Breakout Session Descriptions

Over the course of two days, over 100 concurrent enrollment experts will share best practices and innovative approaches during over 65 Presentation Sessions, Big Ideas Sessions exploring practices from a variety of perspectives, and discussion-based Forums.

Updated 9/23

A Game Changer: Tuition-Free Alternative Diploma Path
Dianne Lassai Barker, Technical College System of Georgia (Georgia)
We all know the student who has real life responsibilities outside of the classroom and may dropout or who knows exactly what they want to be when they grow up. Last year, the state of Georgia passed legislation that not only increased dual enrollment opportunities but also created a new high school graduation path that is a game changer. We’ll discuss how state agencies have collaborated to offer students the opportunity to take dual enrollment classes and earn industry certifications that meet the new alternative graduation requirements.

A Rubric Approach to Using Tested Experience for Credentialing Faculty
Mark Wilson, Labette Community College (Kansas)
[Abstract Under Review]

Academic Advisement: How We Make It Happen
Mary Stephenson, Utah Valley University (Utah)
Holly Perry, Salt Lake Community College (Utah)
John Van Orman, Concurrent Enrollment Academic Adviser, Snow College (Utah)
Academic advising is a key component to student success and the overall college experience. Concurrent Enrollment programs that incorporate academic advising provide a variety of services that can assist in a successful transition from high school to college. Three Utah institutions, who serve different and unique populations, will share how they utilize their Concurrent Enrollment Advisors. This fast-paced presentation will provide ideas, examples, and handouts that can help you Make Advising Happen!

Accreditation Commission Listening Session: Potential Revisions to the Standards
NACEP Accreditation Commission Chair Victoria Zeppelin, Tompkins Cortland Community College (New York)
Based on information gathered from accredited and non-accredited members of NACEP this past fall and spring, the Accreditation Commission has reviewed the current set of NACEP standards for possible revision, with a focus on both strengthening and clarifying the expectations for assuring program quality. The Commission will provide an update on its development of recommendations for changes to standards, and a timeline for their implementation. In addition to this session, NACEP members will have other opportunities for feedback before the Commission submits proposed revisions to a vote of the accredited programs. All conference attendees welcome.

Accreditation Peer Reviewer Training (Closed Session)
NACEP Director of Accreditation and Member Services Jennie Patteson, NACEP (North Carolina)
Lynn Burbank, University of Minnesota - Duluth (Retired) (Minnesota)
NACEP Board Secretary Diana Johnson, Executive Director of High School Relations, NorthWest Arkansas Community College (Arkansas)
Open to present and past NACEP peer reviewers, this applied seminar focuses on the best practices and solutions for the complexities of peer reviewing. The facilitated three-person panel will respond to some prepared questions, and then the session will be opened to questions and discussion among all attendees

Addressing Concurrent Enrollment Disparity in Rural Areas through Interactive Video Conferencing
Doug Johnson, Snow College (Utah)
Landon Peterson, Snow College (Utah)
Charice Carroll, Distance Education Specialist, Utah Education Network (Utah)
Nick Marsing, Snow College (Utah)
Differences in geography and population often prevent concurrent enrollment delivery the same way in rural and non-rural schools. Concurrent enrollment courses in larger urban schools are mainly taught face-to-face by qualified teachers, often not possible at smaller schools with fewer teachers who may lack credentials to teach for college credit. To address this disparity, the 2014 Utah Legislature provided non-lapsing funding for Snow College to deliver concurrent enrollment courses using the Utah Education Network’s Interactive Video Conferencing (IVC) system. This session will outline this innovative program and discuss lessons learned in providing many of Utah’s rural areas with access to otherwise unavailable concurrent enrollment courses.

Advising Through the Tangled Web
LorryBeth Wilson, West Kentucky Community and Technical College (Kentucky)
Oh the tangled web we weaved... Students who take dual credit coursework need a clearly defined pathway, but who should define it? When a student takes an active role in course section related to a career, they become engaged and begin to take ownership in the process. Students need to spend time with an academic advisor who should ask open ended questions regarding the student. Learn how to increase the success of your students through advisement and guidance through the tangled web.

Best Practices & Issues for Four-Year Institutions Forum
NACEP Four Year Public Institution Representative Mike Beam, Indiana University (Indiana)
Through informal all-group discussion, this is an opportunity to share best practices, ask questions, offer suggestions, and dialogue with others from four-year colleges and universities. Topics may include NACEP standards and accreditation, working with faculty, recruitment and professional development of instructors, program evaluation, and maintaining strong school partnerships. Participants are encouraged to bring questions and best practices to share.

