Dual Enrollment - Review of Literature Abstract

Laura Pyzdrowski and Yaronn James Arciaga*

Department of Mathematics, West Virginia University, Morgantown, WV 26506

Presentation Category: Human Engagement (Poster Presentation #142)

Student’s Major: Mathematics

Students enrolled in dual-enrollment courses earn both high school and college credit. The project in this study offers a sequence of four dual-enrollment courses: Algebra, Trigonometry, and Calculus with Pre-Calculus I and II that are implemented using a facilitator model. In this model a high school teacher serves as the instructor of record at the high school and a professor serves as the instructor of record at the University. To earn University credit, students must pass the course taught (remotely) by the University professor. High school teachers provide additional resources allowing for student success in addition to any additional curriculum needed to award high school credit. Courses are offered using a blended model where some activities are performed face-to-face. These are facilitated by the high school teachers who also proctor exams. In this model 90% of the grading is done by the University. Research shows that project DFW rates are typically below 10% and students do as well as on-campus counterparts when taking the next courses on-campus. A DFW rate is the percentage of students in a course who earn a "D","F", or "W" in the course. A literature review reveals significant research that pertains to student success and motivation while enrolled in dual-enrollment courses. However, there has been limited research conducted with respect to the preparedness and motivation of high school teachers involved in such courses. Future study will investigate the preparedness and motivation of high school teachers involved in the facilitated model of a dual enrollment program.

Funding:

Program/mechanism supporting research/creative efforts: WVU's Research Apprenticeship Program (RAP) & accompanying HONR 297-level course