College Career Pathways

ABOUT COLLEGE CAREER PATHWAYS

Middlesex Community College’s College Career Pathways program gives sophomore, junior, and senior students at participating high schools the opportunity to enroll in college courses at their high school while simultaneously earning high school and college credits for those courses. This is a worthwhile program that helps students improve academically and allows them to begin their post-secondary education. You may hear this program being referred to as CCP, dual enrollment, or concurrent enrollment.

Both our college and your high school have very specific guidelines to follow to ensure that CCP students receive a rigorous, college level curriculum. High school teachers who have been selected to teach these courses hold the same credentials as faculty that teach at the college.

Middlesex Community College is an accredited college and transfers credits to many other colleges and universities. The decisions on accepting transfer credits is made by the college or university that would be receiving them. For more information, please visit: https://mxcc.edu/catalog/other-information/transfer-programs-for-middlesex-students/ or contact the college or university to which you are interested in transferring the Middlesex Community College credits.

IMPORTANT DEADLINES

• The deadline to apply and register for 2022-2023 fall semester or full year CCP courses is October 13, 2022.
• The deadline to apply and register for 2022-2023 spring CCP courses is March 9, 2023.
• The last day to withdraw from a fall semester or full year CCP course is November 11, 2022.
• The last day to withdraw from a spring semester CCP course is April 13, 2023.

COLLEGE CAREER PATHWAYS APPLICATION

Create an account and login here 

• The deadline to apply and register for 2022-2023 fall semester or full year CCP courses is October 13, 2022.
• The deadline to apply and register for 2022-2023 spring CCP courses is March 9, 2023.

GRADES AND TRANSCRIPTS

To access grades and unofficial transcripts:

1. Go to https://my.commnet.edu/
2. Login using your NetID.
3. Go to the Student Tab.
4. Click on the “Student Self Service” channel.
5. Click on “Student Records.”
6. Click on “Transcripts.”
7. Click on “View Unofficial Transcript,” select level (MxCC Credit), then submit.
8. View/Print your final grades/transcript.

Official transcripts are available as eTranscripts that can be sent directly to educational institutions, potential employers, or other appropriate entities.

1. Go to https://my.commnet.edu/
2. Login using your NetID.
3. Go to the Student Tab.
4. Click on the “Student Self Service” channel.
5. Click on “Student Records.”
6. Click on “Transcripts.
7. Click on “Request an Official eTranscript.”
8. Access the transcript ordering site, complete the form, and submit.

Additional information about transcripts can be found here: https://mxcc.edu/records-grades/#transcript

ID/PASSWORD/LOGIN INFORMATION

Your NetID number and password are needed to access your application, grades, transcripts, and other account information.

If you do not remember your NetID or password, please use the online self-help tool to obtain your NetID or reset your NetID password. (https://supportcenter.ct.edu/netid/lookupnetid.asp). You will be asked to supply your last name, birth date, and the last four digits of your Social Security number. If you don’t know or don’t remember your password, click the “Reset Your Password” link and follow the steps given.

FERPA

FERPA (Family Educational Rights and Privacy Act) grants rights to post-secondary students, and not to a students’ parents or legal guardians, regardless of a student’s age. To learn more about these privacy rights, click here: https://mxcc.edu/records-grades/#FERPA/

CCP COURSE DESCRIPTIONS

The following pathways and courses are currently being offered in MxCC’s CCP program. Please note that not all pathways are offered at all high schools.

