Online Course Prioritization Guide

10 Strategies for Promoting Enrollment Growth and Student Success

Topics: Program Prioritization, Academic Planning, Academic Affairs, Online Course Quality, Online Education, Course Scheduling, Academic Calendar, Capacity Planning, Student Retention and Success, Degree Progress, Online Strategies

Case Study

Through the Western Missouri Educational Technology Consortium (WeMET), the University of Central Missouri partners with 29 Missouri school districts and 88 high schools to offer dual enrollment courses through synchronous (I-TV) and asynchronous online formats.

WeMET is run by a Board of Directors comprised of district superintendents and managed on a term-by-term basis by a site council staffed by representatives from the University and partner high schools.

In Fall 2013, UCM offered 77 dual credit courses (10 in online formats) with over 2,300 enrollments among high school students. Through an office of only three staff (the Dual Credit and I-TV Coordinator, WeMET Coordinator, and an administrative assistant), UCM connects online learning specialists with interested faculty and advertises available curricula through high school orientation sessions and marketing through brochures, emails, and texts.

UCM requires dual enrollment students to have at least a 3.0 GPA, a minimum of 18 on the ACT English section, and 20 on the ACT math section (higher if registering for more advanced courses such as Calculus I or II). Though high school students require more hands-on orientation to online learning than the typical college student, UCM finds that dual enrollment students outperform their own undergraduates in many courses.

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Implementation Guidelines

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