Best Practices & Issues for High Schools Forum
NACEP Joni Swanson, Mount Vernon School District (Washington)
Come join in a conversation with colleagues from high schools engaged in concurrent and other types of dual enrollment programs. Learn what is working for other districts, and how high school staff and administrators are overcoming challenges and obstacles to quality programming. This session will be a networking/discussion based program.

Best Practices & Issues for the Private College-University Forum
NACEP Private Institution Representative William Newell, Syracuse University (New York)
Through informal all-group discussion, this is an opportunity to share best practices, ask questions, offer suggestions, and dialogue with others from private colleges and universities. Topics may include NACEP standards and accreditation, working with faculty, recruitment and professional development of instructors, program evaluation, and maintaining strong school partnerships. Participants are encouraged to bring questions and best practices to share.

Best Practices & Issues for Two-Year Institutions Forum
Outgoing NACEP Two-Year Public Institution Representative Loralee Stevens, Johnson County Community College (Kansas)
Incoming NACEP Two-Year Public Institution Representative Rakhshi Hamid, Laramie County Community College (Wyoming)
Through informal all-group discussion, this is an opportunity to share best practices, ask questions, offer suggestions, and dialogue with others from two-year colleges and universities. Topics may include NACEP standards and accreditation, working with faculty, recruitment and professional development of instructors, program evaluation, and maintaining strong school partnerships. Participants are encouraged to bring questions and best practices to share.

Beyond Graduation Rates: Leading and Lagging Indicators for Concurrent Enrollment
Jordan Horowitz, Institute for Evidence-Based Change (California)
Institute for Evidence-Based Change has a unique data use model that goes beyond traditional analytics to include latest research on human judgment, decision-making and organizational habits. A key aspect is leading and lagging indicators. Too often we focus on lagging indicators (grad rates, college enrollment, etc.), which we cannot affect directly. We provide an overview of the model (forthcoming from Harvard Education Press) followed by creating leading indicators, which can be influenced toward improving student success and achieving lagging indicators. Participants will develop indicators for their local programs and also work toward a common set of indicators.

Bringing Programs to Scale: Expanding Access to Improve Equity
Jason Robinson, University of Colorado Denver (Colorado)
Kimberly Ferguson, , Baltimore County Public Schools (Maryland)
Jennifer Haughie, Community College of Baltimore County (Maryland)
John Grevstad, Stadium High School/Tacoma Public Schools (Washington)
Concurrent enrollment brings the rigor of college course work to students in a familiar environment – the high school setting. A variety of strategies can be employed to expand access to college coursework to a broader range of students, particularly first-generation college students and minority students underrepresented in higher education. Many such students have academic potential and will pursue postsecondary education, but their success will be improved through an early experience of college expectations. This session will feature strategies successfully employed by programs from Denver, Baltimore, and Tacoma to expand the availability of concurrent enrollment courses.

Bringing Them Into the Fold: Preparing New Concurrent Enrollment Instructors
NACEP Private Institution Representative William Newell, Syracuse University (New York)
Christina Parish, Syracuse University (New York)
The effective transition of high school faculty to teaching a college/university course is critical to the maintenance of a quality CEP. In this session you will learn how this is accomplished at Syracuse University Project Advance. Discuss with your colleagues how your programs keep the quality of CEP high, with a focus on how to improve and address the obstacles to improving your processes.

Build, Connect and Partner with Concurrent Faculty and Students
Kim Brown, Utah Valley University (Utah)
Easy as 1 2 3! Build, connect and partner with high school concurrent faculty members to build a strong cohesive college program for students, faculty and institution. Learn how to foster close relationships with high school faculty, build strong programs and prepare high school students for the transition to college. Share, discuss and develop new innovative ways to build your concurrent enrollment program. Be involved in the discussions, presentations and development of a strong cohort of students, faculty, and staff in your high school concurrent enrollment program.

Changing the Career Projection of Career Technical Education Students
David Devier, Glen Oaks Community College (Michigan)
Tonya Howden, Glen Oaks Community College (Michigan)
Tracy Labadie, Assistant Dean of Assessment and Academic Services, Glen Oaks Community College (Michigan)
This presentation will provide the participants an overview of a very successful program of concurrent enrollment of career technical students with Glen Oaks Community College in six high school career technical areas including graphic design, welding, automotive technology, information technologies, computer aided design, and medical occupations. Approximately 200 career and technical students are enrolled each semester. These students receive as much as 24 credits in the given technical area and may also be enrolled in general education subjects such as English, math, science, etc., along with their technical coursework. The new Early/Middle College program will enable students a free associate degree.

