If you’re considering offering a Dual Credit course, it’s likely because you have a high-quality, accessible course that you’re passionate about and believe can make a meaningful impact on high school students. Here are some helpful tips to consider before launching your course.
Course Proposal Guide for Dual Credit Opportunities
Define your Goal
- How is your course a unique offering to a potential partner school district?
- How can you create a unique, mutually beneficial relationship with the potential partner school district, faculty, students, and community?
- How can your course foster early academic and career exploration? Consider these areas:
- Professional skill development
- Professional goal identification
- Course planning
- Advising with HS and Illinois alignment
- Professional skill development
Choose your Course
- How is your course a unique offering to a potential partner school district?
- How can you create a unique, mutually beneficial relationship with the potential partner school district, faculty, students, and community?
- How can your course foster early academic and career exploration? Consider these areas:
- Professional skill development
- Professional goal identification
- Course planning
- Advising with HS and Illinois alignment
- Professional skill development
Scaffolding Your Course
- Consider how your course should be scaffolded to support the unique students from the potential partner school districts.
- Identify and publicize any high school prerequisite course that essential to student success in your course.
- Consider unique measurement for student eligibility.
- Create practical and usable approaches to assist students that may experience challenges with your course content, academic skills, or life skills.
- Generate a variety of supplemental educational resources that students can access as they require.
- Connect with instructors to support quality instruction.
Consider Alignment
Evaluate how a course supports pathways for student success and pre-existing High School programs and requirements.
Exploratory Studies
Degree Paths
Consider designing stackable credentials that include your course into promoted college degree and/or career path offerings such as General Education requirements, major coursework, and/or minor coursework.
Skills & Credentialing
- Career and Technical Education Paths
- Apprenticeships
Student Outcomes
Identify academic success check-points throughout the course that support the whole student.
- Theoretical understanding
- Applicable practice
- Creative design
- Accomplished performance
- Essential college success skills:
- Time management/balance
- Metacognitive learning skills
- Seeking assistance
- Essential life skills:
- Self-care
- Resiliency
- Fiscal moderation
Complete a Consultation
Be sure to complete the following Dual Course Evaluation Checklist:
- Course number (100-level preferred)
- General Education approval
- Frequency of offering
- DFW rates (3-semester average below 5% preferred)
- Delivery mode(s)
- Online a-/synchronous
- Multimodal
- Face-to-face (with well-designed Canvas course sites preferred)
- Articulation must be completed with at least three regionally-accredited Illinois universities
Getting Approval
An OOL member should be added to the course Canvas site as an Observer. Further assess, with support of CITL, that the course Canvas site is well-designed, well-delivered, inclusive and ethical, as well as reflective and evolving.
For more information, see the Office of the Provost’s Definition of Teaching Excellence.
Collaboration in Canvas
An OOL member should be added to the course Canvas site as an Observer. Further assess, with support of CITL, that the course Canvas site is well-designed, well-delivered, inclusive and ethical, as well as reflective and evolving.
For more information, see the Office of the Provost’s Definition of Teaching Excellence.
After using the Course Selection Guide above, continue by request a consultation at onlinelearning@illinois.edu or submit a form request below: