College In The Schools (CITS)
A concurrent enrollment program serving high-ability high school students and teachers in Northeastern Minnesota
STATE DOLLARS FOR CONCURRENT ENROLLMENT!!!
The omnibus education bill that was signed into law by Governor Pawlenty contains the first-ever state funding for concurrent enrollment! The law designates that $2.5 million will be used EACH year (2007-08 and 2008-09) to pay high schools up to $150 per student enrolled in a concurrent enrollment course. The purpose of the payments is to defray schools' costs related to offering concurrent enrollment courses. If this allocation is insufficient to pay schools the $150 per enrolled student, the dollars will be prorated in some manner.
To maintain their eligibility for these payments, high schools must, starting in 2011, partner with postsecondary concurrent enrollment programs that are accredited by NACEP or with a program that can demonstrate it has met standards similar to NACEP's standards.
In addition, schools may use designated professional development funds to give grants to teachers to pay for coursework and training that will lead to their being certified to teach concurrent enrollment courses.
College In The Schools (CITS) is a concurrent enrollment program serving high school students, teachers, and schools by increasing access to college learning, supporting excellence in teaching, and strengthening high school-University connections.
UMD's CITS program is accredited by the National Alliance of Concurrent Enrollment Partnerships (NACEP).
UMD demonstrated to the NACEP accreditation committee how the UMD CITS program, partners, faculty, and students meet the required NACEP standards governing curriculum, assessment, evaluation, and student, teacher and faculty credentials. By securing NACEP accreditation, UMD strengthens the transferability of UMD CITS credit nationwide.
UMD CITS Students
Student Eligibility Guidelines:
High school juniors and seniors usually:
- Possess a 3.0 overall GPA; or
- Receive approval from their school guidance counselor, CITS teacher or administrator. Each high school makes the final determination on student eligibility.
Benefits to Students
- UMD semester credit for CITS courses taken at the high school;
- Challenging UMD coursework and standards;
- Preparation to succeed in college;
- UMD ID card;
- UMD Library Privileges;
- UMD Internet/E-mail account;
- UMD E-Portfolio account with 4 gigabytes of storage; see e-Portfolio instructions
- UMD undergraduate student privileges;
- Your high school provides the UMD CITS credit opportunity at no charge to you; and
- Your high school provides the required textbook(s).
Student Responsibilities
Students are held accountable for meeting all course requirements and for observing deadlines, examination times, and other policies and procedures as stated on the class syllabus. Students must initiate and monitor their UMD e-mail account. Attendance is one of the most important factors for student success in UMD classes. Scholastic dishonesty is not tolerated (see UMD official policy). See the UMD CITS Program overview for academic year 2007-2008 for more details.
Transfer of Credit
Based on annual CITS surveys completed by past high school graduates, 96% of U.S. higher education institutions recognize UMD credit towards a baccalaureate degree or towards liberal education requirements.
UMD
unofficial and official transcript requests
APAS (Academic
Progress Audit System) report
Students may request unofficial and official transcripts online, via U.S. mail, or in-person at UMD.
UMD CITS Grades
Students earn UMD grades for all UMD CITS courses completed. An official UMD transcript is created upon registration and students are given a University of Minnesota unique identification (ID) number.
Course Cancellation
Students may cancel a course during the first eight weeks of UMD's semester without penalty. Students typically continue enrollment in the high school course earning high school credit only.
After the end of the eighth week, students are required to petition to drop a course and to secure the permission of their CITS teacher. An official UMD petition is required. Again, students typically continue earning high school credit only for the course.
UMD CITS High School Teachers
Teacher Eligibility Guidelines
High school teachers usually possess:
- Minnesota teacher's license;
- Earned master's degree (dependent upon specific UMD department's requirements);
- Significant graduate-level course work in the subject area of CITS instruction;
- Demonstrated excellence in teaching advanced high school students;
- Support from the school principal or a chief administrator; and
- Five years of consecutive teaching experience in the subject area.
Benefits to CITS Teachers
- Opportunity to teach rigorous UMD credit courses to high-ability high school students
- Opportunity to network with colleagues in the discipline throughout the region
- Mentoring relationship with UMD faculty member(s) in the discipline
- UMD ID card
- UMD faculty Library Privileges, including InterLibrary Loan and database searches
- UMD faculty Internet/E-mail account with class aliases
- UMD E-Portfolio account
- UMD faculty privileges and adjunct faculty teaching status in UMD department
- UMD CITS Professional Development opportunities, workshops, events
- UMD collegiate graduate credit options for select workshops
- UMD staff assistance with Campus Visits, Site Visits, registration, petitions, et.al.
