Heartland College faculty - Navigating the Dual Credit Landscape: A Tale of Advocacy and Collaboration

Navigating the Dual Credit Landscape: A Tale of Advocacy and Collaboration

Part 1: Heartland Community College Union Report Reveals Significant Trends in Dual Credit Programs

Normal, IL – In a recent endeavor, the Heartland Faculty Association (HFA Local 6038) and the Heartland Adjunct Faculty Association (HAFA Local 6077) embarked on a collaborative mission to scrutinize the evolving landscape of dual credit programs at Heartland Community College.

Over the span of fiscal years 2018 to 2023, Heartland Community College has witnessed a remarkable surge in dual credit enrollments, marking a 45% increase in headcount. Concurrently, traditional enrollments experienced a decline, signaling a transformative shift in the educational paradigm. The consequential implications of these trends prompted the formation of the Dual Credit Joint Task Force, catalyzing an in-depth analysis encapsulated in the report, “Dual Credit Program at Heartland Community College: Analysis and Recommendations.”

Dr. Jeremy Bachelor, Spanish professor and member of the Heartland Faculty Association’s leadership team, articulated the essence of this critical examination. “As representatives of Heartland’s faculty unions, we recognize the imperative of scrutinizing the impact of dual credit programs on our institution and on our unionized faculty members,” Dr. Bachelor explained.

The report meticulously delves into various facets of dual credit programs, offering insights into enrollment patterns, faculty employment trends, financial ramifications, and actionable recommendations. Notably, it underscores the symbiotic relationship between dual credit expansions and traditional enrollment declines, illuminating the intricate balance between accessibility and academic rigor.

Indeed, the report unearths concerning trends in faculty employment, particularly in subjects such as English, Math, and History. Over the past five years, a notable decrease in full-time and part-time unionized faculty positions has been observed, disproportionately impacting English faculty members. The number of part-time English faculty decreased by 47% during this time period. This decline, largely attributed to the rise of ‘dual employed’ high school teachers, underscores the imperative of safeguarding faculty livelihoods while navigating the dual credit landscape.

“The employment dynamics, especially the phenomenon of ‘dual employed’ high school teachers assuming roles traditionally held by college instructors, presents a unique challenge. In no other unionized profession would such a scenario be tolerated without significant pushback,” shared Dr. Bachelor.

In advocating for a sustainable approach to dual credit expansion, the union emphasizes the utilization of unionized community college faculty, particularly adjuncts, to mitigate the teacher shortage being felt in area high schools. By leveraging the expertise of adjunct faculty members, the union aims to uphold academic standards, promote educational equity, and foster a collaborative environment conducive to student success.

Part 2: Advocating for Educational Equity in the Illinois Legislature

While the union diligently labored over their report, proposed amendments to the Dual Credit Quality Act (HB5020) were introduced for consideration in the Illinois House, sparking concern among the faculty unions at Heartland Community College.

The proposed provision, which would allow high schools to seek alternative dual credit providers, transcends the current framework wherein high schools exclusively partner with their in-district community college. This paradigm shift, colloquially referred to as ‘college shopping,’ enables high schools to venture beyond state lines in pursuit of dual credit partnerships.

The implications of this provision extend far beyond mere administrative logistics, casting a pall over educational standards and faculty employment dynamics. The specter of ‘college shopping’ threatens to undermine the integrity of dual credit education, fostering a climate of uncertainty and eroding the collaborative fabric of the community college system.

The Heartland Faculty Association (HFA) and the Heartland Adjunct Faculty Association (HAFA) are concerned that this change could compromise educational standards and exacerbate faculty employment challenges. They urge lawmakers to consider alternative solutions that prioritize educational quality and equitable access to dual credit programs.