Computer Information Technology Pathway

CSC*101, Introduction to Computers (3 credits)
Gen Ed Competency: Continuing Learning/Information Literacy
This course prepares students to use the computer as a productivity tool. It offers both Mac and PC users essential computer skills for personal and professional applications. The fundamentals of information technology concepts, operating systems functions, cloud computing, and computer security are covered. Students will complete hand-on projects using popular productivity software that include word processing, spreadsheet, database, and presentation applications. Also included are topics in Web design, Internet basics, information literacy, and productivity apps. Students will gain knowledge to be well-informed consumers of computer technology. Recommended: Students taking this course should possess hands-on familiarity with computers. CSC*095 Basic Computer Skills course is recommended for students who do not possess the requisite computer skills.  (Updated February 2016) 

CSC*116, Introduction to Programming with JavaScript (3 credits)
Gen Ed Competencies: Continuing Learning/Information Literacy, Critical Analysis & Logical Thinking
This course teaches students the fundamentals of programming using JavaScript, a dynamic computer programming language most commonly used as a part of web pages. Along with HTML-5 and CSS, JavaScript is one of the three core languages of the World Wide Web. The course allows students to gain an understanding of the fundamental concepts of programming and interactive design. This introductory course is suitable for students with no prior knowledge or programming experience. Prerequisites: None

Early Childhood Education Pathway

ECE*101, Introduction to Early Childhood Education (3 credits)
Gen Ed Competencies: Continuing Learning/Information Literacy
A study of the historical, philosophical and social perspectives of early care and education. Emphasis will be on modern development and trends, along with an understanding of the organization and composition of early childhood education settings, which include curriculum materials, learning environments and equipment. This course will involve 10 hrs. of field observation and participation in a preschool setting.  Prerequisites: Eligible for ENG*101E or ENG*101. (Updated Fall 2017)  Fulfills a “D” course requirement for students who enrolled in a degree program prior to the Fall 2016 semester.

ECE*103, Creative Art Experiences for Children (3 credits)
The exploration of the relationship of creative art to the total educational program of the young child. Experimentation with the use of various media techniques and methods will be included. (Updated Fall 2017)

ECE*141, Infant/Toddler Growth & Development (3 credits)
An introduction to the care and teaching of infants and toddlers, which emphasizes the interrelationship between social, emotional, cognitive, physical and language development. Age appropriate curriculum strategies will be based on developmental theories. Components of a high quality program will be explored. Students are required to complete 10 hrs. of field observation and participation in an infant/ toddler program. (Updated Fall 2017)

ECE*176, Health, Safety, and Nutrition (3 credits)
The relationship between health, safety and nutrition and child development will be explored. Emphasis will be on the strategies needed to implement a safe, healthy and nutritionally sound program. Community agencies and resources that benefit children and families will be explored. (Updated Fall 2017)

Manufacturing Technology Studies Pathway

CAD*110, Introduction to CAD (3 credits)
Gen Ed Competency: Continuing Learning/Information Literacy
An introduction to the techniques of generating graphic images with computers using AutoCAD. Topics include: overview of CAD terminology, computer terminology, hardware descriptions and requirements, file manipulation and management, two dimensional geometric construction, symbol library creation, dimensioning, scaling, sectioning, plotting, detail and assembly drawings including tolerance studies.   (Updated November 2014)

CAD*171, Mechanical 3-D CAD (Autodesk Inventor) (3 credits)
The primary goal of this course is to introduce students to engineering graphics through the use of computers and Autodesk Inventor. Students learn through a “hands-on” exercise intensive approach to concepts of engineering graphics. Students create rough 2-D sketches, apply/modify constraints and dimensions to the sketch, and extrude, revolve, or swept the design to create a 3-D model. The emphasis of the lessons are placed on graphical analysis, orthographic projection, auxiliary views, dimensioning methods, sectioning, creating assembly and working drawings with adherence to recognized drafting standards. (New course, Fall 2017)

EGR*112, Engineering Drawing Specifications (3 Credits)
An introduction to the interpretation of engineering drawings beginning with the basics of orthographic projection. Topics include: working drawings, lines, linear and angular dimensioning, sectional views, tolerances and allowances, thread representation, arrowless and tabular dimensioning, steel specifications, auxiliary views, point-to-point and datum dimensioning conforming to ANSI Y14.5M and ISO standards.  (New course, Fall 2017)

