CE Forms & Resources
- Concurrent Enrollment for Students with Disabilities
- Differences between High School and College Accommodations for Students with Disabilities
- Free Text Books- Concurrent Enrollment Scholarship Text Request Instructions
- Guaranteed Transfer Courses
- High School vs College
- PPCC Application Assistance
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: shonda.green@d49.org
- 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://www.d49.org/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: shonda.green@d49.org.
- 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.
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@d49.org. For questions about scholarship college texts, contact Shonda Green at shonda.green@d49.org It is our privilege to serve you!
Updated as of 9/13/24
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.