DOCUMENT RESUME JC 950 532 AUTHOR Lyon, Pat Rajski; And … · 2014-07-18 · DOCUMENT RESUME ED 388 348 JC 950 532 AUTHOR Lyon, Pat Rajski; And Others TITLE North Harris Montgomery

DOCUMENT RESUME

ED 388 348 JC 950 532

AUTHOR Lyon, Pat Rajski; And OthersTITLE North Harris Montgomery Community College District

Articulation Manual.INSTITUTION North Harris Montgomery Community Coll. District,

Houston, TX.PUB DATE 95

NOTE 175p.

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC07 Plus Postage.DESCRIPTORS Advanced Placement Programs; *Articulation

(Education); *College School Cooperation; CommunityColleges; Competency Based Education; *CooperativePrograms; Curriculum Development; *Dual Enrollment;*Educational Practices; Guidelines; ProgramAdministration; *Tech Prep; Two Year Colleges

IDENTIFIERS North Harris College TX

ABSTRACTCompiled by the Curriculum Services Office Staff at

the North Harris Montgomery Community College District (NHMCCD) , in

Texas, this manual provides information on administrative issuesrelated to articulation agreements between NHMCCD and area highschools, focusing on competency based course articulation, tech prepinitiatives, and dual credit articulation. The first two chaptersprovide an introduction to articulation and a glossary of terms used.Chapter 3 lists 15 benefits to entering into articulation agreements,while chapter 4 briefly describes 12 types of agreements, fromadvanced placement courses to tech prep to 2+2 programs. Chapters 5and 6 review common barriers to articulation, such as turfism andunrealistic deadlines, and financial considerations. Chapter 7describes issues related to articulating competency based curricula.Chapters 8 through 11 provide NHMCCD-specific information on how toapply, update, and cancel articulation agreements, including 14 stepsin an articulation flow chart. Chapter 12 discusses the tech prepprocess, linking the efforts of business/industry, secondary, andpost-secondary institutions to provide better training from the ninthgrade through the post-secondary level. Finally, chapters 13 to 16explain the dual credit articulation procedure, distribution ofarticulation materials to appropriate personnel, how to apply forarticulated credit, and recordkeeping and data gathering. Appendixesinclude sample articulation forms from the NHMCCD, contact lists forNHMCCD schools, a summary of personnel duties, promotional materials,and sample tech prep education plans. (TGI)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRIC-

ARTICULATION MANUAL

Developed and Compiled by the Curriculum Services Office Staff:

Pat Rajski Lyon, Articulation/Tech Prep Specialist (primary author)Bonnie Longnion, Director of Curriculum Services

Lisa Cougot, SecretaryJennifer Cross, Clerical Assistant

Fall 1995

This manual has been developed to assist individuals in articulation and tech prep initiatives. Itis meant to be a resource that administrators, faculty, and counselors from independent schoolsdistricts and the North Harris Montgomery Community College District can use to efficiently and

effectively develop and review articulation agreements and tech prep programs.

This manual has been developed by the Curriculum Services Office in response to therecommendations of administrators and faculty from North Harris MontgomeryCommunity College District and surrounding independent school districts. It is availablein print from the Curriculum Services Office and on the Curriculum Services OfficeHome Page which can be accessed through the use of NetScape.

Curriculum Services Office

Bonnie Longnion, PhD.Director of Curriculum Services

Pat Rajski Lyon, M.Ed.Articulation/Tech Prep Specialist

Lisa CougotSecretary

Jennifer CrossClerical Assistant

Office of Vice Chancellor for Education and Student Development

Linda Stegall, Ed.D.Vice Chancellor for Education and Student Development

Sue JenkinsExecutive Secretary

41

TABLE OF CONTENTS

CHAPTERS

Chapter 1: Introduction 2

Chapter 2: Definition of Terms 3

Chapter 3: Benefits Derived from Articulation 10

Chapter 4: Types of Articulation 11

Chapter 5: Barriers and Pitfalls for Consideration 14

Chapter 6: Financial Aspects of Articulation 16

Chapter 7: Competency-based Curriculum and Articulation 18

Chapter 8: Articulation Process and Flow Chart 20

Chapter 9: Applying the Articulation Agreement 24

Chapter 10: Updating the Articulation Agreement 26

Chapter 11: Canceling an Articulation Agreement 27

Chapter 12: Tech Prep Process and Flow Chart 28

Chapter 13: Dual Credit Articulation Procedure 31

Chapter 14: Distribution of Articulation Materials 36

Chapter 15: How to Apply for Articulated Credit 39

Chapter 16: Recordkeeping and Data Gathering 41

APPENDICES

A. Articulation Agreement

B. Independent School District Contact List

C. NHMCCD Tech Prep Campus Contacts and Curriculum Teams List

D. Competency Comparison Chart

Page i

a

Table of Contents

E. Articulation Competency Certificates

CHIDCRIJCSCIDESPDRFTOFAD

F. Articulation Data Base

G. ArticulationfTech Prep Checksheet

H. Summary of Personnel Duties

I. Articulation Promotional Materials

J. Articulation Expiration Form

K. Articulation Reviewer Information Sheet

L. Working Articulation Log (database)

M. Application for Advanced Placement Credit/Advanced Standing

N. University Center

0. Distance Learning

P. Sample Tech Prep Educational Plans

Child DevelopmentCriminal JusticeDraftingOffice Administration with Advanced Skills

Desktop PublishingLegal SecretaryMedical Office Secretary

\tech\artbook\tofc.doc

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CIS

Articulation

ARTICULATION MANUAL FALL 1995.... ........

North Harris Montgomery Community College District seeks to provide an educationaland training structure that is sensitive to the transition of high school students to thecollege level. The process that facilitates rather than inhibits orderly progressionthrough programs of instruction is commonly referred to as "articulation". Articulationagreements have been made between North Harris Montgomery Community CollegeDistrict (NHMCCD) and high schools in the District service area (Aldine, Conroe,Humble, New Caney, Spring, and Tomball) as well as many others in the surroundingarea. These agreements allow students who successfully complete certain courses inhigh school to apply for college credits, contingent upon enrollment in a specifiedprogram at Nnrth Harris Montgomery Community College District which contains thearticulated cou,e. Students must apply for articulated credit within 28 months of highschool graduation and must complete a minimum of six semester hours within the post-secondary program prior to being awarded articulated credit.

Students interested in completing articulated courses should contact their high schoolcounselor or occupational/technical instructor prior to enrollment. Upon conipletion ofhigh school articulated courses and 'high school graduation, students may apply forarticulated credit following the procedure outlined in Part II of this handbook.

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cs ARTICULATION MANUAL FALL 1995

Articulation is anUMBRELLA term

Focus onCompetency-based CourseArticulation

North Harris Montgomery Community College is committed to providing a variety ofmethods for granting of credit for competencies/skills attained outside of the traditionalcollege classroom. This process is called ARTICULATION.

ARTICULATION is an umbrella term that encompasses a variety of types of articulationincluding:

advanced placementbusiness, professional, and/or private organization certificationCLEP, AP, and PEPcompetency-base:i course comparisoncontinuing education/college creditcredit by examcredit for experiential learning or work experiencedual-creditprogram articulationTech Preptransfer tc universities

This handbook will explain the differences between the types of articulation as well asthe process and procedures that are followed to award each type of articulated credit.

North Harris Montgomery Community College District (NHMCCD) focuses its articulationefforts on competency-based course articulation, Tech Prep articulation, and dual-creditarticulation. These will be discussed in great detail in the following chapters.

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ARTICULATION MANUAL FALL 1995

Term

2 + 2 PROGRAM

2 + 2 + 2PROGRAM

4 + 2 PROGRAM

4 + 2 + 2PROGRAM

AAA

AAS

AAA DEGREEPROGRAM

AAS DEGREEPROGRAM

ADVANCEDASSOCIATEDEGREE

ADVANCEDPLACEMENT

Definition

An articulated, competency-based vocational/technical education program thatlinks the last two years of high school with the first two years of post-secondary education to create a strong four-year academic and technicalcurriculum.

An articulated, competency-based vocational/technical education program thatlinks the 2 + 2 program to the last two years of post-secondary educationand that results in a baccalaureate degree.

An articulated, mmpetency-based vocational/technical education program thatlinks four years of high school with the first two years of post-secondaryeducation to create a Tech Prep program.

An articulated, competency-based vocational/technical education program thatlinks four years of high school with two years of post-secondary education(usually at a community or junior college) with the last two years of abaccalaureate degree at a university.

See associate of applied arts degree program.

See associate of applied science degree program.

See associate of applied arts degree program.

See associate of applied science degree program.

An associate of applied science degree awarded concurrently with an advancedskills certificate to a graduate of a Tech Prep associate of applied sciencedegree program requiring a skill proficiency level that goes beyond thetraditional associate degree and that results in the concurrent award of anadvanced skills mastery certificate with the applied associate degree.

A method to move students to more advanced work by the equating of testresults, previous grades, and/or interviews by the appropriate departmentwith certain prerequisites. Advanced standing is not placed on a student'sofficial transcript. No credit is awarded; students are exempt from takingspecified introductory/first year courses. There is no fee for this evaluation.Contact the division head of the specific area for further information.

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ADVANCEDSKILLS MASTERYCERTIFICATE(ADVANCEDSKILLSCERTIFICATE)

ADVANCEDTECHNICALSKILLS

APPLIEDASSOCIATEDEGREEPROGRAM

ARTICULATION

ARTICULATIONAGREEMENT

ASSOCIATE OFAPPLIED ARTS[AAA] DEGREEPROGRAM

ASSOCIATE OFAPPLIED SCIENCE(AASJ DEGREEPROGRAM

ASSOCIATE OFAPPLIED SCIENCEDEGREEPROGRAM - -ADVANCED/TECHPREP PLAN

CBE

A certificate that is granted for advanced skills attained either within andconcurrent with an advanced associate of applied science degree or after anapplied associate science degree is granted.

Technical skills identified and validated by business, industry, and labor thatrequire a higher level of proficiency than those resulting from the traditionalapplied associate degree.

Refers to the associate of applied arts or the associate of applied sciencedegrees. The term "appiiec. in an associate degree name is thedistinguishing characteristic of the technical certificate of collegiate rank.

An umbrella term for the process of linking educational institutions andexperiences to assist students in making a smooth transition from one levelof education to another without experiencing delays or duplication in learning(examples: 2 + 2, Tech Prep, course competency-based, etc.).

The official document prepared by North Harris Montgomery CommunityCollege District and each participating independent school district (ISD)specifying the competencies (courses) to be articulated. See Appendix Afor sample of the articulation agreement.

A program of study designed for immediate employment and/or careeradvancement that emphasizes the application of artistic principles and thehumanities through an orderly, identifiable sequence of courses. The degreeprogram is composed of technical courses, general education courses,related instruction cou1ses, and, as appropriate, elective courses to preparestudents for employment in the performing arts.

A program of study designed for immediate employment and/or careeradvancement that is composed of an orderly, identifiable sequence ofcourses designed to meet specific occupational competencies andoutcomes. The degree program is composed of technical courses, generaleducation courses, related instruction, and, as appropriate., elective coursesto prepare students for employment as technicians or professionals.

See Tech Prep associate of applied science degree program.

See competency-based education.Page 4


CERTIFICATE

CLASSROOM-TO-WORKPLACETRANSITIONPROGRAM(SCHOOL-TO-WORKTRANSITIONPROGRAM)

COHERENTSEQUENCE OFCOURSES

COMPETENCY-BASED COURSEARTICULATION

COMPETENCY-BASEDEDUCATION (CBE)

CONCURRENTCREDIT

CONCURRENTENROLLMENT

CREDIT BY EXAM(challenge exam)

A formal award, less than an associate degree, indicating mastery of aprescribed series of academic and technical competencies with definedemployment outcomes. This award is approved by The Texas HigherEducation Coordinating Board, appears on the Technical ProgramClearinghouse Inventory, and is subject to the Coordinating Board programevaluation process.

A method of instruction between a sponsoring work-training site, the post-secondary educational institution, and the student that provides guidedtraining to the student in the work environment and that enhances criticalthinking skills and the ability to transfer applied and theoretical knowledge tothe workplace'

A series of courses in which vocational and academic education are integrated,and which directly relates to, and leads to, both academic and occupationalcompetencies. The term includes competency-based education, academiceducation, and adult training or retraining that meet these requirements.Sequential units encompassed with a single adult training or retrainingcourse are included.

The traditional method of comparing course competencies and performancelevels from a secondary competency-based course to a post-secondaryintroductory competency-based course. If the competencies andperformance levels match, articulated credit may be awarded for the highschool course when the student meets the articulation requirements at thepost-secondary institution. This is the type of articulation most often used inTech Prep programs.

Subject matter and course outcomes developed and based upon actualemployment standards determined by local business/industryrepresentatives. For successful completion of the courses, performancestandards are specified and measured by industry standards.

See dual credit.

A condition that exists when a student is officially enrolled in two differentinstitutions simultaneously. Tech Prep programs do not require that studentsbe concurrently enrolled.

A method to provide college credit for work experience and/or educational workwithout transcript credit. This allows a student to complete undergraduaterequirements in less time (through advanced placement) and at lower costand to enrich educational experience by taking courses other than those thatmerely repeat previously learned material. Examples include AchievementTest (ACT), College Level Examination Program (OLEP) in specific subject

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CREDIT INESCROW

DUAL CREDIT

EMERGINGOCCUPATION

EXTERNALL 'EARNINGEXPERIENCES

INDEPENDENTSCHOOL DISTRICT(ISD)

INTEGRATION OFACADEMIC ANDTECHNICAUOCCUPATIONALCURRICULA

NORTH HARRISMONTGOMERYCOMMUNITYCOLLEGEDISTRICT(NHMCCD)


areas only, Proficiency Examination Program (PEP), North HarrisMontgomery Community College District Departmental Examinations, andAdvanced Placement Program by the College Board.

A condition whereby the credit earned by a student enrolled in an articulatedcourse or for concurrent credit is held back by a second institution until thestudent enrolls there and meets certain criteria as established by the secondinstitution. Credit in escrow policies in Tech Prep programs should notrequire a student to pass more advanced levels of study before credit isgranted.

Simultaneously completing a high school and college course for credit at bothlevels. This course could be taught at the high school location or at the post-secondary location. Students receive both high school and post-secondarycredit upon satisfactory completion of this course. See Part II: Dual CreditArticulation Procedure for detailed information.

An occupation arising through forces related to technological changes in theworkplace. The occupation is expected to become increasingly visible anddistinguishable as a separate career area within the next 10 years. Theoccupation is growing, or is expected to grow, rapidly within the industry.Workers from other occupations cannot perform the work without at least twomonths of vocational-technical education or training (defined by the TexasInnovation Network System).

Competency-based learning experiences, paid or unpaid, offered in businessand industry that supplement lectures and laboratory instruction.

A locally established, tax-based educational entity.

A link between academic and technical theories, demonstrated in bothacademic and technical courses that includes the applications of theory inthe workplace setting and the use of real-life situations in academic courses.

The locally established post-secondary educational entity serving primarilyHarris and Montgomery Counties; also provides services to other lSDs withinthe surrounding area.


PROGRAM

PROPRIETARYSCHOOL

SCHOOL-TO-WORKTRANSITION

TECH PREPPROGRAM

An organized unit of instruction clearly related to the acquisition and/orupgrading of technical skills and for which a Coordinating Board-approvedcertificate or an applied associate degree is awarded.

A business or trade school, or technical institution or other technical orvocational school in any state that:1. admits as regular student5 only persons who have completea or left

elementary or secondary school and who have the ability to benefit fromthe training offered by the institution;

2. is legally authorized to provide and provides within that state a programof Noel education vocational or technical education designed to fitind;v;duals for useful employment in recognized occupations;.

3. has been in existence for two years or has been specially accredited bythe secretary as an institution meeting the other requirements ofdefinition; and

4. is accrediteda. by a nationally recognized accrediting agency or association listed by

the secretary;b. if the secretary determines that there is no nationally recognized

accrediting agency or association qualified to accredit schools of aparticular category, by a state agency listed by the secretary; or

c. if the secretary determines that there is no nationally recognized orstate agency or association qualified to accredit schools of aparticular category, by an advisory committee appointed by thesecretary and composed of persons specially qualified to evaluatetraining provided by schools of that category. The committee shalldescribe the standards of content, scope, and quality that must bemet by those schools and shall also determine whether particularschools meet those standards.

See classroom-to-work-place transition program.

These programs of study develop sophisticated occupation skills required foremployment in today's internationally competitive workplace througheducation and school-to-work opportunities in four major occupational areasor clusters: industrial and technical (engineering technology; appliedscience; mechanical, industrial, or practical trades or arts; and agriculture:)business/office; health; and personal and protective services (including childdevelopment and law enforcement). Tech Prep programs must include:

1. A six-year program of study beginning in the ninth grade of highschool and leading to an AAS degree with enhanced skills from apublic community or technical college, an apprenticeship, oradvanced skills certification.

2. A cooperatively-developed (business, industry, labor, andsecondary/higher education), competency-based technical educationcurriculum which is non-duplicative (includes articulation betweensecondary and post-secondary institutions) and which effectivelyintegrates academic and technical competencies.

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TECH PREPARTICULATION

TECH PREPASSOCIATE OFAPPLIED SCIENCEDEGREE PROGRAM

TECHNICALEDUCATION

TECHNOLOGYEDUCATION

3. Graduation plans or programs of study which specify a coherentsequence of technical, academic, and general edunation courseswhich span secondary and higher education levels.

4. Student competence in critical thinking skills and application ofmathematics, science, and communication skills, as well asintegration of workplace-transferable technical and academic skills.

5. Student workplace basic skills.6. Integrated workplace and classroom learning experiences which

provide theoretical and applied instruction and practical experience ina business or industry that is connected with the area of study.

7. Opportunities for enhanced technical skills training and/orbacdalaureate study.

8. A coordinated delivery system for educational and social preparatoryand support services for students, including special populationstudents, to ensure access to program participation and studentachievement.

9. A comprehensive career development guidance counseling programfor students beginning no later than the seventh grade and continuingthroughout the program.

10. A comprehensive and continuous professional development programfor secondary and higher education academic andvocational/technical faculty, counselors, other staff, andadministrators involved in Tech Prep programs.

11. A method to identify and follow the progress of outcomes of TechPrep students throughout the program.*

*taken from TECHNICAL EDUCATION PROGRAM GUIDELINES,September 1995, Preliminary Draft, pages 93-94.

Competency-based course articulation included in Tech Prep 6-yeareducational plans.

A cooperatively developed, competency-based six-year program of studybeginning in the ninth grade of high school and resulting in an associate ofapplied science degree with advanced skills from a community or technicalcollege or an associate degree granting proprietary institution.

Used by the Coordinating Board's Community and Technical Colleges Divisionto describe Coordinating Board-approved educational programs offering asequence of courses or block-time instruction. This type of education mustbe related directly to the preparation of individuals for paid employment incurrent or emerging occupations that require other than a baccalaureate oradvanced degree. Also known as occupational education and vocationaleducation.

An applied discipline designed to promote technological literacy that providesknowledge and understanding of the impacts of technology including itsorganizations, techniques, tools and skills to solve practical problems andextend human capabilities in areas such as construction, manufacturing,communication, transportation, power and energy.

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CsTIME-SHORTENEDARTICULATION/PROGRAM

TR1-AGENCYPARTNERSHIP

VOCATIONALEDUCATION


An articulation program in which high school students receive college credit thatallows them to graduate from a higher education program in less time than astudent beginning the program of study at the higher education level.Includes advanced placement based on articulated course work.

Three agenciesThe Texas Higher Educational Coordinating Board (THECB orHECB), the Texas Education Agency (TEA), and the Texas Department ofCommerce (TDOC)--responsible for the statewide implementation of QualityWork Force Planning and Tech Prep program development andimplementation.

Organized educational program offering a sequence of courses or instruction ina sequence or aggregation of occupational competencies directly related tothe preparation of individuals for paid or unpaid employment in current oremerging occupations requiring other than a baccalaureate or advanceddegree.

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MARTICULATI

1

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FALL 1995

Examples of benefits derived from successful articulation include:

1. saves money for thq student;

2. saves time for the student;

3. reduces duplication of instruction;

4. expands program content;

5. facilitates communications between the secondary and post-secondaryinstructors and administrators;

6. improves job readiness skills;

7. enhances public relations;

8. increases the usage of selected faculty, especially adjunct from the secondaryschools;

9. increases enrollments in articulated courses at the secondary level;

10. increases enrollments in upper-level courses at the post-secondary level;

11. assists with recruitment at both levels;

12. improves job placement potential;

13. promotes a more unified educational system;

14. increases revenues for both institutions; and

15. reduces duplication of instruction.