Clean Out Your Concurrent Enrollment Stable: Continuous Program Improvement
Jaclyn Dumond, University of Southern Indiana (Indiana)
Dana Drury, University of Southern Indiana (Indiana)
Erin Hollinger, Senior Program Assistant, University of Southern Indiana (Indiana)
Join three concurrent enrollment professionals for a tale in continuous program improvement. The University of Southern Indiana (USI) went through a somewhat painful, multi-year journey to transition from paper student enrollment to a hybrid process. Participants will hear how USI staff approached their unique challenges and then have the opportunity to identify, evaluate and plan for change within their own programs. USI is a Banner school and in its second year using Recruiter.

Collaboration as the Key to Credentialing Success
Linda Knicely, Battelle for Kids (Ohio)
Tracy Najera, Battelle for Kids (Ohio)
Tasha Werry, Grant Coordinator, Marietta City Schools (Ohio)
Concurrent enrollment opportunities available to students in 23 school districts participating in the Ohio Teacher Incentive program in Ohio have increased exponentially since 2011. These gains are the direct result of aligned initiatives to identify and support secondary instructors through various human capital practices as they accept the challenges of pursuing concurrent enrollment adjunct instructor approval. Strategies that have been implemented and the partnerships with higher education institutions that have been fostered will be discussed in this session. Because concurrent enrollment legislation (which mandates adjunct instructor approval standards that mirror the new Higher Learning Commission (HLC) requirements) took effect across Ohio in the past school year this session will interest colleagues from states anticipating this transition.

Complying with Federal Privacy (FERPA) and Disabilities (ADA) Laws
[Abstract Under Review]

Considerations for Emerging Models of Dual and Concurrent Enrollment
NACEP Four Year Public Institution Representative Mike Beam, Indiana University (Indiana)
NACEP has historically focused primarily on the concurrent enrollment model: college courses taught to high school students by college-approved high school teachers. Yet a wide range of dual enrollment models exist that include a variety of instructor types, course locations, and delivery methods. Increasingly models are emerging that blend the boundaries of traditional programs, such as those delivered by high school faculty yet graded by college faculty; taught in a hybrid of in-person and online instruction. Representatives of two longstanding NACEP-accredited programs will share some of the non-traditional models emerging at their institutions, and share their perspectives on the quality assurance aspects of these programs.

Counselor Outreach: "Accustomed to Being Handled and Being Tacked Up"
Beth Rhoades, Weber State Univesrity (Utah)
Holly Handy, Davis School District (Utah)
Just as Derby Thoroughbreds need training and handling, so do our relationships between higher education and public education. Many times Concurrent Enrollment Programs rely on high school guidance counselors and administration to disseminate the information to parents and students concerning our concurrent enrollment options and offerings. Come learn how a higher ed institution and a public education school district from Utah partnered together to help high school guidance counselors and administration become "accustomed to being handled and being tacked up."

Creating a Concurrent Teaching and Learning Community
Frank Romanelli, University of Rhode Island (Rhode Island)
Denise Oliveira, University of Rhode Island (Rhode Island)
Amy Zenion, Concurrent Writing Instructor, University of Rhode Island (Rhode Island)
Using a blended model, we have been developing a statewide network of collaboration among high school instructors of concurrent writing classes. We will discuss the development and execution of our model, professional development, ongoing articulation, and coordination with the university’s writing and rhetoric department, sharing of best practices and resources among teachers, and benefits of collaboration for both faculty and students.

Creating Compliance Through Collaboration
Adam Shelffo, Arapahoe Community College (Colorado)
Sheri Bryant, Douglas County School District (Colorado)
Trying to determine how to bring the rigor or the college campus to your high school classroom/site? Needing to understand your role as a partner with your post-secondary institution, secondary administrators and adjunct faculty? These are the same issues the presenters faced in their roles. With a great partnership already in place with their respective institutions, attendees will hear about the steps taken to empower each other, the secondary adjunct faculty and bring systems in place to bring a more rigorous post-secondary experience for the high school student.

Demystifying Assessments: Quality Outcomes and Quality Data Presentation
NACEP Accreditation Commissioner Magdalena Narozniak, University of Connecticut (Connecticut)
With concurrent enrollment expanding and maturing over the past decade, quality assessment has emerged as an essential component to program planning and improvement. Interpreting the findings and preparing reports for constituents improves the use of evaluations results. Too often, however, we in concurrent enrollmment program administration fail to consider the point we are really trying to get across or consider what may be the best representation to make such a point. This session will present which outcomes related to enrollment are best suited to assess programs and examples of how UConn Early College Experience presents and uses assessment data for impactful improvement.