MFG*124, Blueprint Reading I (2 Credits)
First course in blueprint reading. The study of orthographic projection. Topics include lines and their uses, auxiliary views, sectional views, basic and special dimensioning, dimensioning practices for holes, chamfers, angle, tapers, keyways diameters and radii. Also, geometric tolerancing and dimensioning is covered. Prerequisite: Eligible for either ENG*063/ENG*101ALP or higher or ENG*096 taken concurrently.   (Updated November 2014)

MFG*150 Intro. to Machine Technology (4 credits, 6 contact hrs.) $$ Laboratory Course Fee
This course replaces MFG*102 Manufacturing Processes and MFG*103 Manufacturing Processes Lab.  Introduction to Machine Technology introduces the student to the fundamentals of Metal Machining Technology. The student is introduced to the basic metal machining equipment including Lathe, Miller, Drill Press, Saw, and Grinding Wheels. Students will perform basic lathe operations, which will consist of facing, center-drilling, chuck turning, turning between centers, boring, grooving, tapers, knurling, and single point threading. Students will identify the major parts of the vertical & horizontal mill, align a vise, use an indicator, edge finder, and boring head, determine speeds and feeds, perform simple indexing, mill flat, square surfaces and slots, drill, bore, and tap holes.

MFG*156, Manufacturing Machinery CNC I (3 Credits/4 contact hrs.)
First course in CNC machinery and programming. Topics include: Cartesian coordinates, safe use of CNC equipment, set up and operation of 2-axis CNC lathe and 3-axis CNC machining center, CNC programming and execution of these programs.  Prerequisite: Eligible for either ENG*063/ENG*101ALP or higher or ENG*096 taken concurrently. (Updated Fall 2017)

MFG*166 Benchwork (1 credit)
A basic course in the fundamentals, principles, practices, and tools used in semi-precision and precision layout and in the various tools, methods, and procedures for common machine shop benchwork.  Topics include measurement systems, layout principles, hand tools, and power tools.

Veterinary Technology Pathway

VET*100, Introduction to Animal Care (2 credits)
Gen Ed Competency: Scientific Knowledge & Understanding
This course is an introduction to practical experience with various species. Basic biological concepts and normative data of the various species including common husbandry practices and diseases are discussed. Restraint and handling methodologies are discussed and practiced.  Prerequisite: Admission to Veterinary Technology Program. (Updated November 2014)

VET*101, Introduction to Veterinary Technology (3 credits)
Gen Ed Competency: Scientific Knowledge & Understanding
This course introduces the role of the Veterinary Technician to employment opportunities and professional development opportunities in the field. Covered topics include breed differentiation, nutrition, reproduction, and animal behavior. Ethics, animal welfare regulations, state and federal laws are reviewed, including controlled substance laws, occupational safety and health regulations and veterinary practice responsibilities.  Prerequisite: Eligible for either ENG*101E or ENG*101. (Updated November 2014)

The following courses might be offered through your high school for college credit, but they do not follow a CCP pathway.

Accounting

ACC*100, Basic Accounting (3 Credits)
Gen Ed Competency: Critical Analysis & Logical Thinking
A course in the basic accounting principles with emphasis on recording procedures and payroll for service businesses and professional offices. Students with no previous accounting exposure and limited college course experience should consider taking this course before taking ACC*115 Financial Accounting. It will satisfy a business or open elective requirement. May not be taken after ACC*115 unless student received a D or F grade.  (Updated October 2014)

ACC*113, Principles of Financial Accounting (3 Credits)
FALL 2017: This course replaces ACC*115.  Students may not get credit for both ACC*113 and ACC*115.
An introduction to financial accounting fundamentals.  The basic accounting equation, recording procedures and analysis of corporate statements and specific business accounts are studied.  Prerequisites: Eligible for ENG*101 E or ENG*101, and eligible for MAT*137 . (New course, Fall 2017)

Biology

BIO*110, Principles of the Human Body (3 credits)
Gen Ed Competency: Scientific Knowledge & Understanding
This is an introductory course dealing with the structure and function of the human organism and the issues facing humans in today’s world. It is intended for students with a limited science background. Prerequisite: Eligible for ENG*101 and eligible for MAT*095 or higher.  (Updated October 2014)