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Articulation

Categories

AdvancedPlacement

Business,Professional,PrivateOrganizations

Competency-basedCourseArticulation

ContinuingEducation/CollegeCreditCredit by Exam


CHAPTER 4 TYPES OF ARTICULATI

Articulation is an umbrella term relating to the various methods by which a student canreceive credit for competencies mastered outside of the traditional post-secondaryclassroom or enter post-secondary study at a level above entry level. Many terms areused to describe various types of articulation: time-shortened, competency-basedcourse comparisons, Tech Prep (4 + 2), 2 + 2, and so on. In practice some of theseterms are used to denote different things and many of them overlap.

Articulation_activities between secondary and post-secondary institutions can be groupedinto two main categories. These are (1) competency-based course articulation and(2) other types of articulation.

Advanced placement programs allow the placement of students in more advancedcourses by the equating of test results, previous grades, articulated credit, and!orinterviews by the appropriate department with certain prerequisites. This advancedstanding is not indicated on the student's transcript and no credit is awarded for thecourses that are skipped. Students are simply allowed to bypass introductory/firstsemester or first year courses and proceed directly to more 6dvanced/second semesteror first year courses. There is no charge to the student for fhis evaluation. All studentsare urged to contact the Associate Dean of the specific area for further information aboutadvanced placement prior to registration.

Business, professional, and private organizations may have special certifications orcredentialing practices. In some cases these certificates/credentials may earn theholder a certain amount of articulated credit in a particular program at the post-secondary level. For example: successfully completing the PSI (ProfessionalSecretaries International) exam may equate to 18 hours of college credit toward an AASdegree in office administration at some institutions. Please contact the Articulation/TechPrep Specialist in the Curriculum Services Office of NHMCCD for more information onthis type of articulation.

The most common type of articulation is the competency-based course articulation. Inthis type of articulation competencies and performance levels mastered in a high schoolcourse(s) are compared with those contained in a post-secondary course(s). If thecompetencies and performance levels match, the courses can be articulated. If thecompetencies and performance levels do not match, the secondary school may chooseto revise its curriculum to include those missing competencies/performance standards.If not, no articulation is possible. Articulation in this manner is based solely on matchingcompetencies and performance levels; seat time, credit/contact hours, etc. are not amajor criteria for articulation.

This type of articulation equates continuing education units (CEU) to college credit. Thisprocedure is currently being developed at NHMCCD. Contact the Curriculum ServicesOffice for more information.

Credit by exam can be earned by students who wish to skip courses for which theyalready have the necessary competencies/skills by successfully completing adepartmental exam. This allows a student to complete undergraduate work in a shorterperiod of time through advanced placement (a time-shortened program). Credit earnedthrough this process is not posted on the student's transcript. Credit by exam may benationally established, such as the MEP, AP, and PAP, or departmentally developed. Ifa student wishes to take a challenge exam, he/she should contact a college counselor orAssociate Dean prior to registration.

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CSCredit forExperientalLearningDual Credit

4 + 2

4+2+2

Tech Prep

Time Shortened

2 + 2

Transfer Credit toUniversities

University Center


This method of earning college credit for work experience or experiental learning iscurrently being developed at NHMCCD. Contact the Curriculum Services Office formore information.

Dual-credit articulation is a process by which students simultaneously complete a highschool course and a college course. The competencies (course content, learneroutcomes, and evaluation/performance measures) in the two courses are determined tobe equal prior to the offering of the course. This course may be taught at the highschool location or at the post-secondary location. The instructor may be a high schoolinstructor or a post-secondary instructor depending on the requirements for the specificcourse being taught. Students will receive high school credit and college credit uponsatisfactory completion of the course. See Chapter 13 of this handbook for detailedinformation about dual credit procedures.

4 + 2 articulated programs are those in which four years of high school courses aredesigned to flow to community/junior college two-year programs. These programs, oftendesigned to meet the demands of advanced technology, usually are developed andapproved by the Tri-Agency as Tech Prep programs. The Tech Prep programs includea strong mathematics, science, and technical base in the ninth through twelfth gradeswhich in turn is designed to feed into technical and high-tech programs at the thirteenthand fourteenth grades. It may also include additional years at a four-year university(called 4 + 2 + 2 programs).

4 + 2 + 2 articulated programs are the 4 + 2 programs with two additional years at auniversity added to the educational plan.

Tech Prep articulated programs are competency-based or program based articulation.Tech Prep programs are developed to provide students with more academic andtechnical skills to meet the needs of the business sector. See Chapters 2 and 12 fordetailed information about Tech Prep programs and articulation.

Granting of competency-based course articulation may result in time-shortenedprograms where students enter the program at a higher level and therefore exit earlierthan traditiongstudents beginning at the introductory level; may be included in TechPrep 6-year educational plans, 2 + 2 programs, 2 + 2 + 2 programs, or 4 + 2 non-TechPrep programs; or may provide opportunities for students to master higher levelcompetencies within the traditional associate degree time frame (such as in Tech Prepadvanced associate degrees and/or Tech Prep advanced skills certificates).

2 + 2 articulated programs are those in which the first two years of a four-year programare taught in the 11th and 12th grades. These two years are designed to prepare thestudent to enter the second two years to be taught at the community/junior college.

Transfer of credit to universities from community/junior colleges is available to studentsin most program areas. The initiating and receiving institutions predetermine whichcourses will transfer as required and/or elective courses. Contact a college or universitycounselor for detailed information about transfer credit from NHMCCD to most four-yearuniversities.

See Appendix N for more information about the University Center or contact Dr. NellieThorogood, Vice Chancellor of External Affairs, at 591-3510.

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ART I C u LAT I 0 N

North Harris Montgomery Community College District (NHMCCD) focuses its articulationefforts on competency-based course articulation, Tech Prep articulation, and dual-creditarticulation.

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Turfism


CHAPTER 5: BARRIERS AND PITFALLS TO ARTICULATION

OpenCommunications

Long-term GoalsNeed Commitment

Leadership andSupport Essential

Articulated Creditwill Vary

Curriculum GroupsDetermineArticulation

Realistic Deadlines

The most common barrier to articulation is "turfism". The lack of information,understanding, and experience with articulation often serve to create thisunfortunate consequence. It should be remembered that the students willbenefit most when the barriers to educational opportunities are eliminated orkept to a minimum.

A primary concern of many high school instructors is that they have to trainstudents at a predetermined level as set by articulation and having their work(students) judged by others. Post-secondary instructors often have initialconcerns about the competence of incoming students who have received creditfor beginning courses through articulation. These are very natural concerns.Open communication, trust, cooperation, and experience in following a well-established articulation procedure cooperatively developed by both levels canhelp reduce apprehension and misunderstandings.

Overly ambitious plans and expectations are difficult to sustain over a longperiod of time, so attempts at articulation have to match the school's long-termability and commitment to maintain these activities. Educational institutions thatbegin articulation efforts with temporary funding must plan for the future forcontinued financial support. The matching of competencies is only thebeginning.

Efforts toward articulation should not be forced on reluctant faculty members. Itis essential that concepts, expectations, and benefits are clearly understood.There will always be those faculty members who readily discern both thebenefits and the constraints. Likewise, leadership and support must come fromthe top.

Determining the number of competencies or courses should be on theconservative side as opposed to being overextended in the initial stages ofarticulating curricula. Degrees of articulation will vary from program to programand should be built on over a period of time, based on experience and success.Any design for a new system of articulation should be fused with as much of theexisting structure within the institution as possible. A system that is completelyseparated tends to create additional confusion and frustration.

A natural tendency is to want to work out the details of articulation in a largegroup so that all parties can have equal input and save time. There are timeswhen large group meetings can be helpful if group leadership is available. Toooften, though, large groups cannot reach agreement on the details required forarticulation efforts. Most details for articulation can best be worked out in smallgroups or on a one-to-one basis. Lack of communication at any level cancreate problems, and awareness ot this fact must be continually kept in mind.

Already established daily activities tend to receive top priority, and therefore,realistic deadlines should be set in an effort to encourage progress. Articulating

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Cs

MatchingCompetencies andFollow up


program content can become bogged down in the process of setting upmeetings, matching competencies, and completing paperwork.

Reaching agreement on the match-up of elementary competencies is easierthan matching advanced competencies. Experience with the successfultransfer of students will provide the guidance needed after a program ofarticulation has been in place for a couple of years. All articulated programsrequire continuous follow-up.

Page 15

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cs ARTICULATION MANUAL

HAPTER 6: FINANCIAL ASPECTS OF ARTICULATION

Commitment fromTop Administrators

Upper-levelEnrollmentIncreases

ProcessFamiliarization

Resources

Direct FacultyInvolvement

ArticulationResponsibilities

FALL 1995

Leadership and commitment to articulation must start at the top of eacheducational level and filter through to the classroom instructors. Theinstructors must be assured that the administration does completely supportarticulation and will continue to support it. This top administrative support iscritical in view of the fact that articulation is a long-term investment. Theremust be a financial commitment to articulation consistent with the size of thecommitment. In reality, the total investment is small when compared to thepotential long-term gains.

The initial influx of students is likely to be small, but it will gradually increaseover time. The credits earned by students through articulation are for first-and/or second-semester courses. Therefore, new students attractedthrough articulation will add to the upper-level class size where additionalenrollment is normally smaller.

For the initial planning stages of articulation, someone at an administrativelevel at the post-secondary institution should be charged with the overallresponsibility for developing/reviewing the articulation system. Time must beallowed for all participants involved in the process to become familiarizedwith the concept, and the system must be tailored to the resources and thestructures of the participating institutions.

Many articulation systems are in place across the country and are operatingwith varying degrees of success. The number of successful systems isincreasing at a rapid pace due to the expansion of tech prep initiativesacross the nation. There is a wide variety of literature which can be used asa resource in developing a local system.

Once the planning stage is completed, the faculty members have to becomedirectly involved. Articulating technical programs within the post-secondaryinstitution should be planned dyer a period of time depending on the numberof departments and the number of secondary districts to be involved. It isrecommended that at least one year be allowed for initial articulation andreview/revision of articulation be done every semester on a rotating basis sothat each program articulation agreement be reviewed at least every twoyears.

Articulation responsibilities flow between the Curriculum Services Office andthe campus vice-presidents and the associate deans/curriculum teams ofthe specific program identified to participate in articulation. The review ofcurriculum and competencies is the most important and time-consumingactivity in the entire process; therefore, granting of release time for adepartment representative to do actual articulation is highly recommended.The amount of time allotted depends on the number of schools, courses,and districts involved. Once articulation agreements are in place, it isreasonable to expect a curriculum team to routinely review, update, and

Page 16t)


maintain the articulation documents. The initial thrust program by program,is the most expensive in terms of time.

Page 1 7


APTER 7: cOMPgTENCYrE3A$gDpupqicut.:ARTICULATION

Competency-basedCurriculumRecommended

Faculty ReviewCompetencies andPerformanceOutcomes

Competency-based curriculum readily lends itself to articulation. Thecompetencies required for entry-level employment are identified through aformal process (such as a DACUM) and are subsequently validated bybusiness and industry representatives. These competencies must besequenced in a logical order with lower level competencies being covered inthe lower-level courses and upper-level competencies in upper-levelcourses. The competencies have predetermined performance measures forassessing skill acquisition. Business and industry provide information to beused in measuring student success. These are usually laid out in a chart orchecklist format.

Instructional materials are usually well planned and laid out in a systematicformat. Well-organized materials assist in the task of comparingcompetencies between secondary and post-secondary institutions. If thesecondary school is also using competency-based formats, the competencycomparison can be readily achieved. Presenting materials which have beenverified as those needed for entry-level employment improves thenegotiating position of both parties should concern over match-up ofcompetencies occurs.

There are many fine occupational programs which have been carefullydeveloped and improved over a period of time under the direction of anadvisory committee and local business. These programs operate withcourse outlines or syllabi which contain organized competencies/objectivesand performance measures as suggested by business practitioners. Thequestion then becomes: Should these courses/programs which are not incompetency-based format be rewritten into one of the competency-basedformats as a prerequisite for articulation? The answer must come fromwithin the cooperating schools.

Articulation does not require that courses/programs be organized/presentedin competency-based format. However, using this type of format will make iteasier to review the curriculum and share information regarding industry-based entry-level skills which are included. Thus, the articulation processwill progress more rapidly and be simpler to understand.

After an initial meeting between NHMCCD and the ISD representative(s),faculty will begin to review and compare competencies in the identifiedcourses. This comparison will include review of course guides (outlines orsyllabi), texts, handouts, projects/class assignments, lab assignments, tests,and performance standards (grade scales). The comparison should bedocumented for future reference (see Appendix D for sample form). If thecompetencies and performance standards compare favorably, anArticulation Compete Certificate (see Appendix E) for the specified

Page 18C.

Cs

Three to FourMonths Needed

Information Shared


course(s) will be developed and articulation will be suggested. If not, thesecondary representatives may choose to include the missing competenciesor performance standards in order to match the content of the post-secondary course.

The actual time needed for a thorough competency comparison byrepresentatives of both institutions (including meetings, corresponding viaphone, mail, fax, etc.) may take three to four months for the initial review.Reviewing/updating of existing articulation agreements and articulationcompetency certificates will take less time, perhaps only two months or less.This process should not be rushed; the process should not encouragestudents to enroll for advanced courses for which they may be unsuccessfulif articulation is not planned thoroughly and accurately.

Once the faculty from both levels recommends articulation based oncommon competency and performance standard comparison, theinformation will be shared with all faculty in the program area at both levels.It is imperative that all faculty be aware of and approve of articulation beforeit is in place. Upon district approval, an articulation agreement will be drawnup by NHMCCD Curriculum Services Office and forwarded for appropriatesignatures. See the next section for detailed information about thearticulation agreement, signature process, posting to articulation chart, andapplication by students for articulated credit.

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c's ARTICULATION MANUAL FALL 1995

ArticulationInitiation

IndependentSchool DistrictAdministrativeRepresentativeOrientationMeeting

Faculty Identified

Faculty OrientationMeeting

Share CompetencyDocumentation

Step 1: Suggestions or ideas for articulation may be initiated from any of severalsources: independent school district faculty and/or administrators, NH ;CD facultyand/or administrators, NHMCCD Campus Tech Prep Contacts, students, businesspeople, etc.

Step 2: This initial information about possible irticulation should be forwarded to any ofthe Associate Deans (Curriculum Facilitators) at any North Harris MontgomeryCommunity College campus.

Step 3: The Associate Dean will pass the information to the District CurriculumServices Office. The Curriculum Services Office representative (usually theArticulation/Tech Prep Specialist) willo contact a representative from the interestedindependent school district to confirm the interest and obtain more information.Complete will be shared with all appropriate personnel at all campuses of NHMCCD.

Step 4: Annual meetings will be conducted by NHMCCD Curriculum Services Office(usually early in the fall and spring semesters) to overview existing articulation anddiscuss plans to initiate and/or review articulation during the new school year.Representatives from all independent school districts and all campuses of NHMCCD willbe invited to this meeting. At this meeting, the ISD representatives will identifY aprimary contact for their district as well as specifying the areas in which they would liketo articulate. It is anticipated that most ideas for articulation will be generated at thismeeting.

Step 5: After the administrative orientation meeting, the ISD primary contact willappoint an instructor (or instructors) from the appropriate discipline to coordinate with theNHMCCD Curriculum Committee from the discipline to perform a detailed comparison ofcourse competencies and student outcomes (performance levels). This information willbe provided to the Articulationffech Prep Specialist at the beginning of each semesteron the High School Articulation Reviewer Information Sheet.

Step 6: The Articulation/Tech Prep Specialist from NHMCCD Curriculum ServicesOffice will hold an orientation meeting for the involved faculty and will assist in allaspects of this process. All articulation activities will be included in the NHMCCDcurriculum process.

At this orientation meeting, the Articulation/Tech Prep Specialist will overview thearticulation process and duties of the articulation reviewers. The NHMCCD disciplineCurriculum Committee faculty members will provide the ISD faculty with a detailedcompetency task list with performance outcomes which describes the exact content ofthose courses which have potential for articulation. Documentation utilized such as adetailed course syllabus may be utilized. It is also desirable to collect other materialswhich explain course content such as lab or classroom assignments, textbooks, tests,grading scales, etc.

This first meeting should concentrate on getting acquainted with the content of bothprograms

Page 20

Meeting Activities

Faculty CompareCompetencies andOutcomes

ArticulationRecommendation

Originating VPEPRSigns

AgreementPrepared

Agreement Sentfor Signatures


Suggested activities include:a. Exchange detail course content documentation.b. Discuss course content.c. Resolve questions about content and achievement levels.d. Explore areas where modifications might be made in secondary

curriculum.e. Arrange to visit typical lab or classroom in both systems as needed.f. Compare course competencies by filling in the Articulation Course

Competency Analysis Chart.

It is recommended that ;he teams of instructors from both levels communicate viaphone, fax, etc. in addition to meeting in person if needed.

Step 7: The instructors from both levels will work closely sharing courseoutlines/syllabus, essential elements, textbooks, sample class activities,tests/performance measures, etc. This review process may take several months.

The reviewers will fill out the Articulation Competency Comparison Chart listingcompetencies and performance levels/student outcomes. Information from this form willbe posted to the "Working Articulation Database" in NetScape to provide information toall faculty. Input will be obtained from all concerned through the use of thisdatabase/log.

Step 8: Upon completion of the review by the instructors, a recommendation to thediscipline will be made to articulate if the competencies and performance levels match.If they do not, the ISD may choose to revise its curriculum to include those missingelements. this revision is completed, the course(s) will then be recommended forarticulation. Upon consensus from the disciplines and the campus Tech Prep contact,the recommendation will be forwarded to the Curriculum Committees.

Step 9: The final recommendation from the Curriculum Committee will be forwarded tothe Vice President for Educational Programs and Resources at each campus.

The signature of the VPEPRS at the originating campus will be needed on theArticulation Competency Comparison Chart. The recommendation for articulation will beshared with appropriate personnel at both levels. IT IS IMPERATIVE THAT ALLCONCERNED INDIVIDUALS BE INVOLVED IN THIS INFORMATIONSHARING/RECOMMENDING PHASE.Step 10: When all concerned agree to the recommended articulation, the VPEPRS willfoiward the signed Articulation Competency Comparison Chart to the CurriculumServices Office where the Articulation/Tech Prep Specialist will prepare the articulationagreement for signature.

Step 11: The articulation agreement will be sent from the North Harris MontgomeryCommunity College District Curriculum Office to the ISD representative for signatures.The ISO representative will return the document to the Articulation/Tech Prep Specialistin thn North Harris Montgomery Community College District Curriculum Office.

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(Is ARTICULATION MANUAL FALL 1995

NHMCCD Signs

Updating Databaseand Distribution

Distribution of NewArticulation

Agreement Review

Step 12: The Articulation/Tech Prep Specialist will forward the document to theappropriate NHMCCD discipline Curriculum Committee facilitator, the Vice President forEducational Programs and Resources, the District Director of Curriculum Services, andthe Vice Chancellor for Educational and Student Development for signature.

Step 13: The fully-signed articulation agreement will be returned to theArticulationfTech Prep Specialist who will post the articulation to the articulation database. Supporting documentation (such as the Articulation Course CompetencyComparison Chart, competency checklists, etc.) will be attached to the originalagreement which will be filed in the Curriculum Services Offices.

Step 14: Copies of the agreement and updated data base will be distributed to the ISDrepresentatives and to all NHMCCD campus Tech Prep contacts, Associate Deans,curriculum facilitators, and Vice presidents.

All articulation agreements will be reviewed at least once every two years. The reviewprocess will follow the same steps as the initial articulation process, but should be lessintensive and quicker to complete.

Page 22

1


Idea from facultyor other source

(step 1)

NHMCCDAssociate Dean

(step 2)

NHMCCDCurriculum Office

(step 3)

Annual Overview Meeting(step 4)

ISD Representative/Faculty selected

(step 5)

NHMCCD CurriculumTeams and/or Designees

(step 5)

Joint Meeting

I (step 6)

1

I

Competency Comparison(step 7)I I

1

Final Recommendationby Cuiriculum Teams

(step 8)

Recommendation to VPEPRS& Signature by Canpus Originator

(step 9)

....Draft Agreement

NHMCCD Curriculum Office(step 10)

ISD Signatures(step 11)

^ .....- - , - . , . ^ - . .....̂.--..-----NHMCCD Signatures

(step 12)

T---N H MC C D Curriculum Office

Post to data base(step 13)

NHMCCD Curriculum OfficeDuplicate and Distribute

Agreement and Data base(step 14)

Page 23


PTp3. -9 APPLYING .THEARTICULATION AGREEME

High SchoolCounselors and/orTeachers

NHMCCDProcessing

High school counselors and/or the appropriate high school instructors are toexplain to the students the opportunities for receiving North HarhsMontgomery Community College District course credit. Assistance is providedby the NHMCCD Curriculum Office, the articulation flyer, and the articulationdata base (see Appendix F and l).

Information to be provided by high school counselors and/or teachers:

These items are to be discussed with high school students by the high schoolcounselor and/or the appropriate high school instructor:

1. Courses for which credit is granted must be a part of the student's degreeplan at any of the North Harris Montgomery Community Collegecampuses.

