People of North America 3 ANT 2125 Anthropology of Religion 3 ANT 2130 Sex, Gender, and Culture 3 ANT 2317 Human Prehistory 3 ANT 2550 Medical Anthropology 3 COM 1250 Interpersonal Communication 3 COM 2220 Group Communication 3 COM 2300 Intercultural Communication 3 CRJ 1010 Introduction to Criminal Justice 3 ETH 2000 Introduction to Ethnic Studies 3 ETH 2015 Discrimination and Diversity 3 JOU 1005 Introduction to Mass Media 3 PBH 2015 Introduction to Public Health 4 PSY 1001 General Psychology I 3 PSY 1002 General Psychology II 3 PSY 2105 Psychology of Gender 3 PSY 2107 Human Sexuality 3 PSY 2221 Social Psychology 3 PSY 2222 Psychology of Death and Dying 3 PSY 2331 Positive Psychology 3 PSY 2333 Health Psychology 3 PSY 2440 Human Growth & Development 3 PSY 2441 Child Development 3 PSY 2552 Abnormal Psychology 3 PSY 2771 Psychology of Personality 3 SOC 1001 Introduction to Sociology I 3 SOC 1002 Introduction to Sociology II 3 SOC 2005 Sociology of Family Dynamics 3 SOC 2007 Environmental Sociology 3 SOC 2015 Contemporary Social Problems 3 SOC 2016 Sociology of Gender 3 SOC 2018 Sociology of Diversity 3 SOC 2020 Sociology of Religion 3 SOC 2031 Sociology of Deviant Behavior 3 SOC 2037 Sociology of Death and Dying 3 WST 2000 Introduction to Women's Studies 3 WST 2100 Women and Social Action 3 WST 2200 Goddesses and Women of the Ancient World 3 WST 2300 Women's Sexuality 3 -
High School vs College
High School Versus College
FOLLOWING THE RULES IN HIGH SCHOOL
CHOOSING RESPONSIBLY IN COLLEGE
High school is mandatory and usually free.
College is voluntary and expensive.
Your time is structured by others.
You manage your own time.
You can count on parents and teachers to remind you of your responsibilities and to guide you in setting priorities.
You must balance your responsibilities and set priorities. You will face moral and ethical decisions you have never faced before.
Each day you proceed from one class directly to another, spending 6 hours each day (30 hours a week) in class.
Class times vary throughout the day and evening and you spend only 12 to 16 hours each week in class.
Most of your classes are arranged for you.
You arrange your own schedule in consultation with your adviser. Schedules tend to look lighter than they really are.
You are not responsible for knowing what it takes to graduate.
Graduation requirements are complex, and differ from year to year. You are expected to know those that apply to you.
Guiding principle: You will usually be told what to do and corrected if your behavior is out of line.
Guiding principle: You are expected to take responsibility for what you do and don't do, as well as for the consequences of your decisions.
HIGH SCHOOL TEACHERS
COLLEGE PROFESSORS
Teachers check your completed homework.
Professors may not always check completed homework, but they will assume you can perform the same tasks on tests.
Teachers remind you of your incomplete work.
Professors may not remind you of incomplete work.
Teachers approach you if they believe you need assistance.
Professors are usually open and helpful, but most expect you to initiate contact if you need assistance.
Teachers are available for discussion before, during, or after class.
Professors expect you to attend their scheduled office hours.
Teachers have been trained in teaching methods to assist in imparting knowledge to students.
Professors have been trained as experts in their particular areas of research.
Teachers provide you with information you missed when you were absent.
Professors expect you to get any notes from classes you missed from classmates.
Teachers present material to help you understand the material in the textbook.
Professors may not follow the textbook. Instead, to amplify the text, they may give illustrations, provide background information, or discuss research about the topic you are studying. Or they may expect you to relate the classes to the textbook readings.
Teachers often write information on the board to be copied in your notes.
Professors may lecture nonstop, expecting you to identify the important points in your notes. When professors write on the board, it may be to amplify the lecture, not to summarize it. Good notes are a must.
Teachers impart knowledge and facts, sometimes drawing direct connections and leading you through the thinking process.