Disrupting Barriers of Place and Practice; Making College Now Possible!
Timothy Melvin, Georgia Cyber Academy (Georgia)
Pat Keeney, K12, Inc. (Virginia)
Dianne Barker, Secondary Initiatives State Coordinator, Secondary Educaton Initiatives, Office of Technical Education, Technical College System of Georgia (Georgia)
Georgia Cyber Academy (GCA) is Georgia’s largest virtual charter school and a member of the K12, Inc. network of Managed Public Schools. In the last three years, GCA has built an extensive dual enrollment partnership network of 42 colleges and universities across the state to create a College Now! environment for students regardless of where they reside in the state. During this session we will conduct a case study of the GCA experience to explore how the partnership has been used to disrupt the barriers of place and practice that restrict student participation in early college experiences.

Dual Credit and Central High School: Advancing Minority Student Opportunities
Jeanne Guerrero, University of Louisville (Kentucky)
The partnership between the University of Louisville and Central High School is an example of using dual credit opportunities to create a college-going culture for its minority student population. This session will detail the long-standing history of Central High School, which is located in a city with drastic socioeconomic divisions along the geographic boundaries between West Louisville and the rest of Louisville. This session will describe how this high school, in collaboration with university faculty and staff, expanded the limits of how a dual credit program could effectively embrace the needs of their minority student population.

Dual Credit Participation In Idaho Schools and Districts
Ashley Pierson, Education Northwest (Oregon)
Dana Kelly, Idaho State Board of Educaton (Idaho)
Idaho has promoted dual credit as one strategy to increase postsecondary enrollment in the state. This presentation will explore patterns of student participation in dual credit programs across Idaho to identify which schools and districts offer dual credit, which subjects are offered, which students access dual credit, and how many credits students attempt and earn. School district and state-level administrators can use this information to examine the availability and accessibility of dual credit in their schools which can inform policy and programmatic decisions to expand dual credit to underserved schools and students.

Dual/Concurrent Enrollment: What's Trending in 2016 State Policy?
Jennifer Zinth, Education Commission of the States (Colorado)
2016 has been a very active year for state policies involving dual/concurrent enrollment. This session will identify key state policy trends related to dual/concurrent enrollment access, finance, ensuring course quality, and transferability of credit. The session will also provide the opportunity to pose your state policy questions to gauge how your state's policies compare against ECS' dual/concurrent enrollment model policy components and policies nationally. Attendees will also be able to discuss the potential implications of the Every Student Succeeds Act (ESSA) on dual/concurrent enrollment policies in their state.

DualEnroll.com: Two obvious benefits, plus four you probably haven’t thought of
Janet Van Pelt, DualEnroll (Virginia)
Julie Wengert, Missouri Southern State University (Missouri)
The benefits of DualEnroll.com go far beyond eliminating paper forms and automating administrative tasks. Join us for an informative discussion about the many ways DualEnroll helps colleges grow and improve their dual/concurrent enrollment programs.

Educational Partnerships to Promote Dual Credit Access for Regional Students
Donna Ekal, The University of Texas at El Paso (Texas)
Cyndi Giorgis, The University of Texas at El Paso (Texas)
Ivette Savina, , The University of Texas at El Paso (Texas)
An average of 23.4% economically disadvantaged high school students enroll each year at the University of Texas at El Paso (UTEP). College would not be an option for many students if they didn’t have the opportunity to enroll in dual credit classes. Our research has shown that if a high school student enrolls and completes at least one dual credit course, they are more likely to enroll in college. One key to this success is a unique collaboration that includes UTEP, El Paso Community College, regionally Independent School Districts, and community members. Hear about the great outcomes that have resulted from this effort.

Entering the Starting Gate for Credential Attainment
Michael Ginnetti, Bowling Green State University (Ohio)
David Janik, , Bowling Green State University (Ohio)
Ed Crowther, Adams State University (Colorado)
Michael Vente, Colorado Deptartment of Higher Education (Colorado)
With rising numbers of students interested in taking concurrent enrollment courses, finding high school instructors with the appropriate academic credentials necessary to teach at the college-level has been a challenge in many states. This session examines efforts in the state of Colorado and Ohio to provide graduate coursework to existing high school teachers in order to get them the credentials necessary to serve as concurrent enrollment instructors. Details about securing funding, operational processes and program evaluation and potential pitfalls will be discussed at length.

Exhibitor Session: Canusia, Inc.
Avinash Kadaji, Canusia, Inc. (New York)
[Abstract Under Review]

Exhibitor Session: KnowledgeWorks Foundation
Andrea Mulkey, KnowledgeWorks Foundation (Ohio)
[Abstract Under Review]

Exhibitor Session: Success in Math through Concurrent Programs: Bringing ALEKS Math Placement to High Schools
John Hansen, Iowa Central Community College (Iowa)
Iowa Central Community College transitioned from a traditional, commercial placement test to ALEKS Placement, Preparation and Learning. John Hansen, Mathematics Department Coordinator, will explore how Iowa Central Community College partners with area high schools and motivates students to take math placement seriously. He will share how they implemented ALEKS PPL as well as data evaluating the success rates for dual enrollment students and various student populations.