2. The student must meet all college admission requirements.

3. High school students enrolled under the early admission program mustgraduate from high school before credit can be granted.

4. The student must provide the NHMCCD Admission Office with an officialhigh school transcript showing that he/she has graduated.

5. The student must meet the required grade average and any specialconditions required in the articulation agreement (see articulationagreement and/or data base for special conditions).

6. The student starts the process early by meetirig with a counselor atNHMCCD and presenting an official copy of his/her high school transcript.

7. The student must be enrolled at any campus of North Harris MontgomeryCommunity College District at the time the articulation credit is posted tohis/her college transcript.

8. A petition for receiving articulated course credit must be initiated withintwenty-eight (28) months after the last articulated high school course iscompleted.

Items to be process by North Harris Montgomery Community CollegeDistrict:

The following items are to be processed by North Harris MontgomeryCommunity College District:

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es ARTICULATION MANUAL FALL 1995

1. The student obtains a copy of his/her high school transcript from his/herhigh school. This should be done early to avoid the rush at registrationtime.

2. The student contacts a counselor at North Harris Montgomery CommunityCollege District at the time of enrollment for the following:

a. initiation of a degree plan; and

b. initiation of a student petition requesting articulated course credit.

3. The student presents the petition to the appropriate associate dean forapproval or disapproval.

4. Approved petitions are forwarded to the Admissions Office for posting tothe student's transcript with the grade designation of "CR" (for credit) andthe student is notified; or

5. Disapproved petitions are rerouted back to the counselor for studentnotification.

Page 25


Expiration ofArticulationAgreements

Associate Deansto Identify AreasYearly

PTER 10: UPDATING THE ARTICULATION AGREEMEN

CurriculumRevisions MayRequire Review ofArticulation

Almost as important as the development of the articulation agreement is thereview and upoating of the agreement and supporting materials. Articulationagreements may be expired or canceled with thirty days notice in writing tothe other party, but the cancellation/expiration would not affect thosestudents who are already enrolled in the course(s) for the current year.Usually articulation agreements are canceled because of curriculumchanges resulting in unmatched competencies and/or outcomes.Articulation agreements may be expired after two years (review andupdating of articulation agreements should take place every two years). SeeAppendix J of this manual for the Articulation Expiration Form.

The process for reviewing and updating of articulation agreements isbasically the same as the original articulation process. The Associate Deanswill identify the areas to be articulated in the following academic year duringthe spring of each academic year. See page 23 for a flow chart of theoriginal articulation process.

The reviewing and updating of articulation agreements should take less timethan the initial review because the competencies would remain substantiallythe same; minimal changes in curriculum content and/or student outcomesshould not affect basic articulation competency comparison, but would needto be reviewed to update and validate the articulation agreement. Eithereducational institution should notify the other when curriculum revision takesplace. The appropriate associate dean will be the primary contact point.He/she will pass this information on to the Curriculum Office. A facultymember from the appropriate North Harris Montgomery Community CollegeDistrict discipline will be selected to perform the initial review. If an in-depthreview is needed, the initial articulation process will be followed. If thechanges are minor, the faculty member may recommend that the articulation.be continued with a record kept at the Curriculum Office. All appropriatepersonnel at both institutions will be notified of the outcome of the review ofexisting articulation.

If needed, the articulation agreement will be revised at the Curriculum Office,signatures obtained, data base updated, and reviewed articulationagreements will be distributed as in the initial process.

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CHARTER1 -::::::CANCELINalARTICUIATIPti'AGREEW

Either Party MayCancel

Expiration

An articulation agreement may be canceled at any time by either party. TheArticulation Expiration Form must be completed, signed, and distributed.See Appendix J for this form.

The cancellation of articulation during a school year will not affect studentswho are enrolled in articulated courses for that school year. For example, ifan agreement is canceled in December, students enrolled in that course forthe current school year will still qualify for articulation. Students enrolled inthe course for the next year will not qualify for articulation unless a newarticulation agreement is drawn up based on the new competencies andstudent outcomes.

Articulation agreements will expire two years after the effective date.Expiration dates will be noted in the data base. It is anticipated that allarticulation agreements will be reviewed at least every two years so thatthere would be no expiration but rather a renewal of articulation. Contactthe Articulation/Tech Prep Specialist in the Curriculum Office at North HarrisMontgomery Community College District for more information aboutcanceling or expiration of articulation agreements.


Tech Prep is aJoint Process

CHAPTER 12 TECH,PREP Fiocss AND FLOWCHA

Tech PrepEducational Plan

Must IncludeArticulatedCourses

Business andIndustry InputEssential

ArticulatedCourses Includedin EducationalPlan

Tech Prep is a joint program development project including the efforts ofbusiness/industry, secondary, and post-secondary institutions to providebetter training to the employees of tomorrow. A career path is establishedbeginning in the ninth grade and continuing through a post-secondary levelas appropriate to the occupational area.

Secondary schools work with business and industry to identify theappropriate academic and vocational courses needed to be successful at anentry level for the occupational area. This career path is outlined by a four-year course of study including integrated academic courses andvocational/occupational specific courses. The entire curriculum includes theSCANS competencies.

Some of the upper-level high school courses must be articulated to apost-secondary institution.

The post-secondary institution adds an appropriate course sequence forhigher employment levels with multiple entry/exit points to the four years ofhigh school.

The post-secondary portion of the career path MUST INCLUDEARTICULATED COURSES. This post-secondary component can include anapprenticeship, trade/proprietary training, or community/junior collegeeducation with transfer to four-year universities when possible.

Skills/competencies and performance levels are determined by thebusiness/industry representatives from the occupational area. All levels ofeducation strive to incorporate all skills and competencies as determined bybusiness/industry at the appropriate level. Therefore, Tech Prep programsare cooperatively developed by business/industry, secondary schools, andpost-secondary institutions.

Articulation for tech prep programs will follow the steps 1-14 as outlined inthe "Articulation Process and Flow Chart" section of this ARTICULATIONMANUAL beginning on page 23. Additionally the following steps must befollowed:

Step 15: The high school will develop with the advise of business andindustry, a four-year course sequence containing integrated academiccourses at high school or higher levels and vocational/occupational coursesleading to entry level skills in the appropriate occupational cluster area.Some of the upper level courses (11th and/or 12th grade) must bearticulated to a post-secondary institution. The post-secondary institutionthrough the discipline curriculum committees and Tech Prep contacts thenadds the post-secondary component to provide the student with upper-levelskills in all areas including SCANS.

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34

esTech PrepProgram Requestfor Approval


Step 16: The curriculum committee forwards the draft educational plan tothe Curriculum Services Office. The articulated courses will be verified andthe entire educational plan will be inputted by the North Harris MontgomeryCommunity College District Curriculum Services Offices.

Step 17: This educational plan Will be circulated at the ISD through thedistrict representative and through the disciplines at NHMCCD through theCurriculum Committee facilitators and Tech Prep contacts for review andverification. During this circulation, input/revisions will be solicited from allinvolved.

Step 18: The final draft of the educational plan will be presented to thediscipline program advisory committee by the curriculum facilitator and/orTech Prep contact. The educational plan must be approved by theNHMCCD discipline advisory committee. They will also be advised of thearticulated courses included on the educational plans.

Step 19: The program approval packet containing the educational plan,articulation agreement(s), minutes of advisory committee meeting, andsupporting document will be prepared by the Curriculum Services Office tobe submitted for approval to the Tri-Agency (Texas Education Agency, TheHigher Education Coordinating Board, and the Texas Department ofCommerce).

Step 20: After receiving notification from the Tn-Agency, the NHMCCDCurriculum Services Office will notify the district of the Tri-Agency decision.If the program is not approved, revisions will be made by the appropriateentity and the package resubmitted. Upon Tri-Agency approval, theNHMCCD Curriculum Services Office will notify the district of such approvaland provide copies of the articulation agreement(s) and educational plan(s)that were approved (step 18).

Page 29t.)

1

1

1

1


Tech Prep Articulation Process

Steps 1-14 from articulation process

Secondary and post-secondaryinstitutions jointly develop

educational plan(step 15)

Articulation verified and plan input in NHMCCDCurriculum Services Office

(Step 16)

Educational plan districutedfor review and comment

(step 17)

Curriculum facilitatorpresents plans to advisory committee

(step 18)

!Tech Prep packet prepared and submitted toTri-Agency by NHMCCD Curriculum

Services Office (step 19)

Notification from Tri-Agency sharedwith ISD and NHMCCD personnel

(step 20)

Page 30


CHAPTER 13: DUAL CREDIT ARTICULATION PROCEDU

DRAFT NHMCCDDUAL CREDITPROCEDURESMANUAL

ADMISSION REQUIREMENTS

The Dual Credit Admission Program provides senior high school students (juniorsmay also be eligible) the opportunity to enroll in college-level courses providedapplicants meet admission provisions. Students interested in enrolling in dual creditcourses are admitted to the college district under special provisions designated bythe Texas Higher Education Coordinating Board in accordance with Texas AcademicSkills Program (TASP) guidelines.

There are two methods for high school students to earn both high school and collegecredit: (1) embedded courses which are high school courses which also carrycollege credit; and (2) concurrent courses which are college course(s) taught atthe high school and/or the college.

Applicants for the Dual Credit Admission Program must meet the followingcriteria:

1. Complete an NHMCCD application for admission and an ExceptionalAdmission Program application. The application must be completed andsigned by the applicant, the parent or guardian and the high school principal ordesignate.

2. Completed junior year or, or if currently enrolled in the junior year, receivedpermission of the Vice President for Educational Programs.

3. Attain college-level scores in the areas of Writing and Reading and/orMathematics on any of the following assessment instruments,

(PLEASE NOTE: High school students may take college-level work in embeddedcourses if they have passed appropriate portions of the local placement test, but notcourses related to portions they have failed.)

A combination of any of the following scores will meet the requirements:

ACT

SAT

ASSET

TAAS

English 19; Reading 19; Math 24

Scores as of April 1995--Verbal 480; Math 520

Scores prior to April 1995 --Verbal 400; Math 500

Reading 41; Writing 45; Math 21

Reading, Writing, Math scale cores of 1800 or higher; scores as of Spring1994: W 1800, R TLI (Texas Learning Index) 90, M TLI (Texas LearningIndex) 87 Exit Level Cumulative Label

-OR-

have passed all Wee sections of the TASP:

TASP taken after Sept. 1, 1995: Writing 220; Reading 230; Math 230

TASP taken before Sept. 1, 1995: Writing 220; Reading 220; Math 220

(Note: Test information is current as of the date of this document. Changes willrequire appropriate updating.) A math score of 270 is required to enroll in college-level math courses.

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TASPINFORMATION

TASPEXEMPTION

REGISTRATIONPROCEDURES

TUITION, FEES,TEXTBOOKS

Students will be informed of the policy regarding TASP guidelines by college and/orhigh school offic.als. Students are required to take the TASP Test during thesemester in which they will earn their ninth semester credit hour. Passing scores aredetermined by the TASP Test dal,.

(PLEASE NOTE: According to TASP guidelines, high school students who havetaken the TASP prior to applying for Dual Credit must pass all three sections atthe standards stated in order to be eligible for admission under Dual Creditguidelines. See preceding section for score standards..)

Students who meet the following score requirements are exempt from taking theTASP. Students exempt from the TASP must submit a copy of scores from eitherthe SAT, ACT, or TAAS with the following scores:

SAT As of April 1995: Reentered scores of 1180 combined with a minimumof 550 on the mathematical and verbal tests each.

SAT Prior to April 1995: Original scale scores of 1090 combined with aminimum of 530 on the mathematical test and 470 on the verbal test.Scores can be no older than five years old.

ACT Composite scores of 26 or higher with individual math and English scoresof not less than 22. Scores can be no more than five years old.

TAAS As of Spring 1994: Minimum scale score of 1780 on writing; TexasLearning Index (TLI) of 86 on math and 89 on reading.

Scale score of 1780 or higher on all three relevant tests (reading, writing,math). TAAS scores can be no more than three years old.

(Note: Test information is current as of the date of this document. Changes willrequire appropriate updating.)

Dual Credit students will continue to be counted as full-time students by their highschool and must follow the same registration procedures as any other first timestudent in the district. Students are required to attend a New Student InformationSession scheduled through the college counseling department. A New StudentInformation Session may be scheduled to accommodate groups of students at thehigh school.

Dual Credit students are identified in the NHMCCD system by an Approval Code(DC).

Students participating in a dual credit course must be Idmitted to and registered forthe college course and are responsible for paying appropriate tuition and additionalfees when applicable based on residency status. Payment will be made prior to theofficial reporting day as: determined by the college.

Students are responsible for purchasing textbooks required for the course. Facultywill review the high school text and materials for proposed embedded courses todetermine equivalency; if equivalent to the content and scope of college texts,additional texts may not be required.

For some embedded courses, students may be responsible for purchasing additionaltexts and materials. Text and materials will be available through the CollegeBookstore.

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es ARTICULATION MANUAL FALL 1995

UIL ELIGIBILITY

CURRICULUM &LEARNINGOUTCOMES

FACULTYCERTIFICATION

OBSERVATIONOF TEACHINGEFFECTIVENESS

Students who participate in extracurricular activities and are enrolled in dual creditcourses are required to report grades to the high school in accordance with UILregulations.

High school faculty teaching Dual Credit courses at the high school report grades incompliance with U1L. Students concurrently enrolled in courses at the college areresponsible for reporting the grade to the high school to determine UIL eligibility.

A Transcript Request Form is available to students concurrently enrolled in course atthe college.

Special attention must be given to dual credit courses to ensure that they meet theEssential Elements mandated by the Texas Education Agency, and the curriculumrequirements set by the Texas Coordinating Board of Higher Education and thecollege departments. For a dual credit course to be approved, the topics, learningoutcomes and competencies must be the same as those of the same course taughtat the college campus.

Course materials and classroom format for dual credit classes may vary, butstudents are expected to meet the same learning outcomes as those enrolled intraditional classes. Thus dual credit students are held to the same academicstandards of traditional college classes to ensure the attainment of these outcomes.

Dual credit proposals will be recommended by Associate Deans and/or programcoordinators and representatives of the ISD. For embedded courses, College andISD faculty members must agree on the appropriateness of topics and outcomes,methods of evaluating student work and course activities. This may occur throughmeans as simple as a review and validation of the essential elements of the course(at the secondary level) with the course topics and outcomes (at the post-secondarylevel) or as complex as a rewrite of the secondary-level course to add thecomponents that might be necessary to fulfill college requirements.

If it is determined that the college course can be offered within the existing highschool course or by modifying the high school course, an agreement should bepursued for approval by the appropriate NHMCCD curriculum team. If facultydetermine that the outcomes of courses are equivalent, an agreement would bevalidated through institutional curriculum approval processes. Associate Deans willmonitor teaching effectiveness and course outcomes in a manner agreed upon withISD staff. College courses offered before and after the regular school day at an ISDcampus will be evaluated as any on-campus course.

For embedded courses, an IDS teacher must meet the College criteria for part-timeemployment, possess the minimum credentials required by the Southern Associationof Colleges and Schools (SACS) and be recommended by the principal andapproved by an Associate Dean. The basic qualification for academic part-timefaculty is a Master's Degree with at least 18 graduate hours in the teaching field.Qualifications for teaching occupation/technical courses are established by theTexas Higher Education Coordinating Board. For these teachers, at least threeyears of work experience and an Associate of Applied Science Degree in theteaching specialty are required to teach most occupational/technical courses.

The same standards for maintaining teaching effectiveness will apply to all coursesoffered for college credit. College policy pertaining to classroom observation mustbe applied to dual credit classes. A department representative will monitor dualcredit classes by observing the instruction during the first semester of offering andperiodically thereafter to ensure college standards of teaching effectiveness are

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cs

EVALUATION OFSTUDENT WORK


being rriet. The dual credit instructor is encouraged to observe the teaching of thetraditional college course and to take part in college-sponsored professionaldevelopment activities for adjunct faculty.

Class work of dual credit students must be regularly evaluated to ensure thatstudents are acquiring the necessary skills for exit outcomes. Each enrolled studentwill receive a college transcript designating the course grade and number of credithours. Dual credit instructors may compare the work of their students with that ofstudents enrolled in the traditional course by examining student portfolios maintainedby college instructors. A portfolio of the work of dual credit students may beincluded as part of classroom observation and follow-up activities required by thecollege department. All dual credit instructors will report student grades in themanner prescribed by the college. Each high school teacher teaching a dual creditcourse will be furnished enrollment records for recording student attendance and&rades. Maintenance and timely subm.ssion of accurate class records is theresponsibility of the teacher.

DUAL. CREDIT AGREEMENT

for Embedded Courses

between

Independent School District

and

College

This Dual Credit Agreement for embedded courses between the IndependentSchool District (ISD) and College is designed to allowhigh school students to earn dual credit. Dual credit may be earned by any qualifiedhigh school student in an embedded format. Upon completing the course the studentwill earn credit toward high school graduation as well as college credit.

The following conditions apply to this agreement:

1. The Superintendent and President or their designees agree that the attachedscheduled courses are designated for dual credit.

2. The high school faculty teaching the dual credit course at the high school willdo so as part of a regular teaching assignment. The teacher is expected tocomply with the College's standards for courses.

3. The college will reimburse the ISD at the median rate of pay for adjunctinstructors prorated for every 25 students enrolled in all embedded courses.

4. A dual credit course must contain both the essential elements required bythe Texas Education Agency and the College course competencies.

5. Students will meet State and College requirements for admission to theCollege.

6. Students will pay tuition and fees and purchase instructional supportmaterials, if such materials are not available from the 1SD.

7. The College will maintain the same standards for the evaluation ofinstmvtional effectiveness and learning outcomes for the courses covered bythis agreement as for all other College courses. Such standards are

Page 34


described by the Southern Association of Cc 'leges and Schools.

8. This Dual Credit Agreement may be altered with written approval by theSuperintendent arid the President, or their designees, at least 30 days inadvance of the agreement period.

This agreement will become effective on the date both parties agree to accept theconditions set forth in this document and until such time as mutual agreement ismade to alter or terminate.

Note: Refer to Dual Credit Procedures for details on any of the elements containedin this agreement

Signatures:

College Independent School District

President (or designee) Superintendent (or designee)

Date Date

Page 35


:::DISTRIBUTION :OF ARTICULATION MATERIALS

The work is not over once the articulation agreements have beensigned. The agreements and associated materials must be sharedwith the appropriate personnel at all levels.

Recommended Steps:

1. The North Harris Montgomery Community College DistrictCurriculum Services Office is responsible for the distribution of allarticulation agreements, tech prep educational plans, manuals,brochures, data bases, and other articulation/tech prep materials asfollows:

a. Articulation agreements:

1) public school contact person (administrator);

2) public school articulation reviewers (faculty);

3) North Harris Montgomery Community College DistrictCurriculum Facilitator (Associate Deans) team members,and Tech Prep contacts at each campus;

4) North Harris Montgomery Community College DistrictCurriculum Services Office files;

5) North Harris Montgomery Community College Districtcampus Vice Presidents;

6) North Harris Montgomery Community Co:lege Districtcounseling staff;

7) North Harris Montgomery Community College DistrictRegistrars Office; and

8) Tech Prep Consortium Office.

b. Articulation manual:



3) public school counselors;

Page 36

41'


4) high school occupational/technical education departmentchairpersons and faculty;

5) North Harris Montgomery Community College DistrictCurriculum Faciiitaior (Associate Deans) team membersand Tech Prep campus contacts;

6) North Harris Montgomery Community College DistrictCurriculum Services Office staff and files;


8) North Harris Montgomery Community College Districtcounseling staff;

9) North Harris Montgomery Community College DistrictRegistrars Office;

10) Tech Prep Consortium Office; and

11) parents.

c. Articulation data base and miscellaneousrecruitment/information materials:



3) public school counselors;

4) high school occupational/technical education departmentchairpersons and faculty;

5) North Harris Montgomery Community College DistrictCurriculum Facilitator (Associate Deans) team membersand Tech Prep campus contacts;

6) North Harris Montgomery Community College DistrictCurriculum Services Office staff and files;


8) North Harris Montgomery Community College Districtcounseling staff;

Page 37

43

1


10) Tech Prep Consortium Office; and

11) parents.

2. The public school district contact person is responsible for thedistribution of these materials as deemed necessary to follow-up thearticulation process. High school counselors and articulated programinstructors have key roles in the process of informing students anparents about the possibility of receiving credit from North HarrisMontgomery Community College District through articulation.

3. Counselors at both institutions are the primary contact for manystudents interested in acquiring credit for articulated coursework.They are to inform these students about the process at North HarrisMontgomery Community College District for obtaining credit forarticulated courses (see Chapter 15: Applying for Articulated Credit,for detailed information). The Articulation Handbook, data base, andbrochure are the primary resources for communications.

4. The Tech Prep Consortium staff and committee members will alsoshare articulation/tech prep information with independent districtsand other community/junior and senior colleges involved in thedevelopment and implementation of Tech Prep programs.