Professors expect you to think about and synthesize seemingly unrelated topics.
Teachers often take time to remind you of assignments and due dates.
Professors expect you to read, save, and consult the course syllabus (outline); the syllabus spells out exactly what is expected of you, when it is due, and how you will be graded.
Teachers carefully monitor class attendance.
Professors may not formally take roll, but they are still likely to know whether or not you attended.
Guiding principle: Teachers bear much of the responsibility for your learning.
Guiding principle: You bear the responsibility for your learning.
GOING TO HIGH SCHOOL CLASSES
SUCCEEDING IN COLLEGE CLASSES
The school year is 36 weeks long; some classes extend over both semesters and some don't.
The academic year is divided into two separate 15-week semesters, plus a week after each semester for exams.
Classes generally have no more than 35 students.
Classes may number 100 students or more.
Most studying is in class, with homework as a back-up.
Most studying is outside of class (at least 2 to 3 hours for each hour in class) with lectures and other class work as a guide.
You seldom need to read anything more than once, and sometimes listening in class is enough.
You need to review class notes and text material regularly.
You are provided with textbooks at no expense.
You need to budget substantial funds for textbooks, which will usually cost more than $300 each semester. Textbooks must be bought promptly.
You are expected to read short assignments that are then discussed, and often re-taught, in class.
You are assigned substantial amounts of reading and writing which may not be directly addressed in class.
Guiding principle: You will usually be told in class what you need to learn from assigned readings.
Guiding principle: It's up to you to read and understand the assigned material; lectures and assignments proceed from the assumption that you've already done so.
TESTS IN HIGH SCHOOL
TESTS IN COLLEGE
Testing is frequent and covers small amounts of material.
Testing is usually infrequent and may be cumulative, covering large amounts of material. You, not the professor, need to organize the material to prepare for the test. A particular course may have only 2 or 3 tests in a semester.
Makeup tests are often available.
Makeup tests are seldom an option; and must be requested.
Teachers frequently rearrange test dates to avoid conflict with school events.
Professors in different courses usually schedule tests without regard to the demands of other courses or outside activities.
Teachers frequently conduct review sessions, pointing out the most important concepts.
Professors rarely offer review sessions, and when they do, they expect you to be an active participant, prepared with questions.
Guiding principle: Mastery is usually seen as the ability to reproduce what you were taught in the form it was presented, or to solve the kinds of problems you were shown how to solve.
Guiding principle: Mastery is often seen as the ability to apply what you've learned to new situations or to solve new kinds of problems.
GRADES IN HIGH SCHOOL
GRADES IN COLLEGE
Grades are given for most assigned work.
Grades may not be provided for all assigned work.
Consistently good homework grades may raise your overall grade when test grades are low.
Grades on tests and major papers usually provide most of the course grade.
Extra credit projects are often available to help you raise your grade.
Extra credit projects cannot, generally speaking, be used to raise a grade in a college course.
Initial test grades, especially when they are low, may not have an adverse effect on your final grade.
First tests are usually "wake-up calls" to let you know what is expected--but they also may account for a substantial part of your course grade.
You may graduate as long as you have passed all required courses with a grade of D or higher.
You may graduate only if your average in classes meets the departmental standard--typically a 2.0 or C.
Guiding principle: "Effort counts." Courses are usually structured to reward a "good-faith effort."
Guiding principle: "Results count." Though "good-faith effort" is important in regard to the professor's willingness to help you achieve good results, it will not substitute for results in the grading process.
This information is adapted from and courtesy of: Altshuler Learning Enhancement Center at Southern Methodist University, Gary Schultz Director of Web Communications, Perkins Administration Building, 6425 Boaz Lane, Dallas, TX 75205, Copyright © 2002 All rights reserved.
-
PPCC Application Assistance
Applying to Pikes Peak State College is a breeze! It's free, there are no essays or tests to worry about, and you can apply anytime since there are no deadlines. The online application only takes about 10 minutes to complete, and if you've already applied or attended within the last year, you're considered an active student and don't need to reapply.
If you have questions about being a Pikes Peak student, or if you would like assistance completing your admission application, connect with the PPSC recruitment team here. Instrucciones en español.