Expanding Equity and Overcoming Barriers in Oregon
Ashley Pierson, Education Northwest (Oregon)
Jennell Ives, Oregon Department of Education (Oregon)
Expanding access to rigorous, college-level coursework is one strategy Oregon is pursuing to achieve its postsecondary completion goals. The Regional Promise program, administered by the Oregon Department of Education, seeks to expand dual credit and encourage a college-going culture in five regions across the state, with a particular focus on equitable access. This presentation explores how the program structure overcomes common barriers to offering dual credit to all students and shares promising evaluation results. The program features secondary, postsecondary, and community partner collaboration; increased course offerings; an alternative mechanism to qualify dual-credit teachers; and an emphasis on reaching historically-underserved populations.

FemSTEM Friends: Correcting Underrepresentation of Women in STEM through Mentoring
Chris Persons, Kern High School District - Ridgeview High School (California)
Drew-Marie, a freshman STEM major, reports for lab for the first time. As class begins, she scans the room and is shocked to realize she is one of only four female students in a lab of twenty-five. Outnumbered, she reconsiders. Will Drew-Marie remain? Likely, she will not.The Kern High School District is leveraging dual enrollment science courses to correct that trend. By utilizing female STEM professionals, junior female students are led through a two-year mentoring program that culminates in the completion of up to three dual enrollment courses.This digital session will incorporate Twitter and Tweetdeck for participant interaction.

Get the Bleep Out! Dealing with Noncompliance
Melinda Bowman, Eastern Washington University (Washington)
Brenda Blazekovic, Eastern Washington University (Washington)
How do you deal with non-compliance in your program? Don’t have a non-compliance policy for your faculty or high school instructors? Have a stellar way of dealing with the faculty and instructors who simply do not do what they need to do? Come share and learn how a successful concurrent enrollment program deals with the riff raff and share your best practices in a fun and collaborative session. By the end of this session, we will all have a better understanding and some best practices in dealing with non-compliance of both university faculty and high school instructors.

Getting a Fresh Perspecitve of the E Standard
NACEP Accreditation Commissioner Bretton DeLaria, Saint Louis University (Missouri)
"The Evaluation Standards" of NACEP may make some of us sweat, but we should focus on the opportunity it holds. Together we will examine the meaning of the standard and benefit it can have for your program. At the end of the session you should feel relieved, have a new perspective on the standard, see opportunity, and have a toolbox of new ideas and resources to make it work for you and your program.

Helping Students Rise to the Challenge: AVID Academic & Social Supports
Denise Rupert, AVID (Florida)
Jaime Lomax, AVID (Florida)
Rigor without support is a prescription for failure. Support without rigor is a tragic waste of potential. For more than 35 years, AVID (Advancement Via Individual Determination) has brought key academic behaviors and support to students across the nation, helping them succeed in the challenging courses that prepare them for college and beyond. Learn how you can open the doors to your concurrent enrollment classes and provide the academic and social support necessary for your students to thrive. You will experience research-based, engaging, and practical strategies that you can take right back to your campus.

Identity Development and College Success
Nick Mathern, Gateway to College National Network (Oregon)
Devora Shamah, Gateway to College National Network (Oregon)
Teens and young adults are actively working on who they are and how they fit into their communities. Considering identity development as we create learning environments improves students’ experience and their outcomes. Creating a positive college identity is crucial for first-generation and struggling students. This session will examine specific ways that dual enrollment and curriculum featuring ‘Identity-Based Motivation’ can foster a successful college identity. We will consider recent research with previously struggling high school students who achieved success through a supported, college-based dual enrollment program. The session will include strategies to include identity development in new and existing programs.

Implementation of Dual Credit Programs in Kentucky
Patricia Kannapel, REL Appalachia at CNA (Kentucky)
Chad Lochmiller, Indiana University (Indiana)
Michael Flory, Senior Research Scientist, REL Appalachia at CNA (Kentucky)
Regional Educational Laboratory Appalachia recently conducted two studies of dual enrollment and dual credit programs in partnership with the Kentucky College and Career Readiness Alliance. The first study uses statewide data to examine dual enrollment participation and completion from 2009/10 to 2012/13 including analyses by student program and district characteristics. The second study uses interviews and policy documents to examine dual credit programs in six nonurban school districts with a focus on postsecondary partnerships; course offerings and location; instructors; student supports; and costs. The studies highlight program facilitators and challenges in Kentucky and suggest policy and research directions.

