credits are valid when students successfully complete the second year of the automotive program at NHCC,
yraduate from high school, and continue their education at NHCC. The first-year students will then receive
retroactive credit for the courses they completed in their junior year.

The second-year students are participating in the early admissions program. Since the state reimburses
the college for these students’ instruction, SISD pays only tuition and fees. Students receive dual credit for
both high school and college; one credit does not replace the other. Depending on the courses a student
thvoses to take during the second year of the automotive technology program, he/she can earn as many as
Iwenty hours of potential college credit as a high school student.

Getting Started

In an effort to explain the program and the educational situation for SISD students and parents, the
NHCC instructors and administrative personnel sponsored an open house for students and their parents
before the semester began. The informal session allowed the college to share what it had to offer and to
review the academic and behavioral expectations it had of students. Parents had an opportunity to ask
questions about how their students would fit into the college environment. Parents expressed concern about
whether it would be appropriate for their young students to attend classes with adults and to finish class at
10:00 p.m. when they were enrolled in second-year classes. There have been no incidents during the
semester to indicate that either concern was warranted.

One concern of those involved in arranging the cooperative program was whether it would be
burdensome to the college and the school district to keep the varied records required by different state-level
supervising boards. So far, this recordkeeping seems manageable. The classroom instructors check
attendance and report regularly to SISD; SISD office personnel transfer the information to state reporting
forms. It is SISD’s responsibility to determine whether student absences are excused and to inform the
college if the student is eligible to make up work. Grades for first-year students are reported in letter and
number form since district grade ranges are different than those of the college instructors. The district
makes the appropriate adjustments. Second-year students receive only letter grades. If academic or
behavioral problems arise, the institutions have agreed that no unilateral action will be taken toward
disciplining a student; students will be counseled by both high school and college officials. The first-year
students attend class three days per week in the afternoon, and their dismissal time does not coincide with
the public school schedule. Second-year students attending evening classes meet a total of six to eight hours
per week on two evenings.

Evaluating Response to the Initial Semester

An unexpected but very positive outcome of the program has been that students are apparently
transferring their college-appropriate behaviors to their high school environment. Students report that while
they are learning responsibility in the automotive lab, they are also applying this discipline to the academic
courses in high school. Their grades in other classes are improving. A recent survey of students revealed
that students were positive in their assessment of the program. They found the quality of instruction
beyond their expectations, enjoyed interaction with older students, and appreciated the responsibility they
had as a student in a college environment.

College personnel involved in the program are enthusiastic about its initial semester. It has allowed a
strong and successful program to make a different contribution to the community it serves. Co-oping
between the two educational entities has allowed for purchase of more equipment for all students and will
likely serve as a recruitment tool for the AAS program in automotive technology for those students
interested in developing better skills before entering the job market. Administrators are currently
investigating similar cooperative efforts with SISD and other feeder-school districts. Electronics, welding,
and child care seem likely areas where pooling of resources, instructional facilities and personnel could |
reduce costs while meeting the needs of area students who want and need vocational training.

 

 

Sandra Lloyd Paul Neeley Gail Phillips
Developmental Studies Automotive Instructor Applied Technology Division Head

 

For further information, contact the authors at North Harris County College, 2700 W. W. Thorne Boulevard,
Houston, TX 77073, (713)443-5400. |

au

 

 

Suanne D. Roueche, Editor 9
February 26, 1988, vol X, Nie 6
INNOVATION ABSTRACTS Is a publication of the National Institute for Staff and Organizational Development, EDB 348, The University of
Texas at Austin, Austin, Texas 787/12, (512)471-7545. Subscriptions are available to nonconsortium members for $35 per year. Funding in

part by the W K. Kellogg Foundation and Sid W. Richardson Foundation. Issued weekly when classes are in session during fall and spring
terms and once during the summer.

The University of Texas at Austin, 1988
Further duplication Is permitted only by MEMBER Institutions for their own personnel. ISSN 0199-106X