Page 38

4 4

1

11


HAPTER1 5 HOW TO APF'LY FOR ARTICULATED CREDIT

Students who have successfully completed a high school articulated coursemust follow the following steps in order to be awarded articulated credit:

1. Complete an application form available from the Admissions Office atany college. Any subsequent changes (i.e., name, address, major)should be promptly reported. Official verification of in-district residencewill be required (See RESIDENT STATUS in the North HarrisMontgomery Community College District Catalog, page 36.) Deliver thecompleted form to the Admissions Office at any college.

2. The student must enroll in a degree or certificate program at anycollege within one year of graduation from high school. The articulatedcourse(s) must be listed as a required or elective course on thecertificate or degree.

3. Make arrangements to take an assessment test by contacting theCounseling or Advising Office at any college. Test results are used forplacement in certain courses and for advising purpose.

The following prospective students are exempt from taking an assessmenttest, although all are encouraged to take a test for counseling and classplacement purposes:

any student who holds a college degree;

transfer students having completed a college-level English and a mathcourse provided a transcript is brought to registration for the purpose ofverification; or

any student who has taken the ACT or SAT and has achieveddesignated scores provided scores have been sent to the college andreceived prior to registration.

4. At the time of assessment the student should advise the counselor thathe/she is also applying for articulated credit. The Application forAdvanced Placement Credit/Advanced Standing (revised) form will befilled out at this time. This form will be kept by the student to besubmitted upon successful completion of six (61 credit hours in theprogram area. A copy of the high school transcript (and coursecompetency list if necessary) will indicate successful completion of thearticulated course.

5. The student must declare a program or certificate major which containsthe articulated course as a required or elective course.

Page 39

4 5

a

1


6. The counselor will verify that the student meets the conditions for thearticulation as listed in the articulation agreement.

7. The counselor will verify the articulation by referring to the articulationdata base provided by the Curriculum Services Office. Thearticulation/tech prep specialist in the Curriculum Services Office willserve as a resource when needed.

8. If verified, the articulated credit will be posted to the student's transcriptafter successful completion of six credit hours in the degree or certificateprogram.

9. The student must also meet all other admission requirements. (Seethe North Harris Montgomery Community College District Catalog,ADMISSION POLICIES AND PROCEDURES, pages 17-31.)

10. Upon completion of six (6) credit hours within the program area, thestudent will take the Intent to Apply for Articulated Credit Form to acounselor. The counselor will verify that the appropriate number ofhours have been successfully completed within the program area andwill sign the form.

11. The counselor will send the signed Intent to Apply for Articulated CreditForm to the Registrars' Office. This office will post the credit to thestudent's transcript and send a copy of the completed document to thestudent.

Page 40

4 6


ARTER 16 :REcoRpKap!tsjp mp.wTA pATI-14g!

The Texas Education Agency is in the process of adding a "flag" to the highschool student's transcript to identify articulated courses. This identifier willbe used by the counseling staff to verify successful completion of articulatedcourses. This identifier can also be used a means of tracking students whohave applied for or been granted articulated credit and to identify Tech Prepstudents at both levels.

Information can be generated by a computer to be used for evaluation ofarticulation and tech prep efforts. This information may be used for otherreports as needed. Examples of types of data that may be generatedinclude:

1. students who receive credit for articulation within a specific timeperiod;

2. students who receive credit for articulation for a specific course;

3. students who receive credit for articulation from a specificindependent school district or high school;

4. students who are enrolled in tech prep programs;

5. total number of hours awarded through articulation for a specific timeperiod;

6. total number of hours awarded through articulation for a specificcourse; and/or

7. total number of hours awarded through articulation for a specificindependent school district or high school.

Page 414./

APPENDIX A:

ARTICULATION AGREEMENT

43

ARTICULATION AGREEMENTin

the Programbetween

INDEPENDENT SCHOOL DISTRICTand

THE COLLEGES OF THENORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT

A. PURPOSEThe purpose of this instrument is to document the approval of an Articulation Plan for specifiedcourses in the above noted program between North Harris Montgomery Community CollegeDistrict (NHMCCD), 250 N. Sam Houston Parkway East, Houston, Texas 77060 and

Independent School District, , TexasThis document provides a mechanism to enable students who have completed specific courses at

Independent School District under this agreement to be granted collegecredit by articulation. The course(s) articulated via this document are listed herewith.

NHMCCD Courses ISD CoursesCIP NO. Course Name PEIMS NO. Course Name

B. PROVISIONS/TERMINATION

1. This agreement will become effective on the date both parties agree to accept the conditions set forthin this document and until such time as mutual agreement is made to terminate.

2. If there are substantial changes (course no., name, outcomes, etc.) in the curriculum at eitherNHMCCD or the ISO, the agreement must be reviewed for possiblerevision as soon as possible. If there continues to be a basis for articulation, a new agreementshould be signed.

C. CURRICULUM

1. The NHMCCD Colleges agree to provide all of the syllabi, course outlines, and coursecompetencies developed and approved by the technical advisory committee; theISD schools agree to provide the essential elements for their courses and to incoiporate thesyllabi, course outlines, and course competencies, furnished by NHMCCD, into itscorresponding high school course of instruction.

2. The schools of ISD and the colleges of NHMCCD will utilize their jointtechnical advisory committee consisting of members from business, industry, and educationwho will assist in the continued refinement of the program.

Page 1 of 2

D. CONDITIONS OF THIS AGREEMENT

To receive credit the student is required to satisfy the following conditions:

1. Meet all North Harris Montgomery Community College District admission and programentrance requirements. Additionally, a high school transcript must be presented.

2. Enroll in the program at one of the colleges of theNHMCCD within one year after graduation from high school.

3. Successfully complete six credit hours in the degree or certificate program listed underSection D, #2 above at a college of NHMCCD.

4. Must have demonstrated mastery of course competencies and have completed thearticulated course(s), in this document, with a grade of 85 (B) or above.

5. Apply for articulated credit within 28 months after graduation from high school.

SIGNATURES:

COLLEGES OF THENORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT

Curriculum Facilitator (Associate Dean) Date

Vice President of Educational Programs and Resources Date

District Director of Curriculum Services Date

Vice Chancellor for Education and Student Development Date

INDEPENDENT SCHOOL DISTRICT

Program Director

SuperintendentPage 2 of 2

t 0

Date

Date

APPENDIX B:

INDEPENDENT SCHOOL DISTRICT

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20(7

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3248

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ruct

orT

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ll H

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330

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nn R

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(713

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20(7

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3248

Jim

ELE

C In

stru

ctor

Tom

ball

HS

3033

0 Q

uinn

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Tom

ball

TX

7737

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13)

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(713

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cial

ist

3033

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e

Tom

my

Prin

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Lind

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ean

of In

stru

ctio

n30

330

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nn R

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Tom

ball

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5-(7

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()

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Tom

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ball

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357-

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(713

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D In

stru

ctor

Tom

ball

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ball

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nn R

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375-

(713

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CH

ID In

stru

ctor

1918

Key

St.

Wal

ler

TX

7748

4(4

09)

931-

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Mar

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SC

I Ins

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tor

1918

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St.

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7748

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09)

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484-

(409

)93

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1918

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TX

7748

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9:51

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stru

ctor

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zos

HS

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. Box

458

Wal

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485-

(409

)47

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stru

ctor

Wei

mar

HS

506

W. M

ain

Wei

mar

TX

7896

2-(4

09)

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9504

()

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ry... Iper

ryP

at

Pat

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en

DR

FT

Inst

ruct

orW

illis

HS

1304

N. C

ampb

ell

Will

isT

X77

378-

(409

)85

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C In

stru

ctor

Will

is H

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pbel

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TX

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(409

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HS

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(409

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356-

3391

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is H

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04 N

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1309

(409

),

OF

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orW

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HS

1304

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Will

isT

X77

378-

(409

)85

6-12

50he

lenc

@te

net.e

duG

len

WE

LD In

stru

ctor

Will

is H

S13

04 N

. Cam

pbel

lW

illis

TX

7737

8-(4

09)

856-

1265

(409

)85

6-33

91Lu G

ary

CH

ID In

stru

ctor

Dire

ctor

of C

aree

r &

Tec

hnol

ogy

Edu

catio

nW

illis

HS

1304

N. C

ampb

ell

Will

lsW

illis

TX

TX

7737

8-

7737

8-(4

09)

(409

)

856-

1251

(409

)85

6-33

91

1204

W. R

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s85

6-12

12(4

09)

856-

5182 6

it

Pag

e 5

APPENDIX C:

NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT

CURRICULUM TEAMS

(ARTICULATION REVIEWERS)

G:2

gm a

s ow

ow

amos

imi

as e

s ea

aim

swer

ess

AC

CO

UN

TIN

G

Fac

ilita

tor

Bill

Sim

cik,

TC

Fac

ulty

Rep

rese

ntat

ive

Lin

Daw

son,

KC

Ric

hard

Hun

ting,

MC

Har

ris O

'Brie

n, N

HC

Bre

nda

Har

tman

, TC

AU

TO

MO

TIV

E T

EC

HN

OLO

GY

Fac

ilita

tor

Larr

y B

rillh

art,

NH

C

Fac

ulty

Rep

rese

ntat

ive

Gly

nn T

albe

rt, N

HC

BIO

TE

CH

NO

LOG

Y

Fac

ilita

tor

John

Cha

pin,

MC

Fac

ulty

Rep

rese

ntat

ive

Bria

n S

hmae

fsky

, KC

"W

illia

m G

eogh

egan

, MC

Jane

Oue

llette

, NH

C"

Cat

hy S

tubb

lefie

ld, T

C"

CH

ILD

CA

RE

AN

D D

EV

ELO

PM

EN

T

Fac

ilita

tor

Ram

i Sha

fiee,

NH

C

Fac

ulty

Rep

rese

ntat

ive

Sue

Tho

rnto

n, N

HC

Ex-

Offi

cio

Mem

ber

Cur

ricul

um S

ervi

ces

Offi

ce

351-

3308

409/

273-

2900

443-

5710

351-

3375

443-

5671

443-

5512

409/

273-

2900

359-

1651

409/

273-

2900

443-

5792

357-

3743

443-

5450

443-

5663

CU

RR

ICU

LUM

TE

AM

DIR

EC

TO

RY

CO

MP

UT

ER

GR

AP

HIC

AR

TS

TE

CH

NO

LOG

Y

DE

SK

TO

P P

UB

LIS

HIN

G

MU

LTIM

ED

IA D

EV

ELO

PM

EN

T

Fac

ilita

tor

She

rry

You

ng, K

C35

9-16

97

Fac

ulty

Rep

rese

ntat

ive

Eliz

abet

h C

hapm

an, K

CM

C"

Kay

Pal

lavi

cini

, NH

CT

eres

a C

apre

tta, T

C

CO

SM

ET

OLO

GY

Fac

ilita

tor

Kat

herin

e P

erss

on, K

C

Fac

ulty

Rep

rese

ntat

ive

Blis

s M

aybe

rry,

KC

Lana

Sm

ith, N

HC

CR

IMIN

AL

JUS

TIC

E

359-

1670

443-

5733

351-

3314

"-

359-

1652

359-

1680

443-

5720

Fac

ilita

tor

War

ren

Nic

hols

, MC

409/

273-

2900

Fac

ulty

Rep

rese

ntat

ive

KC

"P

aul N

ovak

, MC

Ric

hard

Bec

ker,

NH

CR

uth

Tel

scho

w, T

C

CO

MP

UT

ER

INF

OR

MA

TIO

N S

YS

TE

MS

409/

273-

2900

443-

5522

357-

3745

Fac

ilita

tor

Mar

gare

t Hur

on, N

HC

443-

5629

G

all s

o yr

um

as

ami a

ssr

am

or

sr m

a m

e sr

am

as

inF

acul

ty R

epre

sent

ativ

eS

herr

y Y

oung

, KC

Ter

esa

Fer

nand

ez, M

CR

ay M

olle

re, N

HC

Kal

Ham

za. T

C

DR

AF

TIN

G T

EC

HN

OLO

GY

Fac

ilita

tor

Larr

y B

rillh

art,

NH

C

Fac

ulty

Rep

rese

ntat

ive

KC

"M

C"

Joe

Mar

tin, N

HC

ELE

CT

RO

NIC

S T

EC

HN

OLO

GY

Fac

ilita

tor

Larr

y B

rillh

art,

NH

C

Fac

ulty

Rep

rese

ntat

ive

MC

"Jo

hn C

ollin

s, N

HC

TC

"

359-

1697

409/

273-

2900

443-

5621

357-

3796

443-

5671

443-

5667

443-

5671

443-

5514

CU

RR

ICU

LUM

TE

AM

DIR

EC

TO

RY

Fac

ulty

Rep

rese

ntat

ive

Chd

sann

e C

hris

tens

en, M

CA

dria

n R

app,

NH

C"

Ste

ve H

aber

man

, TC

HE

AT

ING

, VE

NT

ILA

TIO

N, A

IR C

ON

DIT

ION

ING

, AN

D R

EF

RIG

ER

AT

ION

Fac

ilita

tor

Larr

y B

rillh

art,

NH

C

Fac

ulty

Rep

rese

ntat

ive

Har

ish

Sha

h, N

HC

HU

MA

N S

ER

VIC

ES

Fac

ilita

tor

War

ren

Nic

hols

, MC

* E

x-O

filci

o M

embe

rC

urric

ulum

Ser

vice

s O

ffice

443-

5671

443-

5672

409/

273-

2900

INT

ER

IOR

DE

SIG

N T

EC

HN

OLO

GY

Fac

ilita

tor

Reb

a K

oche

rspe

rger

, KC

Fac

ulty

Rep

rese

ntat

ive

__

Nan

cy L

icks

on, K

C

LEG

AL

AS

SIS

TIN

G

Fac

ilita

tor

Mar

gare

t Hur

on, N

HC

Fac

ulty

Rep

rese

ntat

ive

Jane

Sat

ero,

KC

"'M

C**

Joe

Mon

roe,

NH

CT

here

sa C

apre

tta, T

C

MA

NA

GE

ME

NT

Fac

ilita

tor

Raj

iv M

alka

n, M

C

Fac

ulty

Rep

rese

ntat

ive

Deb

bie

Ada

ms,

KC

Mar

ybet

h K

arda

tzke

, MC

Gar

y C

lark

NH

CB

ill L

awle

r, T

C

MA

RK

ET

ING

Fac

ilita

tor

Raj

iv M

alka

n. M

C

409/

273-

2900

443-

5525

351-

3346

359-

1618

359-

1639

443-

5629

359-

0426

443-

5738

351-

3314

409/

273-

2900

359-

1646

409/

273-

2900

443-

5717

351-

3352

409/

273-

2900

an W

M M

A IM

O a

n am

an

am a

m a

m ta

m s

mm

as a

m s

emsu

m a

m a

ss

Fac

ulty

Rep

rese

ntat

ive

Deb

bie

Ada

ms,

KC

MC

"G

ary

Cla

rk, N

HC

Bill

Law

ler,

TC

NU

RS

ING

Fac

ilita

tor

Pat

Tim

pana

ro, N

HC

Fac

ulty

Rep

rese

ntat

ive

The

lma

Bow

ie, K

CLi

nda

Sue

Kin

g, M

CP

eggy

Aal

und,

NH

CK

athy

Em

mite

, TC

OF

FIC

E A

DM

INIS

TR

AT

ION

Fac

ilita

tor

Raj

iv M

alka

n, M

C

Fac

ulty

Rep

rese

ntat

ive

Jane

Sat

ero,

KC

Deb

ra H

arpe

r, M

CN

ancy

Hen

ders

en, N

HC

Cam

ille

Pitt

man

, TC

PA

RA

ME

DIC

TE

CH

NO

LOG

Y

Fac

ilita

tor

War

ren

Nic

hols

, MC

Fac

ulty

Rep

rese

ntat

ive

KC

"A

llen

John

son,

MC

Dav

id G

aine

s, N

HC

TC

"

Ex-

Offi

cio

Mem

ber

Cur

ricul

um S

ervi

ces

Offi

ce

359-

1646

443-

5717

351-

3352

443-

5751

359-

1647

409/

273-

2900

443-

5438

351-

3321

409/

23-2

900

359-

0426

409/

273-

2900

443-

5732

351-

3374

409/

273-

2900

409/

273-

2900

443-

5783

CU

RR

ICU

LUM

TE

AM

DIR

EC

TO

RY

PH

YS

ICA

L T

HE

R. .

AS

T A

SS

IST

AN

T

Fac

ilita

tor

John

Cha

pin,

MC

Fac

ulty

Rep

rese

ntat

ive

Cha

rles

Cos

tello

, MC

RE

AL

ES

TA

TE

Fac

ilita

tor

Mar

gare

t Hur

on, N

HC

Fac

ulty

Rep

rese

ntat

ive

MC

**R

on F

oshe

e, N

HC

409/

273-

2900

409/

273-

2900

443-

5629

443-

5708

RE

CO

RD

S A

ND

INF

OR

MA

TIO

N M

AN

AG

EM

EN

T

Fac

ilita

tor

Mar

gare

t Hur

on, N

HC

443-

5629

Fac

ulty

Rep

rese

ntat

ive

Sha

ron

Mill

er, N

HC

443-

5716

RE

SP

IRA

TO

RY

CA

RE

TH

ER

AP

IST

Fac

ilita

tor

Kat

herin

e P

erss

on, K

C35

9-16

52

Fac

ulty

Rep

rese

ntat

ive

Ken

ny M

cGow

en, K

C

TR

AV

EL

AN

D T

OU

RIS

M

Fac

ilita

tor

Pen

ny W

este

rfel

d, K

C35

9-16

76

359-

1646

Fac

ulty

Rep

rese

ntat

ive

Deb

bie

Ada

ms,

KC

MC

"

6.3

1111

11S

IMS

IN O

a O

M M

OIII

III

VE

TE

RIN

AR

Y T

EC

HN

OLO

GY

Fac

ilita

tor

Bill

Sim

cik,

TC

Fac

ulty

Rep

rese

ntat

ive

Geo

rge

You

nger

, TC

WE

LDIN

G.T

EC

HN

OLO

GY

Fac

ilita

tor

Larr

y B

rillh

art,

NH

C

Fac

ulty

Rep

rese

ntat

ive

Ron

The

iss,

NH

C

AN

TH

RO

PO

LOG

Y/ S

OC

IOLO

GY

Fac

ilita

tor

War

ren

Nic

hols

, MC

Fac

ulty

Rep

rese

ntat

ive

Ton

y F

oste

r, K

CK

adn

Lyle

, MC

Adr

ian

Rap

p, N

HC

Rut

h T

elsc

how

, TC

AR

T Fac

ilita

tor

Deb

ra E

lling

ton,

NH

C

Fac

ulty

Rep

rese

ntat

ive

Reb

ecca

Rile

y, K

CC

arlo

s La

nda,

MC

Jim

Rob

erts

on, N

HC

Ear

l Sta

ley,

TC

03E

x-O

ffici

o M

embe

rC

urric

ulum

Ser

vice

s O

ffice

351-

3308

357-

3357

443-

5671

443-

5518

409/

273-

2900

359-

1649

409/

273-

2900

443-

5525

357-

3745

443-

5646

359-

1600

409/

273-

2900

443-

5647

CU

RR

ICU

LUM

MO

MO

NE

OM

1111

11In

OS

MI N

M M

OT

EA

M D

IRE

CT

OR

YB

IOLO

GY

Fac

ilita

tor

Noc

kie

Ziz

elm

ann,

TC

Fac

ulty

Rep

rese

ntat

ive

Mik

e C

lark

, KC

Sun

ita C

ooke

, MC

Bre

nda

Wel

lmey

er, N

HC

Mel

anie

You

nger

, TC

BU

SIN

ES

S/ E

CO

NO

MIC

S

Fac

ilita

tor

Bill

Sim

cik,

TC

Fac

ulty

Rep

rese

ntat

ive

Jane

Sat

ero,

KC

Pal

ansk

i, M

CC

indy

Can

non,

NH

CG

eorg

e Lo

ughr

an, T

C

CH

EM

IST

RY

Fac

ilita

tor

Noc

kie

Ziz

elm

ann,

TC

Fac

ulty

Rep

rese

ntat

ive

Bill

Lea

ch, K

CJo

hn M

agne

r, M

CC

hris

Spi

ndle

r, N

HC

Jose

Bar

reto

, TC

DR

AM

A

Fac

ilita

tor

Reb

a K

oche

rspe

rger

, KC

Fac

ulty

Rep

rese

ntat

ive

Gle

nna

Mag

lio, M

CJo

e K

aoug

h, N

HC

John

May

er, T

C

351-

3339

359-

0423

409/

273-

2900

443-

5795

351-

3348

351-

3308

359-

0426

409/

273-

2900

443-

5636

351-

3373

351-

3339

359-

1650

409/

271

2900

443-

5727

351-

3300

359-

1618

409/

273-

2900

443-

5548

357-

3797

flin

saw

gm

as

anE

N e

s as

am

em

s am

am

an

EN

GLI

SH

/ DE

VE

LOP

ME

NT

AL

ST

UD

IES

CU

RR

ICU

LUM

TE

AM

DIR

EC

TO

RY

GE

OLO

GY

Fac

ilita

tor

Fac

ilita

tor

Jenn

ie H

arris

on, N

HC

443-

5540

Fac

ulty

Rep

rese

ntat

ive

Jean

Whi

leym

an, K

C

Fac

ulty

Rep

rese

ntat

ive

Tom

Hob

bs, N

HC

443-

5796

Jim

Ske

lton,

KC

359-

1600

Hul

on M

adel

ey, T

C

Mar

tina

Agb

nyo,

MC

409/

273-

2900

Lisa

Gol

ding

, NH

C44

3-54

51G

OV

ER

NM

EN

TD

oug

Boy

d, T

C35

1-33

77F

acili

tato

r

EN

GIN

EE

RIN

GS

teve

Dav

is, K

C35

9-16

45

Fac

ilita

tor

Fac

ulty

Rep

rese

ntat

ive

Judy

Tay

lor,

NH

C44

3-56

85S

cott

Nel

son,

KC

359-

1671

Dav

id K

enne

dy, M

C40

9/27

3-29

00

Fac

ulty

Rep

rese

ntat

ive

Jim

Pue

tz, N

HC

443-

5595

Mar

c N

ekho

m, K

C35

9-16

75N

ancy

Kra

l, T

C

Dav

id D

urdi

n, N

HC

443-

5662

Mik

e C

sisz

arik

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APPENDIX C:


TECH PREP CAMPUS CONTACTS

AND CURRICULUM TEAMS

(ARTICULATION REVIEWERS)

7 /


TECH PREP GAMPUS CONTACTS

Kingwood College

Rose AustinDean of Educational ResourcesADM-110C713-359-0448

North Harris College

Marianne MalagueDean of Science and TechnologyA-107713-443-5439

Montgomery College

Rajiv MalkanAssociate Dean of Business, Computer

Technologies and Foreign LanguagesBuilding B409-273-2900

Tomball College

Al VickersDean of Educational ResourcesS-153G713-357-3744

NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICTCOMPETENCY CERT1F1CATION

forCRIJ 1301, INTRODUCTION TO CRIMINAL JUSTICE

College Course

TO BE COMPLETED BY STUDENT:Student's Name High School

Social Security No. High School Teacher

Home Address School Telephone No.