Integrating Earning College Credit in High Schools into Accountability Systems
Marie O'Hara, Achieve (District of Columbia)
[Abstract Under Review]

Internationalizing Concurrent Enrollment
Christina Parish, Syracuse University (New York)
U.S. postsecondary institutions are increasingly seeking to recruit more international students and to “internationalize” their campuses domestically for greater revenue generation and student diversification. With concurrent enrollment programs also expanding outside of the U.S., what role do CEPs have to play internationally? How can CEPs negotiate the cultural and political differences in educational systems with their institutional counterparts overseas and still maintain the quality of their programs from a distance? This presentation explores the benefits and challenges of operating CEP partnerships internationally and provides sample cases from Syracuse University Project Advance’s partnerships in Vietnam and China.

Introduction to NACEP's Standards for Program Quality
NACEP Accreditation Commission Chair Victoria Zeppelin, Tompkins Cortland Community College (New York)
NACEP Accreditation Commission Vice-Chair Deanna Jessup, Indiana University (Indiana)
Learn how NACEP’s national standards demonstrate best practices that ensure college courses taught by high school instructors are of the same quality as courses offered on college campuses. This session is geared to those new to NACEP or new to concurrent enrollment in general. Colleagues will demystify the intent behind the standards and strategies for implementation.

Making the Transition: Career and Technical Students’ Transition to College
Jason Taylor, University of Utah (Utah)
Concurrent enrollment is increasingly leveraged as a policy instrument to support students’ transition into college, including students in Career and Technical Education (CTE) programs. Many high schools and colleges collaborate to develop aligned programs that allow CTE students to seamlessly transition into college, and concurrent enrollment course are often a critical element of these programs. This presentation will present research from the State of Arkansas to examine student pathways from CTE concurrent enrollment into college.

Managing Growth: State Approaches to Quality Assurance
MODERATOR: NACEP Exectuve Director Adam Lowe, NACEP (North Carolina)
Linda Allen, Hawkeye Community College (Iowa)
Jessica Espinosa, , Minnesota State Colleges and Universities (Minnesota)
Noreen Light, Washington Student Achievement Council (Washington)
Concurrent enrollment continues to expand at a rapid pace across the country, but sometimes this growth comes at the expense of quality programs. While most states have some minimal quality standards in place, many of them modeled on NACEP's national standards, few have meaningful mechanisms to ensure that all concurrent enrollment providers adhere to those standards. When legislatures and state policy makers wish to address concerns about course and program quality, there are a variety of tools they can use to establish oversight mechanisms. These range from very prescriptive, regulatory processes to ones that place more onus on institutional responsibility and accountability. Increasingly states look to NACEP accreditation as one tool in their quality assurance toolbox. Learn how statewide quality assurance efforts in Minnesota, Iowa, and Washington took different approaches and journeys in improving consistency and quality among all concurrent enrollment providers.

NACEP 2015 Research Grantee Moraine Valley Community College: Examining Dual Credit Students' College Choices and Success
Alexandria Terrazas, Moraine Valley Community College (Illinois)
There are multiple approaches to conducting research on longitudinal student success in your program. Moraine Valley Community College will share preliminary results from a study into the ways in which dual credit impacts student success measures and students' choices of colleges. Researchers analyzed institutional data for all high school graduates in 2011 who either matriculated to MVCC and/or had completed dual credit through the college. Data for MVCC dual credit graduates who did not attend MVCC were accessed from the National Student Clearinghouse database. The study examined a variety of outcomes, including college attendance, academic performance, and college completion, and examines students who took both general education and Career and Technical dual credit courses.

NACEP Annual Business Meeting
NACEP President Kent Scheffel, Lewis and Clark Community College (Illinois)
The Business Meeting is open to everyone, though voting is limited to the designated representative of each NACEP-accredited program on any business items. During the meeting, the Board of Directors will update attendees on NACEP’s accomplishments over the past year and share plans for the upcoming year. The meeting will include an update from the Board on the newly-adopted 2017-19 Strategic Plan and from the Accreditation Commission on its progress in developing recommendations for revising the accreditation standards.

Nuts and Bolts of Starting a NACEP State or Regional Affiliate
NACEP Member-At-Large Patrick Cannon, Purdue University Northwest (Indiana)
NACEP Director of Accreditation and Member Services Jennie Patteson, NACEP (North Carolina)
Tim Dorsey, Director of Enrollment Management, Cuyahoga Community College (Ohio)
What does starting a State or Regional Chapter entail? Non-profit status? Bank Accounts? Websites? List-servs? Committees? By-Laws? This session will get into the particulars of starting a State or Regional Affiliate. There will be a presentation and discussion of the “how to do it” aspects of getting a State or Regional Affiliate off the ground. Sample documents to assist you in organizing will be shared. How NACEP can assist you in this undertaking will also be discussed.

