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Eastern Wyoming College

  • Website: www.ewc.wy.edu
  • Enrollment: Supplemental 11-12 
  • Medium: WEN Video, Online, Web conference

Student requirements

Concurrent and dual enrollment students must be of junior or senior standing and at least 16 years old who have at least a “C” (2.0 GPA) average and the high school principal’s permission to enroll in college credit courses. Exceptions to the above qualifications may be considered on a case-by-case basis. Requests for exceptions must be submitted to the high school principal and then to the Vice President for Learning.

Goshen County students desiring to enroll in classes being held on the Torrington campus of Eastern Wyoming College must contact the Recruiting Coordinator, and outreach students must contact their Outreach Coordinator.

High school students must meet the same assessment/placement test criteria for math, English, and reading as required of EWC college students. High school students taking concurrent and dual enrollment classes are not eligible for Title IV Financial Aid.

Pre-enrollment consultation

Students are advised in each high school by either the counselor and/or the principal before they can apply to enroll in classes. The Outreach Coordinators then administer the Compass test if the students do not have ACT scores that enable them to enroll in college level classes. These scores have been set and approved by the instructional area at EWC. For example, to enroll in a college level math class (MATH 1000), the student must either have an ACT of 21 or a Compass cut-off score of at least 40 in algebra. English 1010 requires an ACT English score of 18 or at least a score of 75 on the Compass English test. To not be placed in a reading improvement class, the student must achieve placement into English 1010 or score at least a 68 on the Compass reading test.

Since our requirement for concurrent and dual enrollment includes that students be of junior or senior standing, most students have taken one or two years of the subject matter before they are allowed into the entry level college course.

Resident district instructional support

The resident school’s liaison works closely with EWC’s personnel. It is their responsibility to alert the student and the college if the student is at risk of not receiving college credit. Most high schools have tutors provided by the state GEAR-UP program, and some have dedicated school district tutors for their concurrent and dual enrollment students. Students are also invited to use the EWC Learning Skills Lab tutors who may be accessed via email or telephone. Ultimately, it is the resident school’s responsibility to provide the support their students need.

College instructors are willing to communicate with students either via telephone or email. If the students need additional help, the district reserves a room for the GEAR-UP or school district tutors. Ultimately, it is the resident school’s responsibility to provide the support their students need.

The mentor can first discuss the student’s progress with the instructor and then can request additional material to work with the student. If the student is still not performing satisfactorily, the instructor can fill out an Advisor Alert, which can be sent at any time during the semester. This is sent to the Dean of Students, the advisor, and the Outreach Coordinator. One of these individuals will communicate with the student to see how the college/instructor can help.

Midterm grades for all classes are reported via LancerNet to the Student Services’ office and letters are mailed to all students with deficiencies from the Dean of Student Services. Copies of the letters are sent to the Outreach Coordinators who notify the resident school’s liaison of the student’s deficiency. The liaisons will then be able to discuss the milestones established in the DLP.

Provider's accountability

Resident and non-resident students are all treated the same. The instructor can fill out an Advisor Alert, which can be sent at any time during the semester. It is the student’s responsibility to report grades or other performance measures to the school district.

Intervention plan

As described previously, the College utilizes processes of Advisor Alerts and midterm deficiency notifications for all students. In addition, advisor consultations are arranged on an as needed basis. If students have identified and documented disabilities, appropriate accommodations are made.