Graduation Date (HS)Home Telephone No.

A student may receive college credit for CRU 1301. INTRODUCTION TO CRIMINAL JUSTICE,(Course No. and Course Name)

through articulation if he/she satisfies the following conditions:

1. Meets all North Harris Montgomery Community College District (NHMCCD) admissionand program entrance requirements. Additionally, a high school transcript must bepresented.

2. Enrolls in the certificate or degree Criminal Justice/Peace Officer program at one of thefollowing NEMCCD colleges within one year after graduation from high school.

North Harris CollegeAttn: Registrar2700 W. W. Thorn DriveHouston, TX 77073(713) 443 - 5400

Kingwood CollegeAttn: Registrar20000 Kingwood DriveKingwood, TX 77339(713) 359 - 1600

Tomball CollegeAttn: Registrar30555 Tomball ParkwayTomball, TX 77375(713) 351 - 3300

Montgomery CollegeAttn: Registrar2018 Ili - 45 NorthConroe, TX 77301(409) 539 - 6851

3. Successfully completes six Criminal Justice/Peace Officer program_ credit hours at acollege of the NEMCCD.

4. Completes the articulated course with a grade of 85 (B) or above.

5. Presents this completed form and the attached signed competency certification to theRegistrar's Office when applying.

CRI7 1301, Introduction to Criminal Justice Competency Certificate, Page 2

TO BE COMPLETED BY HIGH SCHOOL INSTRUCTOR:

Student Name

Social Security Number

High School/ISD

High School CourseCRI7 1301, INTRODUCTION TO CRIMINAL JUSTICECollege Course Number and Name

Please check the appropriate box to indicate V the listed competency has been mastered.

YES NO1. De fine "Criminal Justice."2. Discuss the history and development of criminal justice as an academic

discipline.3. Discuss the strengths of criminal justice as a discipline.4. Discuss the weaknesses of criminal justice as a discipline.5. Discuss the recommendations for education of the police as a result of social

concerns for criminal justice.6. Compare criminal justice as a discipline to other social and behavioral science

disciplines.7. Discuss the different types of criminal justice degrees and their employment

impacts.8. Discuss the types of employment opportunities available within the criminal

justice field. .

9. Define deviance.10. Define crime.11. Discuss deviance as it relates to crime.12. Discuss the different categories of data used for criminological research.13. Discuss the different methods of measuring the amount of crime.14. Discuss the trends in crime.15. Discuss the impact of age on crime trends.16. Discuss operational versus theoretical rcsearch.17. Discuss criminological theory and identify the major schools of criminological

thought.18. Identify key criminologists within each school of thought.19. Discuss crime typologies.20. Discuss crime victims.21. Discuss crime victims rights.22. Discuss the economic impact of crime.23. Discuss the development of criminal law.24. Discuss Packer's model of law formulation.25. Discuss "natural law."26. Discuss "Common law."27. Discuss mala in se versus mala prohibita.

a

CRIJ 1301, Introduction to Criminal Justice Competency Certificate, Page 3

28. Define "felony".29. Define "misdemeanor".30. Differentiate between civil and criminal law.31. Define substantive law.32. Define procedural law.33. Identify the sources of substantive law.34. Discuss the major principles of Western Law.35. Define corpus delicti.36. Define mens tea.37. Discuss the four levels of mens rea.38. Define actus reus.39. Defir -,.. and discuss concurrence.40. Define and distuss causation.41. Define and discuss "harmful results".42. Explain the impact of mitigating circumstances to corpus delicti.43. Discuss justification as a defense to prosecutirm.44. Identify and discuss the different types of justifications.45. Discuss emuse as a mitigating defense.46. Idenfiy and discuss the different types of excuses.47. Discuss strick liability.48. Discuss Fifth Amendment constitutional constraints on establishing laws._49. Discuss Fourteenth Amendment constitutional constraints on establishing laws.50. Discuss Eighth Amendment constitutional constraints on punishments.51. Define the term "police".52. Discuss the difference between "individual vs. state" retatiation.53. Discuss "individual vs. state" protection.54. Discuss the relationshi? between retaliation and protection.55. Discuss the English influence on policing.56. Discuss Peelian principles.57. Discuss the development of policing in the United States.58. Discuss the differnt between "state" and "federal" policing.59. Identify the different types of law enforcement agencies throughout the United

States.60. Discuss 10th Amendment impact on policing.61. Discuss jurisdiction of police and its' limitation on police.62. Identify and define the roles of the police.63. Discuss impact of court decilion on the roles of policing.64. Discuss the "exclusionary rule".65. Discuss basic concepts of search and seizure law.66. Discuss conflict between social expectation and police expectation.67. Discuss the different duties of police.68. Discuss the structure of law enforcement agencies.69. Discuss centralization vs. decentralization.70. Discuss hiring requirements.71. Discuss police training.72. Discuss disparity of training requirements.73. Discuss "styles of policing".74. Discuss the Xansas City study.75. Discuss research on polic patrol techniques.76. Discuss women in s hem .

S I

1

a

a


77. Discuss minorities in policing.78. Discuss the impact of conununities on law enforcement agencies.79. Define and discuss "corruption".80. Define and discuss "brutality".81. Discuss the different levels of corruption.82. Identify the hierarchy of courts in the United States.83. Discuss the jurisdiction between federal and state courts.84. Differentiate between civil and criminal courts.85. Differentiate between felony and misdemeanor courts.86. Identify courtroom participants.87. Discuss impact of courtroom workgroups on trial processes.88. Discuss role and responsibilities of judges.89. Discuss role and responsibilities of prosecutors.90. Discuss role and responsibilities of defense attorneys.91. Discuss elections and a intments of *ud es.92. Discuss difference between District Attorney and prosecutor.93. Discuss different types of criminal defense attorneys.94. Identify key US Supreme Court cases dealing with right to counsel.95. Discuss grand juries.96. Discuss the jury selection process.97. Discuss "petit" jury vs. "grand" jury.98. Discuss pre-trial procedures.99. Discuss "bail" and its social consequences.100. Discuss pre-trial motions.101. Identify and discuss the different steps ard procedures of a trial necessary for a

legal determination of "acquittal" or "guilt".102. Define "plea bargaining".103. Discuss the impact of plea bargaining on the court process.104. Discuss the role of the jury in assessing punishment.105. Identify the goals of punishment.106. Discuss the reality of sentencing.107. Identify the different types of sentences judges may impose.108. Discuss the concept of sentencing disparity.109. Discuss the impact of sentencing disparity on society.110. Discuss the death peralty.111. Identify the advantages and disadvantages of the death penalty.112. Discuss alternatives to the death penalty. Identify key US Supreme Court cases

dealing with the death penalty.113. Define adjudication.114. Define deferred adUdication.115. Define probation.116. Disucss tImi..__Ihms d conce ts of roan bation.

117. Define parole.118. Discuss the purpose of parole.119. Define recidivism.120. Discuss the impact of recidivism on the court system and the criminal justice

system.121. Discuss the role of probation officers, both in a pre-trial and post-conviction

PersPective.122. Discuss the history of and development of the penitentiary.123. Identify early types of corporal punishments.


4124. Identify and discuss the different reform movements in correction.125. Identify and discuss the different models of penology.126. Discuss the difference in corrections from an international perspective.127. Discuss the difference between federal and state penitentiaries.128. Discuss the difference between prisons and jails.129. Discuss the development and growth of private prisons.130. Discuss the different sanctions available to the courts.131. Identify the different models of incarceration.132. Define the term "total institution".133. Discuss the concept of a "total institution". .

134. Identify and discuss the concerns of prison management.135. Identify and discuss different types of programs available to prisoners.136. Discuss the role of correctional officers.137. Identify the different types of personalities of correctional officers.138. Discuss the type of individual best suited for work in a correctional arena.139. Identify key US Supreme Court cases in the area of corrections, inmates and

prisoner's rights.140. Discuss the impact of court decisions on state and federal prison systems.141. Identify adaptive methods utilized by inmates to deal with prison life.142. Identify differences in prison life versus "civilian" life.143. Discuss the prison sub rosa economy.144. Discuss male to male relationships in prison.145. Discuss male prisons versus female prisons.146. Identify prison programs specific to male or female prisons.147. Discuss female relationshi s in women 'fisons.148. Discuss the impact of prison life on families of female and male inmates.149. Discuss causes of violence in prisons.150. Discuss the history of parole.151. Define mandatory release.152. Define discretionary release.153. Identify the different community release programs.154. Discuss the impact of each type of release program to the community.155. Discuss the value of different community release programs to inmates.156. Discuss parole revocation.157. Discuss pardons and how they differ from mandatory and discretionary release.158. Discuss the development of the juvenile justice system in the United States.159. Identify key US Supreme Court cases dealing with juvenile issues.160. Discuss the concept ofparens patriae.161. Discuss the difference between PINS, CINS, and JINS.162. Identify the different court terminology used in a juvenile court setting.

This form must be signed by the instructor who taught and observed the student .

EVALUATOR/INSTRUCTOR: DATE:

c 3

easd\tech\competency\crij1301.doc

rNORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICTCOMPETENCY CERTIFICATION

fo rCRIJ 1307, CRIME IN AMERICA

College Course





A student may receive college credit for

he/she satisfies the following conditions:

CRIJ 1307 , through articulation if(Course No. and Course Name)


2. Enrolls in the certificate or degree Criminal Justice/Peace Officer program at one of thefollowing NHMCCD colleges within one year after graduation from high school.



Tomball CollegeAttn: ReOstrar30555 Tomball ParkwayTomball, TX 77375(713) 351 - 3300

Montgomery CollegeAttn: Registrar2018 IH - 45 NorthConroe, TX 77301(409) 539 - 6851

3. Successfully completes six Criminal Justice/Peace Officer program_ credit hours at acollege of the NHMCCD.



S 4

Competency Certification, CRIJ 1307, Page 2


Student Name


High School/ISD

High School Course

College Course Number and Name

Please check the appropriate box to indicate if the listed competency has been mastered

YES NO1. Define criminology.2. Define deviance.3. Define criminality4. Explain the process by which deviance becomes criminality.5. Discuss the phenomenology of criminal occurrence.6. Identify the major sources of data collection.7. Differentiate between sources of data collection.8. Identify examples of major uses for different data sources.9. Discuss the history of the Uniform Crime Report.10. Discuss the changes in U.C.R. reporting methodology.11. Discuss impact of U.C.R. changes on future research.12. Define victimization surveys.13. Discuss different victimization surveys.14. Define self-report data.15. Discuss the use of self-report surveys.16. Identify advantages of each particular data source.17. Identify disadvantages of each particular data source.18. Draw and discuss the circle of crime.19. Discuss the paradigms of the classical school of criminological thought.20. Discuss the paradigms of the positivist school of criminological thought.21. Discuss the general paradigms of the sociological school of criminology.22. Identify the major theorists within each particular school of criminologicalthought.23. Articulate the differences in paradigrnatical approaches as they apply totheory formulation.24. Identify what makes a good theoty.25. Integrate theory with real-life applications.26. Define criminal typology.27. Discuss typology from statutory, racial, gender, timeline, and class concepts.

This form must bc signed by thc instructor who taught and observed the student .

EVALUATOR/INSTRUCTOR:

U

DATE:

eavcRtech\compty.doc\CESD 6-7 95

NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT COMPETENCY CERTIFICATIONfor

CSCI 1401, INTRODUCTION TO COMPUTERSCollege Course

1101111111,


Social Security No. High SchJal Teacher



A student may receive college credit for CSCI 1401, INTRODUCTION TO COMPUTERS, through(Course No. and Course Name)

articulation if he/she satisfies the following conditions:

1. Meets all North Harris Montgomery Community College District (IYHMCCD) admissionand program entrance requirements. Additionally, a high school transcript must bepresented.

2. Enrolls in the certificate or degree program at one of the followingNHMCCD colleges within one year after graduation from high school.

North Harris CollegeAttn: Registrar2700 W. W. Thom DriveHouston, TX 77073(713) 443 - 5400




3. Successfully completes six program credit hours at a college of theNHMCCD.



1

a


Student Name


High School/ISD

High School CourseCSCI 1401, INTRODUCTION TO COMPUTERSCollege Course Number and Name

Please check the appropriate box to indicate if the listed competency has been mastered.

YES NO1. Attain a general knowledge, to the degree of correctly using,

evaluating and/or discussing, computer terminology and conceptsregarding: computer hardware, software, input/output operations,secondary storage, file organization and databases, datacommunications, information systems, end-user computing, careeropportunities, and computer ethics.

2. Understand the importance of the disk operating system and be ableto use DOS terminology (such as file, subdirectory, track, sector, diskcapacity) correctly.

3. Demonstrate basic knowledge, understanding and correct usage ofessential DOS file handling commands such as the following: cls,date, time, format, dir (with switches /p /w), copy, del, type, print,diskcopy, chkdsk, prompt, md, cd, rd, path, and rem.

4. Demonstrate competency with word processing, data base,spreadsheet, and graphics software to be able to produce integratedprojects.

5. Perform the following operations using a word processing applicationspackage: establish page layout options such as margins, headers, andfooters; enter text accurately; edit text; run a spell check utility; useblock operations to delete, copy, or move text; print text includingspecifying print options and printer setup; and create, save, retrieve,delete, and merge text files.

6. Perform the following operations using a spreadsheet applicationprogram: enter data, including numbers, labels, and formulasaccurately: edit data; copy and move data; use absolute and relativeaddressing; use functions to calcuiate; and print a partial or completespreadsheet.

7. Perform the following operations using a database applicationspackage: create a database form by defining fields; modify by addingor deleting fields; input records; edit and/or delete records; performsort and query operations; print records; and create reports usingspecified criterion for selecting records and/or fields.

8. Perform the following operations using a graphics applicationpackage: create simple bar/pie graphs and print graphics.

9. Perform the following integrated functions: produce form letters bymerging a database into a word processing document, merge agraphic into a word processing document, and merge a spreadsheetinto a word processing document.

10. Demonstrate a beginnin. level of proficiency in BASIC programming

G7

utilizing the programming concepts of input, output, calculation, select,and iteration.




DESP 1432, Introduction to Desktop PublishingCollege Course


Social Security No.

Home Address

Home Telephone No.

High School Teacher

School Telephone No.

Graduation Date (HS)

A student may receive college credit for DESP, Introduction to Desktop Publishing, through articulation(Course No. and Course Name)

if he/she satisfies the following conditions:










Ii1

a

II1

III1

I1

iIia

I


Student Name


High School/ISD

High School CourseDESP 1432, Introduction to Desktop PublishingCollege Course Number and Name


YES NO1. Understand the functions of desktop publishing.2. Understand the strengths and weaknesses of desktop publishing.3. Have a basic understanding of the hardware and software

components of DTP.4. Understand how to choose the correct software package to

accomplish the end product.WINDOWS:5. Use the basic mouse techniques of click, drag, and select.6. Understand the major aspects of using a GUI.7. Launch and control the windows environment including opening

several windows.8. Work with Windows File Manager.9. Use the Control Manager to select printer, print drivers, and printer

ports.MACINTOSH SYSTEM 7.0 AND 7.210. Understand and apply the basic file handling commands of copy,

move, and delete.11. Use the Finder to move between multiple applications.12. Use the basic disk handling commands for initializing disks and

checking memory available.13. Use the Find command to locate files.14. Organize files on hard disks with the use of folders.15. Correctly select available printer drivers.BIT-MAPPED GRAPHICS USING WINDOWS PAINTBRUSH OR MAC

PAINT16. Understand the basic usage of bit-mapped graphics.17. Understand the strengths and limitations of bit-mapped graphics.18. Be able to use the graphic tools of Paintbrush to create simple

graphics.19. Be able to use and understand the text capabilities of Paintbrush to

add text to a graphic20. Use the correct file format to import graphic files into Paintbrush.21. Use the options to edit and modify bit-mapped graphics.WORD PROCESSING22. Use major word processor to crate and edit simple text.24. Understand capabilities of a word processing package.25. Use style sheets to format documents.26. Save files in proper file formats to import into Page Maker or other

page layout packages.

r , 1ti v

1

1

27. Use the spell checker and thesaurus to insure accuracy of text.28. Understand the strengths and limitation of using work processors in

the DTP schema.SCANNER29. Be able to utilize the scanner to scan graphics for use in the

Page Maker or other DTP package.30. Use the scanner options to select the correct settings to maximize the

quality of the end product.31. Be able to choose the correct file formats for placing files into

Page Maker.32. Be able to choose the correct file formats for editing scanner files.33. Understand the memory requirements for color scans and other

scanning options.PAGE LAYOUT (PAGEMAKER 5.0)34. Know how to open or create a new file in Page Maker.35. Know hot to set the application and publication defaults.36. Use the master pages to set common elements.37. Use the story editor to create and edit text.38. Place the text from other sources.39. Format text.40. Place and edit graphics from other sources41. Use graphical tools to create simple graphical elements.42. Use text wrap options.43. Use basic layout options.44. Create and use style sheets.45. Use color to modify and highlight graphics and/or LBO's.46. Use the control palette, library palette, and style sheets palette to

maximize efficient production and documents.INDEPENDENT PROJECT47. Use the learned principles of good design and planning to

independently create a project using text and graphics elements.48. Develop a basic understanding of the printing, binding and paper

options to DTP.

This form must be signed by the instructor who taught and observed the student


5 t


DRFT 1300, INTRODUCTION TO DRAFTINGCollege Course





A student may receive college credit for DRFT 1300, INTRODUCTION TO DRAFTING, through(Course No. and Course Name)



2. Enrolls in the certificate or degree Drafting Technology program at one of the followingNHMCCD colleges within one year after graduation from high school.





3. Successfully completes six Drafting Technology program credit hours at a college of theNHMCCD.



1


Student Name


High School/ISD

High School CourseDRFT 1300, INTRODUCTION TO DRAFTINGCollege Course Number and Name

Please check the appropriate box to indicate if the iisted competency has been mastered

YES NOlect proper lettering style (mech. font, height, rotation, etc.).

2. -rm freehand lettering.3. Select proper orthographic views.4. Determine and utilize line precedence.5. Prepare projection drawings.6. Prepare freehand orthographic sketches.7. Apply appropriate dimensioning to orthographic views.8. Bisect lines, arcs, and angles.9. Construct angles.

10. Construct perpendicular and parallel lines.11. Construct geometric shapes.12. Construct circular shapes.13. Construct drawings of tangent lines and arcs.14. Construct drawings of ellipses.15. Construct involutes.16. Select and draw sections (half section, full section, revolved, off-set,

cross section, assembly, etc.).17. Apply appropriate dimensions.18. Use common sectional symbols (metal, wood, etc.).