Open Discussion with NACEP Leadership
NACEP President Kent Scheffel, Lewis and Clark Community College (Illinois)
NACEP President-elect Tim Stetter, University of Washington (Washington)
NACEP Secondary School Partners Committee Chair Joni Swanson, , Mount Vernon School District (Washington)
NACEP Research Committee Chair James Hendrix, Ball State University (Indiana)
[Abstract Under Review]

Overcoming Barriers: Managing Collaboration Challenges
MODERATOR: NACEP Treasurer Nate Southerland, Salt Lake Community College (Utah)
Lisa Reynolds, Tulsa Public Schools (Oklahoma)
Jeanne Guerrero, Director of Dual Credit, The University of Louisville (Kentucky)
Steve Smith, English Faculty, Dual Credit Coordinator, The University of Louisville (Kentucky)
Public school administrators, faculty, parents, and students are often puzzled by the perceived reluctance of higher education partners (including college/university faculty and administrators) to support and grow concurrent enrollment. Because they don't have a clear understanding of shared governance and its impact on decisions nor a full knowledge of the accreditation constraints that colleges and universities deal with, decisions to not certify certain courses and faculty can be especially vexing. College administrators and faculty struggle to understand the barriers that high schools face with transportation, financial, and policy barriers that limit student access and course availability. Three programs from Utah, Kentucky, and Oklahoma will share their approaches to managing these collaboration challenges, successfully navigating budget cuts and delicate discussions that result in greater understanding among all partners.

Parents and College: A Recipe for Success or Disaster?
NACEP Accreditation Commissioner Bretton DeLaria, Saint Louis University (Missouri)
As concurrent enrollment continues to grow in popularity across the United States, more and more colleges and universities are having to educate parents about how college works. Concurrent enrollment creates a unique set of challenges since students are still in high school, but yet are held to collegiate standards. Communicating these expectations and rules are integral for parents. Learn about the current trends in parent and family communication and take away tips and examples of how to coach parents from decision maker to advisor in their child's education.

Partnership Development: Lessons Learned from Start-up Programs
Dwayne Conway, Maranacook Community High School (Maine)
Leah Melichar, Ferris State University (Michigan)
Kristen Levesque, , Maranacook Community High School (Maine)
Lisa Jacobs, Rockford Public Schools (Michigan)
This session will focus on establishing concurrent enrollment programs in high schools that previously had few or no courses. Panelists will share the challenges faced and overcome at Rockford High School in suburban Michigan and Maranacook Community High School in rural Maine. The presenters will discuss challenges such a marketing concurrent enrollment to stakeholders with little or no prior knowledge of the model, working with multiple higher education partners, establishing policies and procedures, and identifying appropriate course offerings.

Purposeful Partnerships: Meeting NACEP Standards and Maximizing the Concurrent Enrollment Experience
Jamie Erford, Bluffton High School (Ohio)
NACEP Communications Committee Chair Christine Denecker, The University of Findlay (Ohio)
Nicole Diederich, Professor of English, The University of Findlay (Ohio)
Jennifer Stepleton, Apollo Career Center (Ohio)
In its very title, the National Alliance of Concurrent Enrollment Partnerships underscores the importance of “partnerships” or collaboration between secondary and post-secondary participants when it comes to conceptualizing, delivering, and assessing concurrent enrollment. This session explores the ways NACEP Accreditation Standards encourage and are reliant on collaboration. Concurrent enrollment faculty coordinators and instructors will demonstrate how collaboration maximizes the concurrent experience for all involved. In particular, collaboration as it pertains to the following standards areas will be discussed: F1 instructor credentialing; F2 and pedagogical and theoretical orientation of courses; C3 classroom observations; and F3 on-going training.

Recruitment, Enrollment, and Transition Team: Creating Matriculation
Lisa Stephenson, West Kentucky Community & Technical College (Kentucky)
Trent Johnson, West Kentucky Community & Technical College (Kentucky)
Lorry Beth Wilson, Director of College Academy, West Kentucky Community & Technical College (Kentucky)
This session will focus on the creation of West Kentucky & Technical College's (WKCTC) Recruitment, Enrollment, and Transition Team and the impact this recruiting initiative had on increasing the number of high school students matriculating to college. WKCTC's efforts have resulted in over 60% of dual credit students transitioning to WKCTC after high school graduation. Creation of this team, dual credit and various activities have contributed to these transition areas.