Music

COM*131, Audio Production (3 credits)
Students will learn the techniques and technologies used in creative sound design for radio, television, film and the Internet. Emphasis is on the technical skills used in recording, mixing, and editing. Students will create projects focusing on the fundamentals of sound design for various applications. (Updated November 2014)

MUS*117, Electronic Music (3 credits) 
Gen Ed Competencies: Aesthetic Dimensions, Creativity
Designed for the non-musician, this course focuses on the composition, creation, performing, and recording of music using modern production techniques. Students will learn the compositional elements of music including rhythm, music and chord theory, and song structure and then perform and record their compositions using MIDI keyboards and digital audio workstations. (Updated April 2018)

New Media

COM*129, Digital Video Production
(3 credits)
Gen Ed Competency: Aesthetic Dimensions
This course is an introduction to single camera video field production and post-production techniques with an emphasis on visual storytelling. Students will learn story development, proposal and script preparation, high definition camera operation, portable lighting techniques, sound recording, video editing, motion graphics, visual effects and preparing finished programs for distribution. Students will create news, documentary instructional and narrative programming for a variety of platforms including mobile, Internet streaming and broadcast television.  (New course, effective Spring 2017)

DGA*101, Introduction to Digital Arts (3 credits)
Gen Ed Competencies: Aesthetic Dimensions, Creativity
A hands-on introduction to the field of digital multimedia which integrates text, images, graphics, sounds, video, and animation in an interactive computer environment. Students will learn about multimedia technology, terminology,production techniques, and software. Production work will include an introduction to multimedia authoring. (Updated April 2018)

DGA*110, Computer Graphics (3 credits)
Gen Ed Competencies: Aesthetic Dimensions, Creativity
An introduction to the computer as a tool for art and media imaging. Basic computer skills and an introduction to the major applications used for digital illustration, image manipulation, and page layout.  (Updated April 2018)

DGA*120, Digital Imaging I (3 credits)
Gen Ed Competencies: Aesthetic Dimensions, Creativity
Students will receive in-depth instruction in the leading digital image editing software which is used in commercial graphics, video production and multimedia.This software is used to edit and manipulate scanned photographs and other images using masking, retouching and other special effects. Topics covered include: image creation and editing; digital scanning; digital color theory and file formats; typographic effects; advanced filter techniques; automation and performance options; and hardware considerations. Prerequisite: DGA*110. Recommended: ART*121.  (Updated July 2019)

COM*125 / DGA*125, New Media Production (3 credits)
Gen Ed Competencies: Creativity, Social Phenomena
This course is an introduction to the production of new media. New media is an emerging communications technology that adds on-demand interactive access to media content fostering creative participation and community formation.Students will learn to develop and produce a variety of digital media including, audio, video, photography, animation and web-design, and make that media accessible over the Internet and mobile devices through wikis, blogs, podcasts, and social media.Students will use professional media creation tools such as cameras, video and audio edition applications, content management systems and Internet radio, music creation, and podcast software. (Updated April 2018)

DGA*241, Internet Web Design I (3 credits)
Gen Ed Competencies: Aesthetic Dimensions, Creativity
An introduction to graphic and multimedia design used in web page and site creation by teaching basic design concepts essential to good Web publishing.This course discusses the anatomy of a Web page, identifies design elements and tackles design issues such as the constraints of designing effective web sites across different browsers and platforms, monitor size and resolution, color palettes, and graphic file size. This course also covers the design process including project planning, mapping, interface design, prototyping, analyzing and organizing content, hyperlinks and page layout using tables, grids and frames. Students will use industry standard applications for coding HTML and creating, editing and integrating graphics and multimedia elements. Prerequisite: DGA*110 or CSC105, Recommended: DGA*202 and ART*121. (Updated October 2022)

WHAT IS COLLEGE CAREER PATHWAYS?

