The dual credit teaching experience on high school and college campuses from the perspective of community college faculty
Hinds, David Meade
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Hundreds of thousands of students earn credit toward both high school and college each year through dual credit programs. This research project used qualitative methods to elicit the story, the shared reality, of faculty who spend their time with these students. It is an important story to tell as legislators, community college and public school administrators, parents, and students are motivated to see these programs not only continue, but grow. System influence diagrams (SIDs) depicting the dual credit teaching experience on high school and college campuses were developed for two separate groups of community college faculty. The models were used for comparing the high school and college dual credit teaching environments. The results of this study support other research, suggesting there are important differences between the high school and college environments when teaching dual credit students. From an overall perspective, faculty found the community college campus environment superior to teaching on the high school campus for reasons related to facilities and technology, a sense of belonging in the larger organization, and the integration of dual credit students into a more traditional college environment.