Staying on Track with Federal Financial Aid: Understanding Satisfactory Academic Progress
Andrea Borregard, Owensboro Community & Technical College (Kentucky)
Satisfactory Academic Progress (SAP) is a school-determined criterion for student eligibility for federal Title IV aid. At least once per year, institutions must assess whether students are making Satisfactory Academic Progress. This session offers insight on the evaluation of SAP in accordance with applicable laws and regulations. It will also include an explanation of key concepts such as qualitative and quantitative assessments, pace of completion, and maximum time frame, as well as warning and probation periods, and appeals. In addition, this session will include a discussion of how dual credit courses impact a student’s SAP calculation upon matriculation. The presenter will also share early insights from her college's recent selection as one of 44 institutions nationwide that can experiment with offering Pell grants for dual enrollment.

Strategies for Developing a College Going Culture
Melissa Murray, Pennsylvania Highlands Community College (Pennsylvania)
Joe Slifko, Pennsylvania Highlands Community College (Pennsylvania)
Rob Heinrich, Ninth Grade Academy Principal, Greater Johnstown High School (Pennsylvania)
This highly engaging session will focus on strategies Pennsylvania Highlands Community College and Greater Johnstown School District cultivated to collaboratively create a college going culture at the largest urban school in the college's service area. In 2010, only 40 students were enrolled in the 8 or fewer concurrent enrollment courses offered at Greater Johnstown High School. A faculty champion was identified to increase faculty participation. The model was reintroduced to students and parents, as early as 8th grade. College faculty conducted faculty professional development at the high school. Today, over 200 students enroll annually in concurrent enrollment courses with almost every student graduating with 3 or more college credits.

Student Supports: Racing Toward Academic Success
Misty Smith, East Central Community College (Mississippi)
Katy Buerger, Dual Credit Coordinator, University of Texas at Tyler (Texas)
Alice Abernathy, Jacksonville State University (Alabama)
Everyone can agree that preparing students academically and easing the transition to college are important goals of every concurrent enrollment program. However, the resources available to students vary widely across institutions, depending on multiple factors such as distance, departmental participation, volume of staff, and limited financial resources. Three programs from Texas, Mississippi, and Alabama will share ways they have addressed student needs through creative approaches, including: a central online forum that helps parents and students understand college expectations and learning outcomes; a Virtual Student Learning Community and online seminar; and summer student workshops to help students work toward independence.

Students Don't Know What They Don't Know
Rachel Clark, Purdue University Northwest (Indiana)
Tyler Clark, Purdue University Northwest (Indiana)
Peter Bailey, Secretary, Purdue University Northwest (Indiana)
Do you find your concurrent enrolment students looking back at you like "deer in the headlights" when words like "USERNAME" and "ACADEMIC PROBATION" are mentioned? Do you feel as though you are speaking a foreign language when discussing transfer credit, activating and using online accounts, and explaining not only the benefits of dual credit, but the responsibilities of being a college student and participating in your concurrent enrollment program as well? If so, New Student Orientation just may work for you. This session will address NACEP Student Standards (S1, S2, S3). It will also illustrate the impact of a New Student Orientation.

The Benefits and Challenges in Starting a State or Regional NACEP Chapter
NACEP Member-At-Large Patrick Cannon, Purdue University Northwest (Indiana)
Many states and regions are moving toward the creation of State or Regional NACEP Affiliate Chapters. This session will provide a panel discussion of the benefits and challenges in starting a chapter. Panelists will share their thoughts and ideas on whether a state or regional chapter might be a good move for you to make in your State or Region.

Using Discipline-Specific Regional Conferences for Professional Development and Graduate Credits
Lisa Lucas Hurst, Southwest Minnesota State University (Minnesota)
Discipline-specific regional conferences are the perfect settings to invite Concurrent Enrollment teachers into the post-secondary discourse community. This session details the year-long process by which a faculty liaison connected concurrent enrollment teachers in the Midwest with a regional English conference previously targeted to higher education. Conference attendees earned Continuing Education Units and/or graduate credits through a graduate course that required attendance at the conference. Breakout sessions offered top-quality professional development, and roundtable sessions allowed CE teachers to discuss systemic challenges they face. An online community is being developed to continue this dialogue.

Washington Policy Update
NACEP Exectuve Director Adam Lowe, NACEP (North Carolina)
[Abstract Under Review]

Working with State Longitudinal Data Sets
Richard Haskell, Westminster College (Utah)
Peter Seppi, Westminster College (Utah)
Access to State Longitudinal Data Systems (SLDS) organized around public education data have long been sought after by researchers and policy makers alike. This session discusses the development and current status of SLDS data repositories in six states as resources for researchers, policy makers and households. The effort examines Utah, Texas, Missouri, Minnesota, North Carolina, and Washington efforts to coordinate, manage, and maintain public education data sets and considers their respective strengths, weaknesses, and future development needs. Particular focus is given to the potential for research into the effectiveness of dual credit enrollment programs using SLDS data.