Students at MECHSStudent Information

Mayland

The Mayland Early College High School provides a personalized learning environment to create a seamless curriculum between high school and college, and provides work-based experiences to students through rigorous, relevant, and responsive instruction emphasizing relationships and leadership development.
Mayland Community College is a close-knit community committed to creating opportunities, expanding horizons, and encouraging excellence. Our Student Development Division is here to support students in their academic and personal endeavors.

The Five Year Plan

MECHS has a curriculum designed to be completed in five years in which the student has the opportunity to earn both a high school diploma and an Associate in Arts degree from Mayland Community College.

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Prospective Students

Thinking about applying to MECHS? Get more information and forms below (all require the FREE Adobe Reader, available for download here).:

Current Students

Information and forms of interest to current MECHS students (PEF files require the FREE Adobe Reader, available for download here).:

Practice Websites

 Online College Database

  • Online College Database (Guide to applying to Colleges and Universities)     

    Get the new and improved High School Widget!

    Widget?!  A widget is a window through which CFNC can deliver timely information to your students. Once the widget has been added to your site, CFNC can update the content without your ever having to worry about it.  The CFNC High School Widget features content for high school students across all topics of planning, applying, and paying for college and is now available in html.  Get it here: www.cfncwidgets.org/geths.html.
      

    Student Clubs

    MECHS students have the best of both worlds! A variety of high school clubs and campus organizations are available for both professional and personal development. Social mixers, career development opportunities, networking and volunteer events comprise many of the activities for students offered through our organizations.

    Differences Between Early College and TraditionalHigh School

    One of the most important lessons education should teach is discipline.  While it does not appear as a subject, it should be at the heart of your education.  By developing the habit of discipline, one develops self-control, self-respect, character, orderliness, and efficiency. 
    Discipline is the key to good conduct and respect for self and for others.  By doing your part in making your school an effective place of learning and developing the habit of self-restraint, you will learn the value of power of integrity. 

    As students integrate into college classes, I thought it might be helpful to look at the differences in a high school program and a college class.  As you help guide your teen through the process, knowing the differences in expectations will alleviate some of problems before they arise.

    Traditional High School

    Early COLLEGE High School

    High school is mandatory and usually free.

    College is voluntary and expensive. However, Early College is a unique opportunity for your child in that he/she has the opportunity to earn an AA degree totally FREE!

    Your time is structured by others.

    You manage your own time.

    You can count on parents and teachers to remind you of your responsibilities and to guide you in setting priorities.

    You must balance your responsibilities and set priorities. You will face moral and ethical decisions you have never faced before.

    Most of your classes are arranged for you.

    While your first year is still arranged for you, you will make decisions later on as choices within your program.

    You will usually be told what to do and corrected if your behavior is out of line.

    You are expected to take responsibility for what you do and don't do, as well as for the consequences of your decisions.

    School years are broken into 9 week quarters.

    The academic year is divided into two separate 16 week semesters.

    You are expected to read short assignments that are then discussed and often re-taught.

    You are assigned substantial amounts of reading and writing outside of class which may not be directly addressed in class; but you are responsible for the material covered.

    You will usually be told in class what you need to learn from outside readings / homework.

    It is totally up to you to read and understand the assigned material; lectures and assignments proceed from the assumption that you’ve already done so.

    Classrooms teachers check your completed homework.

    Professors may not always check completed homework, but they will assume you can perform the same tasks on tests.

    Teachers remind you of your incomplete work.

    Professors may not remind you of incomplete work.  It is your responsibility to turn in assignments on time.

    Teachers approach you if they believe you need assistance.

    Professors are usually open and helpful, but most expect you to initiate contact if you need assistance.

    Teachers present material to help you understand the material in the textbook.

    Professors may not follow the textbook.  Instead, they may give illustrations, provide background information, or discuss research about the topic you are studying. They may even expect you to relate to classes to the textbook readings.

    Teachers often write information on the board to be copied in your notes and/or give you handouts.

    Professors may lecture nonstop, expecting you to identify the important points in your notes.  Good notes are a must.

    Teachers impart knowledge and facts, sometimes drawing director connections and leading you through the thinking process.

    Professors expect you to think about and synthesize seemingly unrelated topics.

    Teachers closely monitor class attendance.

    Professors may not formally take roll, but they are still likely to know whether you attended.  You are responsible for material covered and/or turned in on the date of your absence.

    Subject matter mastery is usually seen as the ability to reproduce what you were taught in the form in which it was presented to you.

    Subject matter mastery is often seen as the ability to apply what you know and what you’ve learned to new situations and to solve new kinds of problems.

    Extra credit projects are often available to help raise your grade.

    Extra credit projects cannot be used to raise a grade in a college course.

    In high school, effort counts for something.  Courses are usually structured to reward a “good faith” effort.

    In college, results count.  Though “good faith” effort is important in regard to the professor’s willingness to help you achieve good results, it will not substitute for results in the grading process.

    High school teachers prepare a lesson plan and use it to tell students how to prepare for the next class period.

    Professors prepare a syllabus, distribute and discuss it on the first day of class.  You are expected to follow the syllabus without having to be reminded about what will be done or what assignment is due during the next class period.

    Teacher-student contact is close and frequent with classes meeting five days each week.

    Classes meet less often – sometimes only once per week.

    Parents, teachers and counselors give advice to and often make decisions for students.  Students must abide by their parents’ boundaries and restrictions.

    Students must learn to rely on themselves and begin to experience the results of their own good and bad decisions.  It is their responsibility to seek advice when they need it and to set their own restrictions.

    Teachers often contact parents if problems occur.  Parents are expected to help students in times of crises.

    Students have much more freedom, and must take responsibility for their own actions.  Parents may not be aware that a crisis has occurred because policies protect their sons and daughters’ privacy.

    There are distractions from school work, but these are at least partially controlled by rules at school and home.

    Many distractions exist. Time management and the ability to prioritize become absolutely essential survival skills for college students.

    High school students get stimulation to achieve or participate from parents, teacher and counselors.

    College students must become self-motivating.  Parents, faculty, advisors become less important.

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