Statement of Equivalency (SoE) Form

From the Classroom to the Shop: Automotive Student Builds His Future

October 12, 2026

Resources

ENGL SoE and ATEC SoE Examples: Reference for format, organization, and level of detail.

Statement of Equivalency (SoE)

Step 1 of 2

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This field is for validation purposes and should be left unchanged.

Course and Participant Information

Academic Year(Required)

High School(Required)

Discipline(Required)

Is the Faculty Liaison completing this form?(Required)

Yes

Name of person completing this form:(Required)

First Last

Role in concurrent enrollment program(Required)

Email Address(Required)

Faculty Liaison(Required)

Role/Title at HTC(Required)

Faculty Liaison Email Address(Required)

A confirmation of submission will be sent to the Faculty Liaison for records and reference.

Length of time within the program/discipline(Required)

High School Instructor(Required)

High School Instructor Email Address(Required)

Academic Freedom

How does the college or department define academic freedom? What level of variation might occur across campus sections of the same course?(Required)

To what extent is academic freedom permitted in the CE course? How does it compare to that allowed on campus?(Required)

Student Learning Outcomes

How are the learning outcomes for your courses developed within your department? If learning outcomes are not the same across sections of a course, describe the department’s approach and extent of variation in campus and concurrent enrollment program learning outcomes.(Required)

How do you assure that concurrent enrollment program instructors are teaching to the student learning outcomes (i.e. orientation, professional development, site visits, etc.)? If relevant, describe an experience when a concurrent enrollment program instructor was not adhering to the expectations for the course.(Required)

How are department revisions to student learning outcomes communicated to concurrent enrollment program instructors?(Required)

Syllabus Review

When are new syllabi initially reviewed and approved? Who conducts this review?(Required)

Detail the approach to evaluating a new syllabus, including the minimum components or areas of most importance. If not described above, address how consistent learning outcomes are assured. How are any required changes to a new syllabus communicated?(Required)

Beyond the initial review, explain how the department ensures concurrent enrollment program syllabi are up to date.(Required)

Discuss any important differences between the execution of the course on campus and in the concurrent enrollment program, addressing how the syllabus upholds the integrity of the college course.(Required)

Assessment Review

Describe how your department assures that concurrent enrollment program assessments are comparable in rigor to those on campus (i.e., share samples from campus, review concurrent enrollment program assessments, professional development, etc.).(Required)

Describe how your department assures that grading standards are comparable between the concurrent enrollment program and campus course (i.e., review of syllabi and graded work, rubrics, grade norming, assessment data collection, etc.). This goes beyond grading scales, including how assignments are graded and how final grades are calculated.(Required)

Grading Standard

Describe your department’s philosophy on grading standards and how this is communicated to the concurrent enrollment instructors.(Required)

Explain how you ensure student grades demonstrate a level of achievement comparable to students taking the same course at HTC.(Required)

Theoretical/Philosophical Orientation

What is your department’s approach to the discipline? Are there certain hallmarks or best practices? How is this philosophy or approach reflected in the concurrent enrollment program courses?(Required)

How do concurrent enrollment program courses, instructors, and students fit into your department or program’s goals, outcomes, or structure? For example, to what extent are concurrent enrollment program instructors treated like adjuncts or included in decision-making, meetings, etc.? To what extent is the concurrent enrollment program considered in departmental discussions of identity, policy or program changes, and future courses or degrees?(Required)

Describe how your department builds relationships with concurrent enrollment program instructors and students.(Required)

Conclusion

Summarize your determination that the Concurrent Enrollment courses are equivalent to the corresponding HTC courses. Explain how ongoing faculty liaison oversight helps maintain that equivalency.(Required)

Signature and Acknowledgement

Untitled(Required)

I certify that I have addressed all of the necessary Statement of Equivalency sections outlined above in consultation with the respective high school instructor. By selecting this option and providing my name, I acknowledge and agree that it serves as my electronic signature.

Name(Required)

First Last

Date(Required)

Statement of Equivalency (SoE) Form

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Before You Start

Resources

Statement of Equivalency (SoE)

Course and Participant Information

Academic Freedom

Student Learning Outcomes

Syllabus Review

Assessment Review

Grading Standard

Theoretical/Philosophical Orientation

Conclusion

Signature and Acknowledgement

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