5.3

NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT COMPETENCYCERTIFICATION

forDRFT 1305, COMPUTER-AIDED DESIGN

College Course





Home Address

Home Telephone No.

A student may receive college credit for DRFT 1305, Computer-Aided Design, through articulation if(Course No. and Course Name)







Montgomery CollegeAttn: Registrar2018 11-1- 45 NorthConroe, TX 77301(409) 539 - 6851

3. Successfully completes six Meting Technology program credit hours at a college of theNHMCCD.


5. Presents this completed form and the attached signed competency certification 'to theRegistrar's Office when applying.

OP 4

3


Student Name


High School/ISD

High School Course



YES NO1. Use the basic DOS commands.2. Construct isometric drawing. .

3. Fully dimension and annotate both isometric and orthographicdrawings.

4. Maximize the potential of the work station to go from concept tocompletion.

5. Set up the system to expedite the creation of drawings.6. Customize Auto Cad to meet the desired application.7. Write macro to facilitate the drawing process.8. Customize the tablet.9. Combine their discipline with Auto Cad.

10. Develop a fully automate system drawing with a useable interface.11. Improve their techniques and speed in creating a drawing.12. Set up variables in a prototype drawing that will aid the drafter in

creating a new drawing.13. Create and utilize mullet layers.14. Control the associative properties of elements BYLOCK or BYLAYER.15. Determine the proper use for Pline and the line command.16. Build selection sets and object groups.17. Use filters to select entities.18. Apply the offset command and know its potential.19. Construct orthographic and isometric drawings.20. Set up different dimensioning styles.21. Apply proper dimensioning to both orthographic and isometric

drawings.22. Use associative dimensioning and its application.23. Edit dimensioning and retain its associative.24. Globally update dimensioning and text.25. Construct different line types and set the variables that control them.26. Determine dimension and linetype scales and their effects on

previously drawn entities.27. Change associative properties of an entity.28. Set the proper origin of the system. .

29. Create symbols commonly used in a drawing.30. Attach associative attributes to these symbols.31. Develop a symbols library with associative attributes.32. Extract a primitive bill of materials using the predefined symbols.

1

1

IiIIIi:IIIsI1

I1

II

33. Create macros and script files to aid the drafter in expediting thedrawing.

34. Create slide library.35. Develop a custom menus screen, icon, and tablet directed toward a

specific discipline.36. Use ACAD.PGP to access commands outside of Auto Cad.37. Reference outside drawing file within the current work file.38. .Utilize all of the above directed toward the final project.




DRFT 1301, INTRODUCTION TO AUTOCADCollege Course





A student may receive college credit for DRFT 1301, Introduction to Autocad, through articulation if(Course No. and Course Name)











1


Student Name


High School/ISD

High School Course



YES NO1. Construct a drawing using the digitizer.2. Manipulate the puck and 4 buttons.3. Print drawings.4. Set up a drawing.5. Use the status line.6 identify the drawing editor.7. Use the pull-down menus.8. Use the side menus.9. Use the command area.10. Set up a grid.11. Set up the snap mode.12. Cancel a command.13. Use return key and space bar.14. Use help.15. Set up a file.

.

16. Draw lines using digitizer, absolute, relative, and polar modes.17. Erase lines, arcs, circles, polygons, etc.18. Unlock a drawing.19. Write a paper about yourself.20. Draw circles five different ways.21. Draw arcs 13 different ways.22. Draw polygons 3 different ways.23. Use the coordinate system.24. Use the file utilities.25. Offset a line.26. Draw a polyline.27. Copy an entity.28. Use array.29. Draw in different color3.30. Draw different line types.31. Change properties in a drawing.32. Draw fillets33. Modify a drawing.34. draw outside of limits.35. Change grids.36. Change snap.37. Zoom in and out of a drawing.

1

1

1

1

1

38. Pan a drawing.39. Mirror several entities.40. Draw a chamfer.41. Use object snap properly.42. Move intities in a drawing.43. Rotate a line.44. Scale an entity.45. Use different text styles.46. Change height of text.47. Rotate text.48. Center text.49. Practice all inputs of text.50. Apply appropriate dimensions.51. Use layers in a drawing.




DRFT 2310, ARCHITECTURAL DRAWINGCollege Course





A student may receive college credit for DRFT 2310, AkHITECTURAL DRAWING, through articulation(Course No. and Course Name)

if he/she satisfies the following conditions:

1. Meets all North Harris Montgomery Community College District (NHMCCD) admissionand program entrance requirements. Additionally, a high school transcript must be presented.









1


Student Name


High School/ISD

High School CourseDRFT 2310, ARCHITECTURAL DRAWINGCollege Course Number and Name

Please check the appropriate box to indicc.ie if the listed competency has been mastered.

YES NO1. Select drafting final product (media/disk, reproduction requirements,

pencil or pencil, etc.).

.

2. Draw the alphabet of lines.3. Use drawing equipment (manual and CAD).4. Use drafting machines (elbow, parallel bar, V-track, etc.).5. Use metric sca!e.6 Use arehitect's draftiq scale.7. Use civil drafter's scale.8. Operate diazo machines.

_9_,ORTLate er_i_aira_pyieerinco machines.10. Operate printers and plotters.11. Draw dimension and extension lines.12. Use lettering equipment.13. Apply adequate drawing notations.14. Apply dimensions and tolerances to appropriate drawings (include

circles and arcs).15. Use appropriate abbreviations.16. Construct leader lines.17. Apply finish marks.18. Construct axonometric drawings.19. Construct oblique drawings.20. Construct perspective drawings.21. Select appropriate type of drawing (perspective [one or two point],

oblique, isometric, etc ).22. Prepare freehand pictorial sketches.23. Select proper auxiliary plane (included and oblique surfaces).24. Identify hardware of a CAD work station.25. Utilize various coordinate systems (absolute, relative, polar).26. Create/modify drawings with a CAD system.27. Digitize an existing drawing.28. Develop drawing management standards (drawing names/prototype,

layers, line types, etc.).29. Set up plot parameters.30. Use applicable material pattern file (hatching).31. Construct commercial preliminary presentation sketches, site layouts,

elevations, and sections.32. Construct drawings of commercial wall and roof sections.33. Construct drawings of stair details (steel and concrete).

161

34. Construct commercial shaft section drawings (elevator, ventilator, andutilit .

35. Construct commercial interior elevation of drawings.36. Construct commercial electrical detail drawings.37. Construct residential preliminary presentation sketches, site layouts,

elevations, and sections.38. Construct plot plans.39. Construct residential floor plans.40. Apply appropriate dimensions.41. Construct foundation/basement plans.42. Construct floor framins Glans.43. Construct typical frame wall section drawings.44. Construct architectural elevation drawings.45. Construct residential roof framing plans.46. Construct residential electrical plans.47. Determine appropriate application software for architectural drafting.48. Construct plumbing system plans.49. Construct drawings of window and door details and sections.50. Prepare window, door, and finish schedules.51. Construct fireplace/chimney detail drawings.52. Construct drawings of cabinet details.53. Construct stair detail drawings.54. Select and use appropriate architectural sectional symbols.



1 G

NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICT COMPETENCYCERTIFICATION

forDRFT 2312, MACHINE DRAWING

College Course




Geaduation Date (HS)Home Telephone No.

A student may receive college credit for DRFT 2312 MACHINE DRAWING, through(Course No. and Course Name)


I. Meets all North Harris Montgomery Community College District (NHMCCD) admissionand program entrance requirements. Additionally, a high school transcript must bepresented.





Montgomery CollegeAttn: Registrar2018 lH 45 NorthConroe, TX 77301(409) 539 - 6851

3. Successfully completes six Drafting Technology program credit hours at a college of th'eNHMCCD.



1 3


Studen; Name


High School/ISD

High School CourseDRFT 2312, MACHINE DRAWINGCollege Course Number and Name

Please check the appropriate box to indicate if the listed competency has beenYES

mastNO

1. Execute application software for CAD.2. Configure CAD work station.3. Develop basic 3D draNings.4. Integrate other software with CAD applications.5. Import/export drawings from/to various graphic formats.6 Use drafting references and vendor's product catalog.7. Specify strength of materials in drawings.8. Specify manufacturing treatments of materials in drawings.9. Specify shop processes to be used.

10. Use precision measuring equipment.11. Prepare revision drawings and notes.12. Prepare drawings of screws.13. Prepare drawings of bolts.14. Specify and construct drawings of fasteners.15. Calculate tolerances, fits, and ratios.16. Apply geometric dimensioning and tolerancing.17. Construct working, assembly, and development drawings.18. Construct spur, bevel, and worm gear drawings.19. Construct cam drawings.20. Construct detailed, schematic, and simplified thread drawings.21. Construct welding symbols in completed drawings.22. Specify welding symbols in completed drawings.23. Construct casting drawings.24. Construct forging drawings.25. Construct spring drawings.26. Construct mechanical working drawings.27. Construct jig and fixture drawings.28. Construct mechanical power transmission drawings (belts, chains, and

gears).29. Determine appropriate application software for mechanical drafting.30. Construct intersections.31. Construct developments.32. Construct revolution drawings.33. Construct sheet metal assembly drawings.34. Calculate bend allowances.



164

DATE:

red.


OFAD 1300, OFFICE MANAGEMENT ICollege Course





A student may receive college credit for OFAD 1300, Office Management I, through articulation if(Course No. and Course Name)











1

1


Student Name


High School/ISD

High School CourseOFAD 1300, OFFICE MANAGEMENT ICollege Course Number and Name


YES NO1. Analyze case studies dealing with human relations situations

identifying the best approach for resolving problem situations,developing teamwork, and establishing positive work attitudes.

2. Demonstrate interpersonal communication skills.3. Demonstrate time-management skills.4. List and describe components of professionalism and work ethics.5. Inspect, index, code, sort, file, and retrieve records using ARMA filing

rules.6. Demonstrate correct telephone techniques.7. Apply correct procedures for handling incoming and outgoing mail and

select appropriate services for shipping and mailing.8. Apply office management skills to business simulations.9. Prepare a mailable resume, letter of application, and other job

campaign correspondence.10. Demonstrate effective interviewing techniques.11. Dress appropriately for a job interview.



I C

DATE:

1

1

1

I I

1

1

1

1

1


OFAD 1302, COMPUTER KEYBOARDINGCollege Course





A student may receive college credit for OFAD 1302, Computer Keyboarding, through articulation if(Course No. and Course Name)











167

1

1

TO SE COMPLETED BY HIGH SCHOOL INSTRUCTOR:

Student Name


High School/ISD

High School CourseOFAD 1302, COMPUTER KEYBOARDINGCollege Course Number and Name


YES NO1. Demonstrate proper keyboarding techniques.2. Keyboard at least 30 wpm for five minutes with no more than five

errors.3. Create, revise, save, and print a mailable business document using a

computer software package.4. Format mailable business letters, memos, reports, envelopes, tables,

and business reports.5. Proofread and revise all work.67.8.9.10.




OFAD 1307, OFFICE ACCOUNTINGCollege Course





A student may receive college credit for OFAD 1307, Office Accounting, through articulation if(Course No. and Course Name)



2. Enrolls in the certificate or degree program at one of the followingNHMCCD colleges within one ear after raduation from hi h school.



3. Successfully completes sixNHMCCD.





program credit hours at a college of the

1G3


Student Name


High School/ISD

High `school CourseOFAD 1307, OFFICE ACCOUNTINGCollege Course Number and Name


YES NO1. Analyze, classify, and record business transactions by entering

amounts within the correct account as a debit or credit.2. Record transactions in a general journal and post the amounts in the

appropriate ledger accounts.3. Prepare a worksheet.4. Prepare adjusting and closing entries.5. Journalize transactions using special-purpose journals and post these

transactions in subsidiary ledgers and control accounts.6. Prepare accounts receivable and accounts payable schedules and

balance their totals with related control accounts.7. Prepare a trial balance; balance sheet, and an income statement

using data from a previously completed worksheet.8. Prepare a bank reconciliation and record the necessarl; adjusting

entries.9. Record payroll and payroll tax expense, and prepare the payroll for a

small- or medium-sized business.0. Apply computer concepts to various accounting activities.1. Prepare journal entries to establish and replenish the petty cash fund.



1

APPENDIX D:

COMPETENCY COMPARISON CHART

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APPENDIX E:

ARTICULATION COMPETENCY CERTIFICATES

i; i;

NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICTCOMPETENCY CERTIFICATION

forCHID 1400, INTRODUCTION TO EARLY CHILDHOOD EDUCATION

College Course





Home Address

Home Telephone No.

A student may receive college credit forCHID 1400, INTRODUCTION TO EARLY CHILDHOOD EDUCATION,

(Course No. and Course Name)through articulation if he/she satisfies the following conditions:


2. Enrolls in the certificate or degree Child Care and Development Program at one of thefollowing NHMCCD colleges within one year after graduation from high school.



Kingwood College Montgomery CollegeAttn: Registrar Attn: Registrar20000 Kingwood Drive 2018 III - 45 NorthKingwood, TX 77339 Conroe, TX 77301(713) 359 - 1600 (409) 539 - 6851

3. Successfully completes six Child Care and Development Program_ credit hours at a collegeof thc NHMCCD.



1


Student Name


High School/ISD

High School CourseCIED 1400, INTRODUCTION TO EARLY CHILDHOOD EDUCATIONCollege Course Number and Name


YES NO1. Model the professional characteristics of an early childhood educator.2. Demonstrate the professional skills needed for entry into the early child care

profession.3. Recognize the need for participation in professional organizations for young

children.4. Recognize current leaders and forces relating to early childhood care and

education.5. Analyze the major child development theories.6 Conduct objective observations of young children.7. Define and document awareness of developmental differences among groups

of children.8. Demonstrate teacher behaviors that promote healthy development in young

children.9. Implement age-appropriate learning environments for child t en.

10. Plan for interventions when working with special neNis children.11. Plan and implement program activities which incorporate multi-cultural,

non-sexist themes and materials.12. Implement communication strategies which strengthen parent/child care

provider relationships.13. Inform parents of services available for families.14. Implement advocacy activities which strengthen developmentally appropriate

child care programs in the community.



easd\tech\competency\chid1400.doc

NORTH HARRIS MONTGOMERY COMMUNITY COLLEGE DISTRICTCOMPETENCY CERTIFICATION

forCHID 1404, HEALTH, SAFETY, AND NUTRITION

College Course





Home Address

Home Telephone No.

A student may receive college credit forCHID 1404, HEALTH, SAFETY, AND NUTMTION,

(Course No. and Course Name)through articulation if he/she satisfies the following conditions:


2. Enrolls in the certificate or degree Child Development Program at one of the followingNI-IMCCD colleges within one year after graduation from high school.





3. Successfully completes six Child Development Program credit hours at a college of theNHMCCD.




Student Name


High School/ISD

High School CourseCHID 1404, HEALTH, SAFETY, AND NUTRITIONCollege Course Number and Name

Please check the appropriate box to indicate V the listed competency has been mastered

YES NO1. Monitor health, safety, and nutrition principles in a child care setting.2. Apply health, safety, and nutrition standards in a child care setting.3. Comply with the Minimum Standards for Day Care Centers TDPRS.4. Implement a developmentally appropriate health, safety, and nutrition

curriculum for children birth to age eight.5. Develop and implement plans for a specified age group in areas of health,

safety, and nutrition.6. Plan and teach a developmentally appropriate health, safety, and nutrition

lesson for young children.7. Design interest centers for a specific age group in all the major content areas.8. Demonstrate effective communication skills when working with children.9. Perform skillfully appropriate guidance techniques when working with

children.10. Demonstrate caregiver behaviors which facilitate learning activities.



e8scAtech\competency\chid1404.doc


OFAD 1320 OR 1321 OR 1322, WORD PROCESSING ICollege Course





A student may receive college credit for OFAD 1320 or 1321 or 1322, through articulation if(Course No. and Course Name)


1 Meets all North Harris Montgomery Community College District (NHMCCD) admissionand program entrance requirements. Additionally, a high school transcript must bepresented.








5. Presents this completed form and the attached signed competency certification to theRegistrar's Ofiice when applying.


Student Name


High School/ISD

High School CourseOFAD 1320 OR 1321 OR 1322College Course Number and Name


YES NO1. Format a variety of business documents in mailable format (letters,

memos, envelopes, reports, and tables).2. Perform basic DOS commands (date, time, format, dir, delete, copy,

diskcopy, and cd).3. Perform the basic functions of word processing software to produce

mailable documents (insert, delete, underline, center bold, move,copy, spell check, block functions, display text codes, coded space,tabs, indent, search, replace, font changes, headers, footers, pagenumbers, file management, merge, tables, character, line, paragraph,and page format changes, cancel/undo commands, andsuper/subscripts).

4. Operate printer functions correctly.5. Proofread and revise all work.67.8.9.10.



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APPENDIX G:

ARTICULATION/TECH PREP CHECKSHEET

PROGRAM AREA:

1SD:

ARTICULATION/TECH PREP CHECKSHEET

Activity Date Completed

1. Semester overview meeting with school district representatives held(NHMCCD Curriculum Services Office)

2. ISO articulation reviewer information sheets sent to ISDs(NHMCCD Curriculum Services Office)

3. Articulation reviewer information sheets returned from ISD(ISD representative)

4. NHMCCD reviewer information sheets sent to curriculum facilitator(NHMCCD Curriculum Services Office)

5. NHMCCD reviewer information sheets returned from curriculum facilitator(curriculum facilitator)

6. Orientation meeting for all faculty held(NHMCCD Curriculum Services Office)

7. Faculty review materials, fill in competency comparison chart andchecklist, make recommendation on articulation, and form sent toCurriculum Office(curriculum facilitator)

8. Competency comparison/recommendation on articulation receivedfrom reviewers(Curriculum Services Office)

9. Competency comparison/recommendation shared internally andwith ISD representative and faculty for verification

10. Develop articulation agreement(Curriculum Services Office)

11. Articulation agreement sent to ISD for signatures(NHMCCD Curriculum Services Office)

12. Articulation agreement returned to Curriculum Services Office from ISD(ISD representatives)

13. Articulation agreement sent to Division Chair (Associate Dean) for signature(NHMCCD Curriculum Services Office)

14. Articulation agreement returneu to Curriculum Services Office fromAssociate Deans (Associate deans)

15. Articulation agreement sent to VP of Educ. Programs and Resources forsignature (NHMCCD Curriculum Sep,ices Office)

16. Articulation agreement returned to Curriculum Services Office from VP(VP of Educ. Programs and Resources)

17. Articulation agreement sent to Curr. Dir, for signature(NHMCCD Curriculum Services Office)

18. Articulation agreement returned to Curriculum Services Office(Curriculum Director)

19. Articulation agreement sent to Vice Chancellor of Educ. & Stu. Dev. forsignature (NHMCCD Curriculum Services Office)

20. Articulation agreement returned to Curriculum Services Office(Vice Chancellor)

21. Articulation posted to data base in Curriculum Services Office(NHMCCD Curriculum Services Office)

22. Articulation agreement and data base duplicated and distributed to ISD andAssociate Deans (NHMCCD Curriculum Services Office)

TECH PREP PROCESS 3EGINS HERE:

23. ISD develops high school component of Tech Prep educational plan

24. Educational plan submitted to NHMCCD Curriculum Services Office

25. Post-secondary component of educational plan added by CurriculumServices Office

26. Articulation verified on educational plan

27. Educational plan and articulation agreement shared internally and withISD faculty and representative for verification

28. Documentation prepared by Curriculum Services Office for submission ofTech Prep packet

29. Tech Prep packet submitted by Curriculum Services Office to Tri-Agency

30. Response received by Curriculum Services Office from Tri-Agencyand information shared internally

31. ISD notified of Tri-Agency response by NHMCCD Curriculum Services Office

APPENDIX H:

SUMMARY OF PERSONNEL DUTIES

137

SUMMARY OF PERSONNEL DUTIES

Curriculum Services Office(Articulation/Tech PrepSpecialist)

Curriculum Facilitator(Campus Associate Dean

Accepts the responsibility for the articulation program andcoordinates activities between NHMCCD and ISDs.

Requests annual priorities for articulation from AssociateDeans and ISD representatives.

Reviews and validates incoming completed articulationagreements and tech prep educational plans.

Maintains the official articulation and tech prep files.

Updates articulation data base as needed.

Coordinates the distribution of articulation agreements, databases, and promotional materials.

Initiates biennial evaluation of articulation activities.

Serves as a liaison and contact for ISDs with NHMCCD.

Identifies annual program priorities for articulation inconjunction with Curriculum Services Office and ISDrepresentatives.

Obtains the name and address of the public school contactfrom Curriculum Services Office.

Coordinates review/initiation of articulation with programcurriculum team members.

Provides articulation recommendation to the CurriculumServices Office for preparation of articulation agreement.

Approves and signs the articulation agreement prepared byCurriculum Services Office.

Receives and routes fully signed articulation agreement anddocumentation with curriculum team members.