Resources for CITS Teachers and Students
CITS Teacher Responsibilities:
CITS teachers commit to:
- Participating in course-specific training workshops;
- Prior to the first year of teaching in the program, new CITS instructors work closely with their UMD faculty mentor;
- Participating in UMD campus visits and customized training;
- Participating in the CITS subject-specific listserv;
- Informing students of testing dates and deadlines for papers and projects on the course syllabus, approved by the UMD faculty mentor prior to the beginning of the term;
- Using UMD's approved textbook(s) and curriculum;
- Using UMD's course-specific grading rubric to determine UMD grades;
- Notifying students of their progress on a routine basis, especially prior to the deadline to withdraw from the course-before the end of the eighth week of the semester;
- Posting UMD grades using UMD web grader prior to the semester deadline; and
- Teaching at least one term of a CITS course each year or by special arrangement.
No monetary compensation is provided by UMD to CITS teachers.
To request a CITS Teacher Application form contact Mary Jean Menzel at (218) 726-6938 or mmenzel@d.umn.edu.
UMD Faculty Mentor Responsibilities
Each UMD course offered through CITS has at least one UMD faculty mentor/coordinator selected from the course's academic department. The faculty mentor is responsible for:
- Designing and delivering workshops to prepare first-time and continuing CITS teachers to teach University-level courses;
- Overseeing CITS course curricula, text selection, syllabi, assessment and evaluation;
- Overseeing implementation of the approved UMD grading rubric;
- Facilitating CITS subject-specific online discussions;
- Maintaining the critical link between the high schools and UMD for ensuring quality and integrity of the CITS programs;
- Mentoring CITS teachers;
- Evaluating CITS teachers' classroom teaching and sharing best practices; and
- Presenting course content to CITS students during site visits, as requested by the CITS teacher.
School District Responsibilities
Participating high schools and districts are responsible for the following costs associated with CITS:
- Tuition
School districts are billed directly for students registered as of the end of the eighth week of the semester. - Teacher Stipend for
Summer Workshop
UMD offers summer teacher workshops for CITS teachers at no charge. Materials are provided free of charge to CITS teachers. During the workshops, CITS instructors and University faculty mentors review curriculum, grading rubrics, discuss new research findings, explore a content area in depth, and evaluate new classroom resources. These workshops are essential to maintaining the critical link between the high schools and the University of Minnesota for ensuring the quality and integrity of the CITS program. Districts are requested to compensate CITS teachers for their workshop time. - Transportation for
Campus Visit
School districts provide transportation for CITS students and teachers to visit the UMD campus at least once per semester to receive customized training, to conduct scholarly research, to observe in a regular UMD class, and to attend special events. - Textbook Purchase
Faculty mentors approve textbook selection. CITS courses use the same or equivalent college-level textbooks used in UMD campus courses. - Class Size Limits
High schools determine their enrollment limits for each course; UMD recommends foreign language classes not exceed 35 students.
UMD Policies and Requirements
- Attendance Policy
- School districts, schools, and teachers set their own attendance policy. Regular class attendance is expected.
- Grading Criteria
- In many cases-especially in language classes and in writing classes-the learning and practice that occurs during regular class meetings simply cannot be "made up. Consequently, attendance in class may contribute to determination of the course grade.
- Grading Assessment
- UMD uses A-F grading
to establish the quality of performance achieved at different grade levels.
CITS teachers define grade standards for their courses in conformity with
the UMD department's policies.
Using their best judgment and after consulting with the CITS faculty mentor, CITS teachers may choose to assign different grades for the high school course and for the UMD course. Only the UMD grade appears on the UMD transcript. - Refunds
- If a student cancels a class within the first eight weeks of the UMD semester, or in a trimester, the first two weeks, the school district will not be billed for the student's tuition. If a student officially cancels at any time after the above deadline, no refunds are granted.
- Scholastic Dishonesty
- Scholastic dishonesty is "any act that violates the rights of another student with respect to academic work or that involves misrepresentation of a student's own work. Scholastic dishonesty includes (but is not limited to) cheating on assignments or examinations, plagiarizing (misrepresenting as one's own anything done by another), submitting the same or substantially similar papers (or creative work) for more than one course without consent of all instructors concerned, depriving another of necessary course materials, and sabotaging another's work(CLA).
UMD College In The Schools
Courses Available 2007-2008
- Comp 1120 College Writing (3 credits)
- Instruction & practice in writing argumentative prose for academic situations with integrated word processing lab.
- CSt 1010 Romanticism and Revolution (4 credits)
- Exploration of the changes in the arts and humanities produced by political, scientific, social, and revolution that spring from the industrial revolution and the Romantic response to that revolution.
- Econ 1003 Economics and Society (3 credits)
- General description of U.S. economy and analysis of contemporary economic problems. Introduction to major economic issues and problems of the day, providing a simple framework used by economists for analysis.
- Econ 1022 Principles of Economics: Micro (3 credits)
- Analyzing overall performance of an economic system. National income accounting and theory, employment, inflation, fiscal policy, money, monetary policy, economic growth, international trade, non-U.S. economies, and real-world application of these concepts.
