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ERIC Number: EJ970982
Record Type: Journal
Publication Date: 2012
Pages: 9
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0271-0560
Teaching and Learning in the Dual Enrollment Classroom
Hughes, Katherine L.; Edwards, Linsey
New Directions for Higher Education, n158 p29-37 Sum 2012
Dual enrollment is viewed by many as part of a promising college preparation strategy for a broad range of students. But as participation in dual enrollment has expanded across the country, there has been increasing attention paid to the rigor and authenticity of dual enrollment courses, particularly for those courses held on high school campuses and taught by high school teachers. Because dual enrollment courses are actual college courses that appear on a transcript the same way as other college courses, as opposed to college-level courses or curriculum such as Advanced Placement and International Baccalaureate programs, instructors are expected to maintain the standards, texts, and assessments of the sponsoring college or university. The potential tension between broader access to dual enrollment courses and rigorous standards leads to interesting possibilities for innovative pedagogical practices. How can dual enrollment instructors uphold rigor "and" provide instruction and supports so that a broad range of students can be successful? Pedagogy in the dual enrollment classroom has been studied little, but answers to this question have implications for pedagogy in general at open-access postsecondary institutions such as community colleges, where some have argued that the quality of instruction has long been neglected as an area of study. In this article, the authors draw on data from the Concurrent Courses Initiative, a multisite project that provided dual enrollment opportunities to disadvantaged California high school students within career-focused education pathways. As part of the project, a small number of dual enrollment instructors participated in an action research project in which they identified the particular ways their students were struggling and then devised classroom strategies to address them. A number of insights and practices emerged that are relevant not only to dual enrollment instruction but to instruction at postsecondary institutions that provide broad access to students of varied academic abilities.
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Postsecondary Education; Secondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California