Middlesex Community College’s College Career Pathways program gives sophomore, junior, and senior students at participating high schools the opportunity to enroll in college courses at their high school while simultaneously earning high school and college credits for those courses. This is a worthwhile program that helps students improve academically and allows them to begin their post-secondary education. You may hear this program being referred to as CCP, dual enrollment, or concurrent enrollment.

Both our college and your student’s high school have very specific guidelines to follow to ensure that CCP students receive a rigorous, college level curriculum. High school teachers who have been selected to teach these courses hold the same credentials as faculty that teach at the college.

Middlesex Community College is an accredited college and transfers credits to many other colleges and universities. The decisions on accepting transfer credits is made by the college or university that would be receiving them. For more information, please visit: https://mxcc.edu/catalog/other-information/transfer-programs-for-middlesex-students/ or contact the college or university to which you are interested in transferring the Middlesex Community College credits.

There is no cost to participate in this program. Application fees, tuition, textbook, and all other fees are waived. The federal Carl D. Perkins Grant funding, the Connecticut Board of Regents (BOR) for Higher Education, and the Connecticut State Department of Education help to support this program. Students are, however, responsible for following guidelines and meeting deadlines, which will help them prepare for similar experiences after high school graduation.

For additional information about College Career Pathways, contact your child’s High School Counselor or Michele Rousseau, CCP Coordinator, at 860-343-5728  or MRousseau@mxcc.edu .

COURSE DELIVERY

(Adapted from Housatonic Community College, 2015)

Dual enrollment courses offer an important opportunity for students to earn college credit while still in high school, which enables them to complete their college education more quickly and at lower cost. Unlike Advanced Placement (AP) or College Level Examination Placement (CLEP), dual enrollment courses allow students to actually experience college-level teaching and learning in the classroom, thereby giving them a critical window into the college experience and easing their eventual transition into college expectations and work.

At the heart of earning college credit, however, is the authenticity and integrity of college-level work offered in dual enrollment courses. In short, the college and high school partners must ensure that dual enrollment courses provide teaching and learning experiences that are equivalent to those which students would receive at the college. According to NECHE accreditation standard 4:36

The institution demonstrates its clear and ongoing authority and administrative oversight for the academic elements of all courses for which it awards institutional credit or credentials. These responsibilities include course content and the delivery of the instructional program; selection, approval, professional development, and evaluation of faculty; admission, registration, and retention of students; evaluation of prior learning; and evaluation of student progress, including the awarding and recording of credit. The institution retains, even with contractual or other arrangements, responsibility for the design, content, and delivery of courses for which academic credit or degrees are awarded. The institution awarding a joint, dual, or concurrent degree demonstrates that the program is consistent with Commission policy, and that the student learning outcomes meet the institution’s own standards and those of the Commission. (Commission for Institutions of Higher Education, 2011)

Consequently, College Career Pathways articulated courses are required to conform to several college policies and standards associated with ensuring the integrity of the college credit experience, including:

• Students enrolling in the course must meet all prerequisites for the course
• Course instructors must possess appropriate qualifications and credentials commensurate with those of on-campus faculty
• Course instructors must participate in ongoing professional development
• Course instructors must participate in faculty and course evaluation
• The course must adopt the college’s approved student learning outcomes
• The course must adopt the college’s approved general education competencies as well as assessment procedures and instruments (where applicable)
• The course must utilize the college’s grading procedures or rubrics (where applicable)
• The course must participate in relevant college-wide course/program assessment.SE

FERPA

FERPA (Family Educational Rights and Privacy Act) grants rights to post-secondary students, and not to a students’ parents or legal guardians, regardless of a student’s age. To learn more about these privacy rights, click here: https://mxcc.edu/records-grades/#FERPA/

(Adapted from Housatonic CC, 2015)

Overview of Teacher Certification and Pathway Articulation Process

The process of articulation of College Career Pathways courses between the high school and Middlesex Community College is initiated by submitting a Concurrent Enrollment Agreement . Two major elements determine approval for articulation: instructors need to meet college credentialing standards and a review of course curriculum in order to ensure alignment with courses taught on campus. Content must be reviewed by MxCC faculty and the high school. Teachers from the high school must submit their credentials (including official transcripts from all higher education institutions attended), resume or CV, and a College Career Pathways Teacher Certification Application  for review and approval by the college’s academic department. Finally, an articulation agreement is signed by representatives of the college and high school.

