Site Observations for Concurrent Enrollment Instructors (Rubric)

Site Observation Details

Concurrent Enrollment Instructor First Name

Concurrent Enrollment Instructor Last Name

Concurrent Enrollment Instructor Email

Liaison First Name

Liaison Last Name

Name of Partner High School

Site Observation Date

Trine's Course Code (Example: HIS 113, MA 113)

Brief Listing of Concepts/Topics Covered (Example: Quadratic Equations, Civil War Primary Sources, Fictional Character Development)

Observation Rubric

Learning Objectives and Outcomes Indicator

In order to ensure that all concurrent enrollment courses are equivalent to their on-campus counterparts, the concurrent enrollment instructor must align learning objectives and outcomes to the course provided syllabus and communicate those objectives to students.

Not Evident or Observed: Are not communicated, are not aligned with or supported by the provided course syllabus, are not connected to any prior or future learning, expectations for students are not communicated in any way

Needs Improvement: Are somewhat communicated to students but with limited understand from students, are not aligned with or supported by the provided course syllabus, are not connected to prior and future learning, expectations are communicated but not understood by students

Equivalent: Are communicated and understood by most students, are aligned with and supported by the provided course syllabus, are connected to prior and/or future learning, expectations for students are communicated

Exemplary: Are explicitly communicated and understood by all students, are aligned with and supported by the provided course syllabus, are repeatedly connected to prior and future learning, expectations for students are explicitly communicated

Lesson Organization and Planning Indicator

In order to ensure that all concurrent enrollment courses are equivalent to their on-campus counterparts, the concurrent enrollment instructor must align course and lesson learning objectives with the course syllabus and clearly communicate those objectives to students.

Not Evident or Observed: Not coherent or logical in structure, planned rigor is not appropriate for a dual enrollment course, not connected to any learning objective

Needs Improvement: Lacks some coherency in structure, inconsistent level of rigor planned, not consistently connected to the current primary and sub learning objective(s)

Equivalent: Is logical and coherent in structure, planned level of rigor is appropriate for course, connected to the current primary and sub learning objective(s)

Exemplary: Is logical and coherent in structure, planned level of rigor is appropriate for course, connected to explicit and measurable primary and sub learning objective(s) that are equitable to its on-campus comparison, explicitly demonstrates connections to prior/future learning

Curriculum Meets Collegiate Rigor and Depth

In order to ensure that all concurrent enrollment courses are equivalent to their on-campus counterparts, the concurrent enrollment instructor must ensure the overall course curriculum is taught at the same depth and provide similar challenging experiences for students.

Not Evident or Observed: Is not supported by the lesson or its learning objective(s), is not challenging, is clearly not of the same rigor or depth as the same course taught on campus

Needs Improvement: Is sometimes supported by the lesson and its learning objective(s), is not challenging to the students, is inconsistent in its level of rigor and depth as compared to the same course taught on campus

Equivalent: Is supported by the lesson and its learning objective(s), is challenging and is of the same rigor and depth as the same course taught on campus

Exemplary: Is clearly and explicitly supported by the lesson all of the learning objective(s), is challenging and is of the same rigor and depth as the same course taught on campus

Student Engagement, Interest, Involvement

In order to ensure that all concurrent enrollment courses are equivalent to their on-campus counterparts, the concurrent enrollment instructor must ensure that students are thoroughly engaged, demonstrate ownership of their own learning, and are presented various opportunities for different types of learning experiences.

Not Evident or Observed: Are not engaged throughout the entire lesson, are not provided any opportunities to demonstrate ownership of their own learning, are not presented with any learning experiences that value inquiry, exploration, and/or research of the topic

Needs Improvement: Are inconsistently engaged throughout the lesson, are provided few if any opportunities to demonstrate ownership of their own learning, are not presented with any learning experiences that value inquiry, exploration, and/or research of the topic

Equivalent: Are consistently engaged throughout the lesson, are provided some opportunities to demonstrate ownership of their own learning, are presented with some learning experiences that value inquiry, exploration, and research of the topic

Exemplary: Are consistently and actively engaged throughout the lesson, are provided ample opportunities to demonstrate ownership of their own learning, are presented with various learning experiences that value inquiry, exploration, and research of the topic

Student Critical Thinking (Creative, Analytical, Reflective, Applicable, Research, etc.)

In order to ensure that all concurrent enrollment courses are equivalent to their on-campus counterparts, the concurrent enrollment instructor must ensure that students are presented opportunities to practice and demonstrate critical thinking skills. The concurrent enrollment instructor must also ensure that the expectations of student work is equivalent to its on-campus counter-part.

No Evidence or Observed: Critical thinking is not evident, provided no opportunities to engage in any types of critical thinking, work is not at the rigor and depth as the same course taught on campus

Needs Improvement: Critical thinking is somewhat focused on supporting the learning objectives, provided little to no opportunities to engage in at least one type of critical thinking, work is not at the rigor and depth as the same course taught on campus

Equivalent: Critical thinking is focused on supporting the learning objectives, provided some opportunities to engage in at least one type of critical thinking, work is at the rigor and depth as the same course taught on campus

Exemplary: Critical thinking is always focused on supporting the learning objectives, provided ample opportunities to engage in multiple types of critical thinking, work is always at the rigor and depth as the same course taught on campus

Assessment Strategies and Feedback

In order to ensure that all concurrent enrollment courses are equivalent to their on-campus counterparts, the concurrent enrollment instructor must ensure that assessments are aligned, use the same strategies, and use comparable grading standards. Instructors must also provide continual effective collegiate level feedback to students.

No Evidence or Observed: No evidence of strategies, rigor, and depth of the same course taught on campus, provides no evidence of student mastery of learning objectives, no evidence of assessment use to guide and improve instruction, no evidence of providing effective collegiate level feedback

Effective: Are sometimes aligned with the same strategies, rigor, and/or depth of the same course taught on campus, provides inconsistent evidence of student mastery of learning objectives, assessments are sometimes used to guide and/or improve instruction, provides inconsistent effective collegiate level feedback to students in a timely manner

Equivalent: Are aligned with the same strategies, rigor, and depth of the same course taught on campus, provides evidence of student mastery of learning objectives, assessments are used to guide and improve instruction, provides effective collegiate level feedback to students in a timely manner

Exemplary: Are always aligned with the same strategies, rigor, and depth of the same course taught on campus, provides ample evidence of student mastery of learning objectives, assessments are used to guide and improve instruction, always provides effective collegiate level feedback to students in a timely manner

Site Observation Summary

Based on the evidence collected and observed does this course meet the minimum requirements of course equivalency compared to courses taught on-campus?

Yes

Additional thoughts on strengths, areas for growth, etc.