- Econ 1023 Principles of Economics: Macro (3 credits)
- Analyzing free enterprise system through study of product and resource markets. Supply and demand, utility, production and cost, market structure, resource use, market failures, regulatory role of government, and real-world application of these concepts.
- Engl 1907 Introduction to Literature (3 credits)
- Literary modes and methods of literary study and interpretation.
- Fr 1201 Intermediate French I (4 credits) (Prereq 3-4 yrs high school Fr)
- Consolidation and enrichment of previously acquired abilities speaking and understanding French, set within introduction to written French and survey of contemporary culture of French-speaking societies. Emphasis on oral, aural, and reading skills; vocabulary building some writing. Taught in French.
- Fr 1202 Intermediate French II (4 credits) (Prereq 4 yrs high school Fr)
- Consolidation and enrichment of previously acquired abilities speaking and understanding French, set within introduction to written French and survey of contemporary culture of French-speaking societies. Emphasis on oral, aural, and reading skills; vocabulary building; some writing. Taught in French.
- Geog 1202 World Regional Geography (3 credits)
- Geography of human groups in diverse settings. Emphasis on cultural diversity, regional development, and human and environmental forces shaping regional patterns and processes. Geographic analysis of selected regions and countries.
- Geog 1304 Human Geography (3 credits)
- Ecological basis of human existence. Human population patterns and cultural diffusion. Agricultural geography. Political geography. Geography of language, religion, and ethnic groups. Effects of urbanization; economic geography.
- Geog 1414 Physical Geography (4 credits)
- Earth-sun relations, maps and globes, and major factors of the natural environment, including water resources, landforms, weather and climate, natural vegetation, and soils. (lecture and lab)
- Hlth 1104 Health
Science Terminology (1-3 credits)
- Terms commonly used in health sciences and medical professions; emphasis on word structure.
- Hist 1207 Dawn of Modern Europe (3 credits)
- Early history of the modern era: Renaissance, Reformation, Age of Reason, French Revolution and its impact, Napoleonic era.
- Hist 1208 Europe in the Modern Age (3 credits)
- Making of modern Europe; analysis of economic and technological revolution, collision of ideologies, imperialist expansion, revolutions, and wars.
- Hist 1304 U.S. History Part I: 1607-1877 (3 credits)
- Evolution of the United States from colonial origins into a modern nation. Frontier and agrarian heritage, constitutional development, emergence of modern U.S. political system, expansion of democracy, and cultural diversity. Colonial period to 1877.
- Hist 1305 U.S. History Part II: 1865-Present (3 credits)
- Historical roots of major challenges facing Americans today: global responsibility as a world power; the quest for political, economic, and social justice; and community and family changes in modern society; 1877 to present.
- Math 1296 Calculus I, 5 credits (Prereq 3.5 yrs high school algebra or trig or geometry or college precalc)
- First part of a standard introduction to calculus of functions of a single variable. Limits, continuity, derivatives, integrals, and their applications.
- Mu 1001 Introduction to Music ((3 credits), Prereq Not for music majors or minors)
- Various historical style periods; listening to develop understanding and enjoyment of music.
- PE 1600 Physical Fitness (1 credit)
- Development of personal skills related to physical fitness. Understanding and application of factors and participation patterns contributing to enhanced physical fitness.
- PE 1616 Weight Training (1 credit)
- Development of personal skills related to weight training. Understanding of principles, concepts, and conditioning regimens for participation in weight training.
- Phys 1001 Introduction to Physics I (5 credits) (Prereq Algebra, trig)
- Noncalculus general physics course primarily for certain preprofessional fields. Topics in mechanics, heat, and sound.
- Soc 1101 Introduction to Sociology (4 credits)
- Introduction to sociological concepts and their application.
- Span 1201 Intermediate Spanish I, (4 credits) (Prereq 3-4 yrs high school Span)
- Consolidation and enrichment of previously acquired abilities speaking and understanding Spanish, set within contemporary culture of Spanish-speaking societies. Emphasis on oral, aural, and reading skills; vocabulary building; some writing. Taught in Spanish.
- Span 1202 Intermediate Spanish II, (4 credits) (Prereq 4 yrs high school Span)
- Consolidation and enrichment of previously acquired abilities speaking and understanding Spanish, set within contemporary culture of Spanish-speaking societies. Emphasis on oral, aural, and reading skills; vocabulary building; some writing. Taught in Spanish.
- Th 1001 Introduction to Theatre Arts (3 credits)
- Appreciation of theatre arts. Developing sensitivity and critical sophistication as articulate, discriminating theatergoers. Play viewing, play reading, critiques, and term projects.
INFORMATION
For more information about the UMD College In The Schools program, please contact Mary Jean Menzel at: 218/726-6938, by fax at: 218/726-6925, by e-mail: mmenzel@d.umn.edu, or address mail to: UMD CITS Program, 104 Darland Administration Building, 1049 University Drive, Duluth, MN 55812-3011.