Share, review and approve tech prep educational plans withcurriculum teams.

Review articulation/tech prep promotional materials andshare with curriculum teams.

Assists with the smooth transition of articulation materials asneeded.

Assists with the steering of the articulation agreementthrough the approval process.

Curriculum Teams Attend articulation meetings.

NHMCCD Tech PrepCampus Contacts

Prepares instructional materials for articulation as neededwith the assistance of the program personnel.

Meets with his/her public school counterpart to review thematching of competencies within courses proposed forarticulation.

Obtains the approval of all program faculty for thearticulation agreement.

Maintains contact with independent school districts invacinity of campus.

Solicits ideas for articulation and forwards information to theAssociate Dean.

Attends articulation and tech prep meetings as appropriate.

Disseminates information on articulation and tech prep to allcampus personnel and ISDs in vacinity of campus.

Serves as a reviewer for articulation agreements and techprep educational plans.

Serves as a resource to local business community andISDs.

Arranges for high school students to visit campus.

Makes presentations to campus and regional high schoolstudents, parents, and personnel regarding articulation andtech prep.

Counselors Becomes familiar with articulation process.

Obtains articulation promotional materials for use incounseling students.

Keeps open communications with his/her public schoolcounterpart about articulation activities.

Advises students about articulation.

Assists with the processing of requests from students forarticulated credit.

PUBLIC SCHOOLREPRESENTATIVE(ADMINISTRATOR) Works with the Curriculum Services Office and

Articulation/Tech Prep Specialist to establish articulationpriorities for the school year.

Works with the Curriculum Services Office andArticulation/Tech Prep Specialist to establish appropriatetimelines for articulation for the school year.

Provides necessary information to the Curriculum ServicesOffice regarding program articulation reviewers from theISD.

Assists with obtaining the necessary signatures on thearticulation agreement.

Assures that the signed agreement is returned to theNHMCCD Curriculum Services Office.

Accepts and distributes articulation data base andpromotional materials to the high school counselors,articulation reviewers, program faculty, and otheradministrators as needed.

Instructors Informs students of the opportunity to acquire credit throughthe various types of articulation.

Informs students of the requirements for eligibility forarticulation.

Reviews and approves articulation agreements.Distributes articulation promotional materials to students.

APPENDIX I:

ARTICULATION PROMOTIONAL MATERIALS

141

TO BE DEVELOPED

DURING

FALL 1995

(EXAMPLES:

FLYER,

BROCHURE,

POSTER,

ETC.)

1 4'2

APPENDIX J:

ARTICULATION EXPIRATION FORM

143

ARTICULATION EXPIRATION FORM

District Name (LEA)

NHMCCD Reviewer's Name

District Course Name:

NHMCCD Course Name & No..

Reason for expiration:

Date

Reviewer's Signature ISD Program Director

Curriculum Facilitator (Associate Dean) Superintendent

VP of Educ. Progs. & Resources

Director of Curriculum Services

Vice Chancellor for Educ. & Stu. Dev.

APPENDIX K:

ISD ARTICULATION REVIEWER INFORMATION SHEET

14 5

ISD ARTICULATION REVIEWERINFORIVIATION SHEET FOR FALL 1995

Independent School District:

Primary Contact Name:

Title:

Address:

City, ST Zip:

Phone:

E-mail:

Fax:

* & * & & * & * & * & * & * & & * & * & * & * & * & * & & * & &

Program area:

Faculty Reviewer's Name:

School:

Address:

City, ST ZIP:

Phone:

E-mail:

Fax:

* & * & * & * & * & * & & & * & & & * & & * & & * & & * &* &

Program area:

Faculty Reviewer's Name:

School:

Address:

City, ST ZIP:

Phone:

E-mail:

Fax:

& * & & & * & * & * & * & * & * & & & * & * & & & & & * &

1 4C;

APPENDIX L:

WORKING ARTICULATION LOG

147

The Working Articulation Database/Log

is currently under development. It will be provided

to you when design and input are complete.

Estimated completion date: October 29, 1995.

1 4 3

APPENDIX M:

APPLICATION FOR ADVANCED PLACEMENT CREDIT/

ADVANCED STANDING FORM

14J

(DRAFT REVISED FORM)APPLICATION FOR ADVANCED PLACEMENT CREDIT/ADVANCED STANDING

NOTE: It is the student's responsibility to notify the Director of Counseling Services wheneligibility requirements have been completed.

Date:

Name: SS#:

Applying for credit for Course Name(s) and Number(s):

Eligibility Requirements:

a. Currently enrolled at NHMCCD, Campus.

b. Completed a minimum of six (6) semester hours at NHMCCD in the appropriate program area.

c. Has not completed a course at a higher sequential level.

d. An examination may not be taken for a course in which the student has been enrolled past the official day of record.

e. Validated non-traditional evaluation if applicable.

f. Course is part of student:, degree plan.

g. Student has applied for articulated credit within 28 months of high school graduation.

h. Student has attained a grade of 85 or better in high school articulated course.

Student is eligible to:

take departmental exam. to receive credit by ACT, CLEP, PEP, or articulation.

Fees paid:

ACT and articulation (no charge) Departmental Exam - $25.00

CLEP, PEP - $5.00 (does not include fee for test)

Signatures:

Business Office Date Receipt Number

Counselor Date Registrar's Office Date

APPENDIX N:

UNIVERSITY CENTER

THE UNIVERSITY CENTERP u NPOSE

NFLMCCD has developed a partnership of seven universities and the private sector to provide unduplicatedbachelor's degrees, master's degrees, and continuing professional studies to the college service area. Partnerships,seamless articulated programs, collaborative governance, shared facilities, an interactive telecommunications "hub,"and "first stop" student services provides the basis for The University Center to serve as the critical link forcommunity development and individual opportunity to over 1.2 million citizens of North Houston, North HarrisCounty, and Montgomery County.

THE PARTNERS

North Harris Montgomery Community CollegeDistrict

Kingwood CollegeMontgomery CollegeNorth Harris CollegeTomball College

Prairie View A&M University

OVERVIEW

Sam Houston State UniversityTexas A&M UniversityTexas Southern UniversityUniversity of HoustonUniversity of Houston-DowntownRice UniversityThe Woodlands Corporation

This Center will serve as the centerpiece for multi-level instruction of universities and the NHMCCD communitycolleges. The center will include a dedicated classroom/ laboratory facility of approximately 70,000 sq. ft. adjacentto the Montgomery College campus as well as an interactive, technology-based extension that will connect all of thecolleges of NELMCCD and the partner universities. Montgomery College opened in Fall, 1995, with 3,600 students.Phase I of course offerings will be at Montgomery. College and the Conroe Center.

The goal is to provide a facility and an interconnected telecommunications system for delivery of unduplicatedbaccalaureate and master's degree instruction, advanced work training, and professional development at the samequality level as the university home-base of the programs.

CONCEPT

The University Center will serve all of NHMCCD service area.Partner universities will offer baccalaureate and master's degree programs at the Center.Universities will not offer compcting programs.Operational costs will be shared on the basis of instruction facilities and services provided.Technology and telecommunications will be used to interconnect and deliver student support and learningservices including a one-stop data base approach to application, admission, degree planning/audit/validation,course equivalency, transcript analysis, and common reports.

THE TARGETED NEED

8,000+ credit students from NI-IMCCD's 4 college campuscs.187,708 individuals in the service area that have some college but no bachelors degree.1.2 million+ citizens rcsiding in one of Texas' fastest growing areas and served by 14 school districts within theservice area.Rapid growth of knowledge-based industries including The Woodlands' Research Forest, now home to morethan 30 technology-based corporations, COMPAQ Computer Corporation, and Houston Arca Research Center(HARC).Employees and employers of the 11 Chamber of Commerce Alliance housed at NHMCCD.Increased number of students in high schools pursuing a Tcch Prcp or 2 + 2 + 2 program of study.Population of the district service arca shifting to majority minority populations at a greater rate than thccolleges' student populations crcating an even greater need for seamless higher education.

152

SAMPLE PROFILES OF TARGETED UNIVERSITY CENTER STUDENTS

Recent high school graduates desiring to complete their baccalaureate degree as directly, as focused, and asclose to home as possible.Students completing Tech Prep, 2 + 2 + 2, and articulated degree programs.Ongoing community college students completing AA degrees and the transfer curriculum.Returning adults entering the college for the first time through one of NI-EMCCD's colleges and continuingthrough the bachelors' degree.Returning adults (from home, work sites, dislocated due to family moves, job displacement, etc.).Returning adults with a "shoebox full of transcripts" desiring to complete their bachelors degree.Currently enrolled students at the universities desiring to add a course or two close to home.Current employed individuals (from NTIMCCD, area businesses/industry/government agencies/etc.).Adults desiring to redirect their careers or enhance their lifelong learning opportunities.

THE PROGRAMS

PLANNED BACHELOR'S DEGREES

Nursing; Social Work; Sociology; Criminal Justice; General Business Administration; Psychology; Electronics andTelecommunications Engineering Technology; Industrial Distribution; Pharmacy (all but advanced lab courses);Human Performance; Interdisciplinary Studies: Bilingual Education, Early Childhood, and Special Education;Interdisciplinary Studies - Elementary Specialization: English. History, Speech Communications, Biology, orMathematics; Geology; Hotel and Restaurant Management; Pre-Professional English; Industrial Supervision;Mechanical Technology

TARGETED MASTER'S DEGREES (CURRENTLY UNDER DISCUSSION)

Curriculum & Instruction - Early Childhood; Educational Administration; Engineering; Nurse Practitioner(currently under development); Business Administration, Criminal Justice; Elementary Education; SecondaryEducation; Administrators/Supervisors Certificate; Executive MBA - Business Administration; Computer Science;Education Technology; Electrical Engineering; Life Cycle Engineering and Operations Management; PetroleumEngineering; Counselor Education; Curriculum & Instruction: Reading Specialist Certification, Reading &Language Arts; Engineering Management; Hotel & Restaurant Management; Training and Development

GOVERNANCE AND COORDINATION

The policy level governance for The University Center will remain within the responsibility of the existing Boardsof Regents of the university systems, universities, and community college district. The University Center will not bea separate entity (501, etc.) with a separate board of directors or trustees. NHMCCD will be the owner and operatorof the facility and will be the facilitator for the directions and operations of The University Center. The universitieswill have the responsibility of tit,. degree program and offerings and all the elements that exist for the delivery ofquality programs. There is a collegial, partnership consortia among the colleges, universities, and private partnersfor the planning, development, delivery, and evaluation of The University Center.

GOVERNING BOARDS

The existing governing boards of the universities and NHMCCD. There will not bc an additional governing boardfor The University Center.

CONSORTIUM PARTNERS

A Consortial Agreement of the Partners to ruide the strak,ic directions, decision making, evaluation, andaccountability of The University Center.

CONTRACTUAL AGREEMENTS

Specific Contractual Agreement with each University Partner and NHMCCD for the utihmtion of the facility andsupport services as well as the operational needs for each university partner.

153

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APPENDIX 0:

DISTANCE LEARNING

Learn at Home!(and still earn college credits)

DISTRACE LEMING CREDIT COURSES

You can take credit courses in several ways that are more convenient than weekly class attendance. Study on your ownschedule with far fewer on-campus meetings than regular college courses.

Telecourses: Watch televised lessons (Channel 8) weekly and come to campus to take tests.Instructor will be available for consultation.

Video Courses: View video tapes in the learning resource center on your own schedule and takeyour exams on campus. Instructor will be available for consultation.

Computer Courses Modem: Use your computer's modem to communicate with yourinstructor. Download assignments, lectures," questions and upload your finished work, and takeexams on campus. Internet: Use on-line course material from the Internet, and communicate andsend assignments through e-mail to your instructor.

Print-based independent Study: Pick up your assignments and lectures in print format at yourorientation session. Then complete the work on yot - own, consulting your instnictor as needed.And of course, you take your exams on campus.

You can be successful in these courses if you are goal-directed, able to study independently and willing to devote the sameamount of time that you would to any college credit course. It is MANDATORY that you attend an orientation session.Optional review sessions are usually held prior to exams.

Here's how you sign up:

1

234

Call to request a credit application and complete the admissions process as soon as possible.

For specific course information, call the telephone number listed by the course.

Participate in credit registration beginning October 30, 1995.

Attend orientation and pick up your assignments.

REGISTRATION INFORMATIONFor applications and specific registration times, call the NHMCCD college most convenient to you:

Kingwood College

Montgomery College

North Harris College

Tomball College

(713) 359-1614

Metro: (409) 321-5161

Local: (409) 273-2900

(713) 443-5410

(713) 351-3310

91 111111CCD-Pin1996

20000 Kingwood Drive, Kingwood, TX 77339-3801

3200 Hwy 242 West/College Park Dr., Conroe, TX 77384

2700 W.W. Thome Drive, Houston, TX 77073-3499

30555 Tomball Parkway, Tomball, TX 77375-4036

159

DISTROCE LERRI11116 CREDIT COURSES

Distance Learning ScheduleReg. I Begin End Day Sec.* Instructor Reg. # Begin End Day Sec.# Instructor

AccountingACCT 2401 Principles of Accounting I 4 a

Reg.* 02809 6:00pm 8:20pm TuTh 27002

Lab TBA TuTh

Reg.*, 02811 6:00pm 9:00pm F 27901

Reg.# 02811 9:00am 2:00pmReg.# 02811 2:00pm 5:00pm Su

Lab TEA SuFS

Above clnesot are Independent Study: first class orientation, thereafter reviews &exams. (Kingwood)

Reg.# 02265 Independent Study 17051 Carttr

Child Care tfr DevelopmentCHID 1400 Intro to Early Childhood Edu 4 a Lab Fee $10

Reg.# 02090 Independent Study 17051 ThorntonLab Independent Study Thornton

Required Orientation: Thur, January 18, 1:00 or 7:00pm, A133. (North Harris)

CHID 2407 Child Developmt Co-op Work Exp 4 a Lsb Fes $10Reg/ 02153 TBA TEA 10001

Must Contact Sue Thornton, 443-5663.

CHID 2408 Montessori Infant Practkum I 4 cr Lab Fee $10Reg.# 02149 TBA TBA 10001

Required Orientation: Jourary 17 or 18, 1:00 or 7:30pm, WNSP 174. Studentsmust pith up memo in WNSP 174 prior to January 17. (North Harris)

Must Contact Grace Hively, 443-5456.

CHID 2409 Montessori Infant Practicum II 4 cr Lab Fee $10ACCT 2402 Principles of Accounting II 4 a Reg.# 02150 TBA TBA 10001

Reg.* 02810 6:00pm 8:20pm TuTh 27001 Must Contact Grace likely, 443-5456.Lab TBA TuTh

Reg.# 02812 6:00pm 9:00pm F 27901 CHID 2410 Montessori Toddler Practicum I 4 cr Lab Fee $10Reg.# 02812 9:00am 2:00pm Reg.# 02151 TBA TBA 10001

Reg.# 02812 2:00pm 5:00pm Su Must Contact Grace 'lively, 443-5456.

Lab TBA SuFS CHID 2411 Montessori Toddler Practicum II 4 a Lab Fes $10Above classes are Independent Study: first class orientation, thereafter reviews &exams. (Kingwood)

Reg.# 02152 TEA TBA

Must Contact Grace likely, 443-5456.10001

Reg.# 02299 Independent Study 17051 Haywood

Required Orientation: January 17 or 18, 1:00 or 720pm, WNSP 174. Studentsmust pick up memo in WNSP 174 prior to January 17. (North Harris)

ACCT 2407 Acct Co-op Work Exp & Seminar I 4 crReg.# 01415 TBA TBA 37050

ACCT 2408 Acct Co-op Work Exp & Seminr 11 4 aReza 01416 TBA TBA 37050

ArtARTS 2303 Portfolio

Reg.* 02787 4:30pm 7:20pm MW 27001

Lab MW

Independent Study: first class orientation, thereafter reviews & exams.(Kingwood)

Pittman

Pittman

3 cr Lab Fee $10

BusinessBUSI 1301 Business Principles 3 cr

Reg.# 02501 Independent Study 17051 Jackson

Required Orientation: January 23, & April 23, 7:00 to 820pm, WNSP 174.(North Harris)

RegAl 03921 Independent Study 67051 Parkway Center

Required Orientation: Call 448-9191 ext. 105

BUSI 2302 Business Law II 3 crReg.# 02506 Independent Study 17051 Steuer

Required Orientation: January 18, February 15, 5:30 to 7:00pm, WNSP 174.(North Harris)

BUS1 2303 Business Psychology 3 crReg.# 02508 Independent Study 17051 Jackson

Required Orientation: January 24 & April 24, 9:00 to 10:20am, WNSP 174.(North Harris)

Reg.# 03918 Independent Study 67051 Parkway Center

Required Orientation: Cell 448-9191 ext. 105.

BUSI 2304 Business Communications 3 crReg.* 02509 Independent Study 17051 Steuer

Required Orientations: January 17, February 21, March 18, March 25, 7:00 to9:50pm. WNSP 174. (North Harris)

Reg.# 03915 Independent Study 67051 Parkway Center

Required Orientation: Call 448-9191 ext. 105.

Corequisite or Prerequisite Required. See 1995 96 NHMCCD Catalog.

Computer Information SystemsCSCI 1401 Intro to Computers 4 cr Lab Fee $10

Reg.# 00304 4:00pm 8:50pm Tu 27001 Humble CenterIndependent Study: First class orientation, thereafter reviews & exams.(Kingwood)

Reg.# 01094 Independent Study 17001

Required Orientation: January 13, noon, WNSP 106 or January 17, 7:00 pm,A126. (North Harris)


Required Orientation: Contact Kal &Inca, 357-3796. (Tomball)


Students will require a modem & an Internet Service Provider. (Montgomery)

* CSCI 1405 Data Comunications & Networks 4 cr Lab Fee $10Reg.# 00306 4:00pm 9:00pm Th 27001 Humble Center

Independent Study: First class orientation, thereafter reviews & exams.(Kingwood)

CSCI 1415 Personal Computer Operating Sys 4 a Lab Fee $10Reg.# 02557 8:00am 1:00pm S 27001 Humble Center

Lab TBA S Humble CenterIndependent Study: First class orientation, thereafter reviews & exams.(Kingwood)


Required Orientation: January, 13, noon, WNSP 106 or January 17, 7:00pm,A126. (North Harris)

Distance Learning classes continued nert page

111191CCOSPRIns1996 99

Distance Learning Schedule (continued)Reg. I Begin End Day Sec.* Instructor

CSCI 1420 Spreadsheets 4 cr Lab Fee $10Reg.* 00308 7:30pm 9:50pm TuTh 27001

Independent Study: First class orientation, thereafter reviews & exams.(KMgwood)

Reg.fl 03091 Independent Study 17001

Requited Orientation: January 13, noon. WNSP 106 or January 17, 700 pm,A126. (North Harris)

Reg.* 02188 Modem 39050Required Orientation: Contact Kal Hamm, 357-3796. (Tomball)

Reg.* 04198 Modem 49051

Modem & an Internet Service Provider required. Contact Rijav Maikan,

(409) 273-7344. (Montgomery)

CSCI 1421 Data Bases 4 cr Lab Fee $10Reg.* 00309 7:30pm 9:50pm TuTh 27001


Reg.* 03099 Independent Study 17001




Above classes have Required Orientation: Contact Kal Hamza, 357-3796.(Tomball)

Reg.* 04199 Modem 49051

Modem & an Internet Service Provider required Contact nay Malkan,(409)273-7344. (Montgomery)

CSCI 2402 Software Develop &Implement 4 cr Lab Fee $10Reg.* 03151 Independent Study 17001

Required Orientation: January 13, noon. WNSP 106 or January 17, 7:00 pm,A126. (North Harris)

CSCI 2405 Business Software Packages 4 cr Lab Fee $10Reg.* 03275 Independent Study 17001


CSCI 2409 PC Specialist Practicm & Semnr I 4 cr Lab Fee $10Reg.* 03542 1:30pm 3:50pm MW 27001 Humble Center

Lab TBA MW Humble CenterIndependent Study: FYrst class orientation, thereafter reviews & exams.(Kingwood)

Criminal JusticeCRIJ 2429 Practicum in Criminal Justice 4 a

Reg.* 02159 TBA TBA 10001 Becker

Open to DaylEvening Students Contact R. Becker, 443-5522. (North Harris)

Desktop PublishingDESP 1330 Text Processing 3 cr Lab Fee $10


Required Orientation: Contact Ginny Patten, 443-5730. (North Harris)

DESP 1433 Intermediate DTP & DesignReg.* 02781 5:00pm 7:20pm TuTh 27001

Lab TBA TuTh


4 cr Lab Fee $10

100 OHM C C11-SPRIRS1006

Reg. I RegIn End Day Sec.* Instructor

DramaDRAM 1120 Theater Workshop I

Reg.* 00972 Independent StudyContact John Mayer, 357-3797. (Tomball)

