Date of Award
Fall 8-2018
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Dr. Rhonda Bishop
Second Advisor
Dr. Sherry DeVore
Third Advisor
Dr. Tracy McGrady
Abstract
Dual credit courses are college-level courses offered to high school students which are accepted for both high school and college credit (Hughes, 2016). Dual credit positively impacts students by reducing the time to complete a degree, enhancing the high school curriculum, increasing college accessibility, and lessening educational financial burdens (Hughes, 2016). The intention of this study was to survey adjunct instructors who have taught in both high school and college environments to determine their opinions of differences that exist between secondary and postsecondary dual credit experiences. College administrators were also interviewed to obtain insight into any variability of dual credit courses between offerings at high school and college locations. This study was intended to close gaps in the research regarding differences in resources, instruction, and environments between dual credit experiences on high school or college campuses, according to instructors and administrators. Data were gathered from instructors and administrators employed by a Midwestern community college to examine variations of components related to dual credit. Teachers noted differences in social environments, laboratories or lab-based classrooms, financial support, and student services. Administrators focused on accessibility and the need for growth regarding professional development. Study results can be used to further develop dual credit programs and increase quality for students who enroll.
Recommended Citation
Steinmetz-Benton, Micheala A., "Differences in the Dual Credit Experience between High School and Institutions of Higher Education" (2018). Dissertations. 193.
https://digitalcommons.lindenwood.edu/dissertations/193
Rights
Copyright 2018