The purpose of this study was to explore the experiences of faculty members who teach courses to high school dual enrollment students. Existing literature on dual enrollment focuses mainly on academic achievement and grade point averages; few studies explore the lived experiences of those who participate in dual enrollment. Although there is limited research on how students perceive their experiences with dual enrollment, a missing piece of the existing literature is in how faculty members perceive their experiences with dual enrollment students. The research questions sought to explore professors' experiences with dual enrollment students, to what extent they believe their students were prepared to perform in a college course, and to what extent they believed their students were prepared to access resources on a college campus. The method included interviewing professors who have taught dual enrollment students in the last 10 years and exploring their experience working with high school students. Interviews were transcribed, codes were applied to the data, and a thematic analysis was conducted to analyze the data. Five themes were discovered as a result of the thematic analysis. Data showed that faculty members perceive that dual enrollment students show regularly improvement, are responsive to feedback, are as prepared or more prepared than their peers who do not participate in dual enrollment, have academic related soft skills that help them succeed, and they are just as resourceful as their peers. Additionally, a common perception among faculty members is that they think dual enrollment students benefit from committed professors. The data suggested from this study has implications for the recruitment of dual enrollment students and the way programs are structured. Additionally, it recommends further research on students' lived experiences of their participation in dual enrollment. / Educational Leadership
| Identifer | oai:union.ndltd.org:TEMPLE/oai:scholarshare.temple.edu:20.500.12613/7231 |
| Date | January 2021 |
| Creators | Charles, Katy |
| Contributors | Smith, Michael W. (Michael William), 1954-, Laufgraben, Jodi Levine, 1966-, DuCette, Joseph P. |
| Publisher | Temple University. Libraries |
| Source Sets | Temple University |
| Language | English |
| Detected Language | English |
| Type | Thesis/Dissertation, Text |
| Format | 100 pages |
| Rights | IN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available., http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | http://dx.doi.org/10.34944/dspace/7210, Theses and Dissertations |
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