DRAM 1330 Intro to Technical Production 3 aReg.* 02204 Independent Study 27051

Required Orientation: Contact Ron Jones, 359-1672. (Kingwood)

DRAM 2331 Stagecraft 3 aReg.* 02203 Individualized 27051

Required Orientation: Contact Ron Jones, 359-1672. (Kingwood)

Reg.* 00975 Individualized 37050Contact John Mayer, 357-3797. (Tomball)

1 cr37050 Mayer

Mayer

EconomicsECON 2301 Macro-Economics 3 CT

Reg.* 01972 Independent Study 17051Independent Study Course: Orientation Information Ain (North Harris)

Reg.1 03876 Independent Study 17914 Davoudi

9-Weeks Independent Study. 5113196 to 719196: Orientation Information A133.(North Harris)

Reg.* 03670 Video 18001 Davoudi

For Video Course Information: Contact Dr. Davoudi, 443-5457. (North Harris)

ECON 2302 Micro-Economics 3 crReg.* 01946 Independent Study 17051

Independent Study Course: Orientation Information A-133. (North Harris)

Reg.* 03878 Independent Study 17915 Cannon9-Weeks Independent Study, 5113196 to 719196: Orientation Information A133.(North Harris)

ECON 2311 Economic Geography 3 crReg.ii 03703 Independent Study 17051 Shafiee

Required Orientation: Contact Dr. Shaftee, 443-5450. (North Harris)

EnglishENGL 1301 Composition & Rhetoric I 3 cr

Reg.* 02808 Independent Study 27001 BurkhardtRequired Orientation: January 16, 6:30 to 8:30pm, Burkhardt. LRC 203, call359-1645. (Kinguood)

Reg.# 00906 Modem 39001 Dowden

Required Orientation: Call Rebecca Dowden, 357-3741. (Tomball)

Reg.* 00908 Modem 39002 Phelps

Required Orientation: Call Mary Ella Phelps, 351-3355. (Tomball)

Reg.* 00909 Modem 39003Required Orientation: Call Rebecca Dowden, 357-3741. (Tomball)

Reg.* 04333 Modem 49071Students are required to have an Internet Service Provider. For moreinformation, call Sharon Humphries, (409) 273-7274. (Montgomery)

ENGL 1302 Composition & Rhetoric II 3 aReg.* 00935 Modem 39001 Dowden

Required Orientation: Call Rebecca Dowden, 357-3741. (Tomball)

Reg.* 00936 Modem 39002 Clark

Required Orientation: Call Larry Clark, 357-3766. (Tomball)

Reg.* 04334 Modem 49071

Students are required to have an Internet Service Provider. For moreinformation, call Sharon Humphries, (409) 273-7274. (Montgomery)

ENGL 2311 Technical Communications 3 crReg.* 00939 Modem 39001 Clark

Required Orientation:Ccall Lurry Clark 357-3766. (Tomball)

ENGL 2327 Survey of American Literature I 3 aReg.* 00947 Modem 39001 Clark

Required Orientation: Call Larry Clark, 357-3766. (Tomball)

Corequisite or Prerequisite Required. Ste 1995-96 NHMCCD Catalog.

lci

Distance Learning Schedule (continued)Reg. # Begin End Day Seel Instructor

GeographyGEOG 1300 Principles of Geography 3 a

Reg.* 02289 Independent Study 17051 Mustoe, Jr.

Contad Miles Mustoe, Jr., 443-5585.

GovernmentGOVT 2301 American Government National, State ic Local I 3 er

Re#.# 03396 8:00am 9:20am Tu 26001 Davoudi

Reg.# 03396 5:30pm 6:50pm Tu Davoudi

Video class Orientation: January 16. 8:00 to 9:20am orsao to 6:50pm.Davoudi, TEC 120, call 359-1668. (Kingwood)

Reg.# 02292 Independent Study 17051 LocanderRequired Orientation: Thurs January 18, noon or 8.-00pm In 4270. (NorthHarris)

Reg.# 02466 Telecourse 18051 Davis

Required Orientation: January 17, noon or 7.00pm In A270. (North Harris)

Reg.# 01880 Independent Study 37050 Kral

Required Orientation: Wed, January 17, 1:00 or 7:00pm, Rm. E-105. CallNancy Kral, 351-3371. (Tomball)

GOVT 2302 American Government National, State & Local II 3 crReg.* 00451 Telecourse W 28001 Davoudi

Required Orientatiorv January 17,1.30 or 8:30pm, Davoudi, KLRC 203, call359-1668. (Kingwood)

Reg.* 02293 Independent Study 17051 LocanderRequired Orientatiorv Thurs., January 18, noon or 8.00pm in A270. (NorthHarris)

Reg.4 02428 Telecourse 18051 PlataRequired Orientation: January 17, 11:30am or 7.00pm in A270. (North Harris)

Reg.* 03160 Independent Study 37050 KralRequired Orientation: Wed., January 17, 1.-00 or 7.00pm, Rm. E-I05. CallNancy Kral, 351-3371. (Tomball)

GOVT 2389 Political Science Internship 3 crReg.# 02295 Independent Study 17051 Davis

Internship with political offices. (North Harris)

HistoryI41ST 1301 United States History I 3 cr

Reg.# 00458 Video W 26001 Wolfe

Video class Orientatiorv January 17, 2:00 or 530pm, Wolfe, KLRC203, call359-0405. (Kingwood)

Regit 02290 Independent Study 17051 Moore

Syllabus available in A264. (North Harris)

HIST 1302 United States History II 3 crReg.# 00470 Telecourse W 28001 Wolfe

Required Orientaticev January 17, 123o or 7.-00pm, Wolfe, KLRC 203, call359-0405. (Kingwood)

Reg.# 02291 Independent Study 17051 Vogt

Syllabus available in A264. (North Harris)

Reg.* 03630 Independent Study 37050 Creden

Contact Monika Creden, 357-3798. (Tomball)

Human DevelopmentHUMD ONO TASP Lab 1 cr L.ab Fee $5


Reg.# 00478 Independent Study 27051 Sewell

Rep 00479 Independent Study 27052



Above classes have Required Orientation: January 16 or 17, 900am, 1:00 or730pm. Skelton, LRC-215, call 359-0411. (Kingwood)

Reg, # Begin End Day Ser..# Instructor

Journalism/CommunicationsCOMM 1307 Intro to Mass Communications 3 cr

Reg.* 02805 Independent Study 27001 Calvert

Independent Study: First class orientation, thereafter reviews & crams,(Kingwood)

Legal Support ServicesLEGA 1305 Legal Practice & Procedures 3 cr

Reg.* 02878 Independent Study 17051 Fawcett

Required Orientation: January 17, 6:00pm, WNSP 104. (North Harris)

LEGA 2301 Legal Research & Writing 3 aReg.4 02886 Independent Study 17051 Fawcett

Required Orientation: January 17, 6:00pnr, in WNSP 104. (North Harris)

LEGA 2307 Consumer Rights 3 crReg.# 02893 Independent Study 17051 Fawcett

Required Orientation: January 17, 6:00pm, in WNSP 104. (North Harris)

LEGA 2407 Legal Co-op Work Exp & Seminar 4 crReg.# 01360 TEA TBA 37050

ManagementMGMT 2307 Administrative Management 3 cr


Required Orientation: Sat., January 20, 11.00am to noon, WNSP 174.(North Harris)

MGMT 2407 Mgt Co-op Work Exp & Seminar I 4 crReg.# 02927 12:00pm 12:50pm Tull 11001

Reg.# 01418 TBA TBA 37050

MGMT 2408 mgt Co-op Work Exp & Seminr Il 4 crReg.# 01419 TBA TBA 37050

Marketing

Miller

SteuerPittman

Pittman

MKTG 2305 Marketing Management 3 crReg.* 02589 Independent Study 17051

Required Orientation: Sat., January 20, ZOO to 3.-00pm, WNSP 174.(North Harris)

MKTG 2306 Retail Operations & Methodology 3 crReg.e 02590 Independent Study 17P51

Required Orientation: Sat., January 20, 1:00 to 2.00pm, WNSP 174.(North Harris)

Reg.4 03974 Independent Study 67051 Parkway CenterRegaired Orientation: call 448-9191 tat 105.

MKTG 2407 Mkt Co-op Work Exp & Seminar I 4 crReg.* 01421 TBA TBA 37050 Pittman

MKTG 2408 Mkt Co-op Work Exp & Seminr II 4 crReg.*/ 01422 TEA TBA 37050 Pittrnan

MathematicsMATH 0110 Math Lab 1 cr Lab Fee $10

Reg.11 02223 Independent Study 27051

Required Orientation: 1:00 or 700pm, Tues., January 16 or Iced, January 17.(Kingwood)

MATH 0306 Pre-Algebra Mathematics 3 crlieg.0 02663 Independent Study 27051

Required Orientation: 1:00 or 700pm, rats., January 16 or Wed., January 17(Kingwood)

&slam( Learning classes continued nat page

11 H 10 C C 0-SPERG 1996 101

Distance Learning Schedule (continued)Reg. 4 Beg ln E..d Day Sec.# Instructor

MATH 0308 Introductory Algebra 3 crReg.* 02664 Independent Study 27051

Required Orientation: 1:00 or 7:00pm, Tues., January 16 or Wed., January 17.(Kingwood)

* MATH 0310 intermediate Algebra 3er


Required Orientation: 1:01) or 7:00pm, Tues., January 16 or Wed., January 17.(Kingwood)


Contact Kitty Jay, 357.3750. (Tomball)Reg.* 01840 Video class 16001

Required Orientation: January 16, 9:00am or 700pm, ACAD 2519, call443-56115. (North Harris)

Office AdministrationOFA1) 1300 Office Management 1 3 cr Lab Fee $10

Reg.* 03558 1000am 1150am MTWTF 11961

Lab TBA WIWTFIndependent Study: Eight-week class starting week of 1113/96. (North Harris)


Contact Camille Pittman, 351-3374 or Theresa Capretta, 351-3314. (Tomball)

OFAD 1301 Business Writing 1 3 crReg.# 03512 Independent Study 17051

Required Orientation: WNSP 117 January 13, noon, or January 16, 2.00pm,or January 17, 700pm. (North Harris)

OFAD 1302 Computer Keyboarding 3 cr Lab Fee $10Reg.* 01369 Independent Study 37050



Contact Rajiv Malkan, (409) 273-7344. (Montgomer))

OFAD 1307 Office Accounting 3 cr Lab Fee $10Reg.* 00609 1:30pm 3:00pm TuTh 27001

Lab TBA TuThIndependent Study: First class orientation, thereafter reviews & exams.(Kingwood)


Required Orientation: WNSP 117 January 13, noon, or January 16. 200pm.or January 17, 7.-00pm. (North Harris)

OFAD 1309 Business Computations 3 cr Lab Fee $10Reg.* 03521 Independent Study 17051

Required Orientation: WNSP 117 January 13, noon, or January 16, 2:00pm.or January 17, 7.1)Opm. (North Harris)

OFAD 1311 Medical Office Terminology 3 sr Lab Fee $10Reg.* 03525 Independent Study 17051

Required Oriente= WNSP117 January 13, noon, or January 16, 2:00pm,or January 17, 7.00pm. (North Harris)

OFAD 1320 WordPerfect I 3 cr Lab Fee $10Reg.* 03526 Independent Study 17051

Required Orientation: WNSP 117 January 13, noon, or January 16, 2:00pm,or January 17, 7:00pm. (North Harris)

OFAD 1321 Word for Windows I 3 cr Lab Fee $10Reg.* 03528 Independent Study 17051

Required Orientation: WNSP 117 January 13, noon, or January 16, 2.00pm,or January 17, 7:00pm. (North Harris)


Contact Camille Pittman, 351.3374 or Theresa Capretta, 351-3314. (Tomball)

Reg.* 04202 Modem 47051

Students may require a modem & an Internet Service Provider. (Montgomery)

102 011MCCDSPRIns1006

Reg. 4 Begin End Day Sec.# instructor

OFAD 1322 WordPerfect for Windows 1Reg.# 00621 5:00pm 7:20pm MW

Lab IBA MW

Independent Study: Rrst class orientation, thereafter reviews & exams.(Kingwood)


Required Orientation: WNSP 117 January 13, noon, or January 16, 200pm,or January 17, 7:00pm. (North Harris)



3 cr lab Fee $1027001

OFAD 2301 Keyboarding Skilibuilding 3 crReg.* 03560 3:00pm 3:50pm MTWTF 11961

Lab TBA MTWITIndependent Study Eight-week class starting week of 1113196.(North Harris)


Required Orientation: WNSP 117 January 13, noon, or January 16, 2:00pm,or January 17, 700pm. (North Harris)


Contact Camille Pittman, 351-3374 or Theresa Capreita, 351-3314. (Tomball)


Contact Rev Malkan, (409) 273-7344. (Montgomery)

OFAD 2303 Adv. Legal Keyboard & Transcript 3 crReg.* 01388 Independent Study 37050

Contact Camille Pittman, 351-3374 or Theresa Cepretta, 351-3314. (Tomball)


Contact Rajiv Malkan, (409) 273-7344. (Montgomery)

* OFAD 2304 Office Management II 3 crReg.* 00623 1:30am 3:00pm MW 27001

Independent Study: First aus orientation, thereafter realms & exams.(Kingwood)


Required Orientation: WNSP 117 January 13, noon, or January 16, 200pm,or January 17, 710pm. (North Harris)


Contact C.amille Pittman, 351-3374 or Theresa Capretta, 351-3314. (Tomball)

* OFAD 2305 Office Management III 3 cr Lab Fee $10Reg.* 03535 Independent Study 17051

Required Orientation: WNSP 117 January 13 noon, or January 16, 2.-00pm,or January 17, 7:00pm. (North Harris)

OFAD 2307 Word Processing Specializations 3 crReg.# 00624 1:30pm 3:00pm TuTh 27001



Required Orientation: WNSP 117 January 13, noon, or January 16, 2:00pm.or January 17, 700pm. (North Harris)

OFAD 2308 Bus Writing II & Machine Trnscrpt 3 cr Lab Fee $10Reg.* 00626 1:30pm 3:00pm MW 27001



Required Orientation: WNSP 117 January 13, noon, or January 16, 200pm,or January 17, 7:00pm. (North Monis)



OFAD 2310 Medical Insurance 3 crReg.# 03541 Independent Study 17051

Required Orientation: IVNSP 117 January 13, noon, or January 16 2:00pm,or January 17, 7:00prn. (North Harris)

OFAD 2311 Medical Office Operations 3 cr Lab Fee $10Reg.# 00629 2:00pm 3:30pm W 27001

Independent Study nrst class orientation, thereafter reviews & exams.(Kingwood)

Corequisite or Prerequisite Required. See 1995-96 NI1MCCI) Catalog.

1G3

Reg.* Beg Ln

Distance Learning Schedule (continued)End Day Sec.* instructor Reg.* Begin End Day

OFAD 2312 Medical Transcription 3 cr Lab Fee $10Reg.* 01392 Independent Study 37050


OFAD 2321 Word for Windows II 3 cr Lab Fee $10Reg.* 03544 Independent Study 17051

Required Orientation: WNSP 117 January 13, noon, or January 16, 2:00pm,orJanuary 17, 7:00pm. (North Harris)


OFAD 2322 WordPerfect for Windows II 3 cr Lab Fee $10Reg.* 00794 5:00pm 7:20pm MW 27002

Reg.* 00632 1:30pm 3:00pm TuTh 27001

Above classes ve Independent Study: First class orientation, thereafter reviews& e.rams. (Kingwood)


Required Orientation: W1CP 117 January 13, noon, or January 16, 2:00pm,or January 17, 7:00pm. (North Harris)



OFAD 2407 OFAD Co-op Work Exp & Seminar IReg.* 01413 TEA TBA 37050

Contact Camille Pittman, 351-3374. (Tomball)

OFAD 2408 OFAD Co-op Work Exp & Seminar IIReg.* 01414 TBA TBA 37050

Contact Camille Pittman, 351-3374. (Tomball)

4 crPittman

4 crPittman

PsychologyPSYC 2301 General Psychology 3 cr

Reg.* 00691 Telecourse S 28001 Snaufer

Required Orientation: January 13, 9:00am, Snaufer, SLRC 203, call 359-0459,Ext. 264. (Kingwood)

Reg.* 02033 Independent Study 17051 SmithRequired Orientation: Wed, January 17 at 2:00 or 6:00pm in A168.(North Harris)

Reg.* 02034 Telecourse 18001 Deabler

Required Orientation: January 16 at 3.30 or 6:00pm in A168. (North Harris)

Reg.* 02894 Independent Study 67001 Parkway Center

Required Orientation: Call 448-9191 Ext. 105 for information.

Reg.* 02117 Independent Study 37050 Parish

Contact Debra Parish, 351-3341. (Tomball)

PSYC 2308 Child Growth & Development 3 crReg.* 02044 Independent Study 17051 Hartgrove-Freile

Required Orientation: January 18 at 7:00pm or January 19 at 1:00pm in A168.(North Harrris)

PSYC 2314 Life-Span Growth & Development 3 crReg.* 02129 Independent Study 37050

Contact Debra Parish, 351-3341. (Tomball)

PSYC 2315 Psychology of Adjustment 3 crReg.# 02130 Independent Study 37050 Bullock

Cordact Anice Bullock, 351-3344. (Tomball)

PSYC 2316 Psychology of Personality 3 crReg.* 02132 Independent Study 37050 Bullock

Contact Anice Bullock, 351-.3344. (Tomball )

Records & Informaton ManagementRECM 1301 Records & Informs:ion Mgmt I 3 cr

Reg.,/ 02594 Independent Study 17051

Required Orientation: Sat., January 20, 9:00 to 10:00am WNSP 174. (NorthHarris)

Reg* 02833 Independent Study 67051 Parkway Center

Required Orientation: Call 448-9191 ext.105 for information.

RECM 1303 Records & Information Mgmt II 3 crRegl ()2597 Independent Study 17051

Required Orientation: Sat., January 20, 1000 to 11:00am 147,1SP 174. (NorthHarris)

Sec.* Instructor

SociologySOCI 1301 Principles of Sociology 3 cr


Contact L. Dodgen, 443-5536 or A. Rapp, 443-5525 hi A168. (North Harris)


Nine weeks Independent Study 5113106 through 719196. (North Harris)

Reg.* 01954 Telecourse 18001

Student must contact L. Dodgen, 443-5536 or A. Rapp, 443-5525 In A168.(North Harris)

Reg.() 01590 " Independent Study 37050 Telschow

Contact Ruth Telschow, 357-3745. (Tomball)

SOCI 1306 Social Problems 3 crReg.* 02158 Independent Study 17051

Student must contact L Dodgen, 443-5536 or A. Rapp, 443-5525 in A168.(North Harris)

SOCI 2331 Current Issues in Sociology 3 crReg.* 01591 Independent Study 37050 Telschow

Health & Illness. (Tomball)

SpanishSPAN 1411 Beginning Spanish I 4 cr Lab Fee $2

Reg.* 03645 Telecourse 18001

Contact Dr. Harrison, 443-5540. (North Harris)

SPAN 1412 Beginning Spanish II 4 cr Lab Fee $2Reg.* 03519 Telecourse 18001

Students who have laken two or more years of language in high school mustbe tested before placement. Contact Dr. Harrison, 443-5540. (North Harris)

Reg.* 02656 Independeht Study 27051

Required Orientation: 11:00am, Sat., January 13; 7-00pm, Than, January 18.(Kingwood)

SPAN 2311 Intermediate Spanish I 3 crReg.* 03760 Independent Study 27051

Required Orientation:11:00am, Sat., January13: 7:00pm, Thurs., January 18.(Kingwood)

SPAN 2312 Intermediate Spanish II 3 crReg.* 03783 Independent Study 27051

Required Orientation: 1100am, Sat., January 13; 7:00pm, Thurs., January 18.(Kingwood)

Travel & TourismTRAV 2206 Current Issues/Problems in Tray & Tour Industry 2 cr

Reg.* 02817 6:30pm 8:50pm W 27001

Independent Study: First class orientation, thereafter reviews & exams-(Kingwood)

TRAV 2302 Intro to Convention & Meetings Planning 3 crReg.* 00859 8:30am 12:30pm S 27901 Humble Center


TRAV 2304 Intro to Wholesale Tour Operations 3 crReg.* 02807 6:00pm 9:00pm F 27901

Independent Study: First class orientation, thereafter reviews & erams.(Kingwood)

TRAV 2308 Applied Convention/Meetings Management 3 crReg.* 00860 8:30arn 12:30pm S 27901 Humble Center

Independent Study: First class orientation, thereafter reviews & &rams.(Kingwood)

1G.10 H ITI Cc 0SPRIns 1996 103

APPENDIX P:

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Documents

DOCUMENT RESUME JC 950 532 AUTHOR Lyon, Pat Rajski; And … · 2014-07-18 · DOCUMENT RESUME ED 388 348 JC 950 532 AUTHOR Lyon, Pat Rajski; And Others TITLE North Harris Montgomery