Credentialing Standards for CCP Instructors

Middlesex Community College follows the Connecticut State College and University (CSCU) standards for engaging instructors:

“The standard minimum qualification for teaching positions at any of the community colleges remains a master’s degree in the discipline or a related field with zero to two years of experience teaching in the discipline at the college level.”

1. Exceptions will be at the discretion of the Chief Academic Officer in consultation with the relevant department at each of the colleges.
2. Colleges are encouraged to clarify in writing, to the extent possible, the existing acceptable qualifications for particular courses (i.e., entry level courses).
3. The Chief Academic Officer is responsible for oversight of all hiring.
4. Alternative Minimum Credentials: When the use of alternative minimum credentials is deemed necessary for a particular position, the faculty in the department may then propose alternative minimum qualifications for their discipline, including (if applicable) differentiated qualifications based on the level of the course being taught (developmental, 100-level, 200-level; or sub-specialty within the discipline). Any proposed alternate qualifications for adjunct faculty must be approved by the college president. The President and/or the CAO must also confirm the determination that the field is one where a master’s degree is not customary.” (Golden, 2015) For a complete listing of the college’s Minimum Hiring Qualifications for Adjunct Faculty please see the link [https://mxcc.edu/wp-content/uploads/2019/06/180501-MxCC-Minimum-Hiring-Qualifications-for-Adjunct-Faculty.pdf] on our website.

CCP Credentialing Process for the Current Academic Year

Credentialing policy for CCP instructors

All instructors must go through the approval process prior to teaching a credit bearing CCP course.

Approval of new instructors

Any instructor who wishes to teach a credit bearing course at his or her high school must follow the procedure below:

1. Complete these initial steps prior to the course being offered at the high school:
   • Complete MxCC’s College Career Pathways Teacher Certification Application 
   • Provide official transcripts for undergraduate and graduate education.
   • Provide an up-to-date resume.
   • Interview with MxCC Program Coordinator.

2. Approval process will be conducted by the Program Coordinator or the Dean of Academic and Student Affairs or designee.

3. The instructor will receive a letter from the MxCC Program Coordinator that either:
   • Acknowledges them as an “Associate Adjunct” at MxCC and approves them to teach the course for college bearing credit
   • Denies their application to teach the course for college bearing credit with reasons for the denial.

4. All CCP instructors must agree to have the MxCC Faculty liaison conduct a minimum of one classroom observation during the first year. Also required of instructors:
   • Participation in the annual program orientation.
   • Participation in mandatory professional development session annually.

Policy for De-Certification of CCP Instructors

The following constitute cause for de-certification of instructors in the CCP program:

1. Unsatisfactory evaluations
2. Failure to follow the policies of the course and MxCC regarding
   • Enrollment
   • Delivery of the course (e.g. outcomes not followed or not met)
   • Grade reporting (examinations, final grade)
   • FERPA Guidelines 
   • Conduct unbecoming

Orientation, Training, Observation of Instructors

Orientation

Instructors are required to attend annual orientations held early in the fall semester. These orientations may comprise full session concurrent workshops, department sessions, and may include a meal.

Training

The college encourages all CCP instructors to attend department and Center for Teaching (CFT) trainings and curriculum alignment meetings. Additionally, instructors should make training requests known to their Program Coordinators.

Site Visits & Evaluations

Program Coordinators will arrange to visit with their instructors and conduct a class observation for evaluation purposes at least once during the year.

FORMS

• Teacher Certification Form
• Concurrent Enrollment Agreement
• FERPA Guidelines