Download or read book Students Perceptions of the Dual Enrollment Experience in Rural Western North Carolina written by Robin Byington Buchanan and published by . This book was released on 2006 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to view the experience of dual enrollment through the eyes of the students who participate in the program in rural western North Carolina. Students were selected from school districts containing only one high school and who participate in dual enrollment with the community college that serves the district.

Download or read book An Investigation of Student Perceptions of Dual Enrollment at a Mid sized Western Community College written by Joanna J. Anderson and published by . This book was released on 2010 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual enrollment programs have become prominent across the U.S. Several studies show positive outcomes including increased high school completion, improved postsecondary persistence, and higher college degree completion. This study evaluated one dual enrollment program offered by a mid-sized community college in Wyoming. This research was the institution's first formal assessment of dual enrollment with respect to students' academic preparation for college, social/personal preparation for college, ability to transfer credits, and overall program satisfaction. The purpose of the research was to provide educators and policy makers with information useful for program improvement and National Alliance of Concurrent Enrollment Partnerships (NACEP) accreditation. A survey administered in July 2009 provided data for this study. Five null hypotheses were tested utilizing chi-square analysis. Findings were: (1) dual enrollment prepared students academically for the challenges of college, (2) dual enrollment enhanced students' understanding of the college student role, (3) dual enrollment did not help students make college/career path decisions, and (4) students were very satisfied with their dual enrollment experience and recommended the program to others. Number of dual enrollment credits acquired had the most significant relationship with improved academic preparation while location of dual enrollment classes (college or high school campus) had the most impact on students' social acclimation.

Download or read book Students Perceptions of the Impacts of Dual Enrollment Programs on Later College Experiences written by Caralee K. Doak and published by . This book was released on 2017 with total page 340 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 562 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dual Enrollment Students Perceptions Regarding Academic Experiences Social Experiences and Overall Program Satisfaction at Chesapeake College written by Richard D. Midcap and published by . This book was released on 2002 with total page 308 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Experiences of Dual Enrollment Students on Completion of Baccalaureate Degrees in North Carolina written by Kara Alease Battle and published by . This book was released on 2020 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The North Carolina Historical Review written by and published by . This book was released on 2008 with total page 538 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Student Perceptions of Dual Enrollment and Dual Credit in a Mississippi Community College written by Belisa Smith and published by . This book was released on 2015 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to ascertain students’ perspectives on dual enrollment and dual credit in a south Mississippi community college. The problem is the need to understand the perceptions of students regarding dual enrollment and dual credit to help foster better policies surrounding the program, help promote positive benefits for the students, and overall improve dual enrollment and dual credit to better suit the growing need and demand for a college degree. Dual enrollment and dual credit have become prominent in the U.S. Many studies have shown to have positive outcomes including increased high school completion rates, improved college persistence, and higher degree completion. The research was conducted using a questionnaire by the National Alliance of Concurrent Enrollment Partnership (NACEP) that surveyed community college students at a south Mississippi community college to determine their perspectives of dual enrollment and dual credit. All participants were over the age of 18. Only those students who were dually enrolled or took dual credit classes in high school were allowed to participate in this study. The descriptive research study was used to obtain information that describes existing opportunities by asking past dual enrollment and dual credit students about their perspectives, attitudes, and beliefs about college preparedness and dual enrollment and dual credit. This study is constructed to give a detailed analysis of self-reported data by an elite group of individuals (dual enrollment and dual credit participants) at a specific time. The participants were asked a series of questions using a questionnaire to collect data about their dual enrollment and dual credit experience. Students in the study felt that dual credit and dual enrollment and dual credit was good, and they would recommend it to other students. These perceptions were especially true for those students with lower high school GPAs and in families where the mother had less education.

Download or read book Decreasing Withdrawals Within the Dual Enrollment Student Population at Southwestern Community College the Role of Advising written by Amanda Crisley Everhart and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In selecting an area within education to focus on for my disquisition, I chose to focus on dual enrollment programs. Dual enrollment, a nationwide program allowing high school students to take college classes, prepares high school students to plan and organize postsecondary goals such as obtaining a degree from a two or four-year higher education institution. Preparation comes from earning college credit by taking classes related to the student’s major of choice. For the context of this disquisition, I narrowed the focus to the service region of Southwestern Community College in the western mountains of North Carolina (Appalachia). In North Carolina, high school students can take college courses tuition-free. This makes dual enrollment particularly beneficial to students in the Appalachia region because most people in this area live below the poverty line and have a lower rate of obtaining degrees beyond the high school diploma (Lawrence & King, 2018). Through dual enrollment, students can earn certificates in fields such as business, automotive, and emergency medical science. This allows them to go straight into the workforce upon high school graduation (Cowan, 2017). Students can also receive credit toward two and four-year degree programs. This means less course work to pay for when the student graduates from high school and attends an institution of higher education for the purpose of obtaining a degree (Daley, 2017). The tuition-free component makes dual enrollment undeniably advantageous. However, students are not always fully educated by college staff on how to best use this opportunity which creates long- and short-term difficulties for dual enrollment students later on. A particular issue creating problems has been students being withdrawn from a college course or courses. In my experience, often when a dual enrollment student receives a withdrawal, the student does not fully understand what withdrawing means or that withdrawing has consequences attached, such as the withdrawal being recorded as an “F” on the high school transcript (Smith, 2018). After reviewing the problems I saw as a dual enrollment coordinator, working with students facing the aftermath of their withdrawals, I wanted to create a system that helped students better understand the consequences associated with being withdrawn. My goal was to lower withdrawal rates and alleviate repercussions from withdrawals by proposing an intervention that sought to introduce an advising component to the dual enrollment student population at Southwestern. This was my attempt to remedy a problem of practice and help students get more out of their dual enrollment experience.

Download or read book Experiences and Perceptions of First generation Low income Students First Semester of Dual Enrollment in Georgia written by Megan Higgins and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research sought to understand the experiences and perceptions of first-generation, low-income (FGLI) students enrolled in their first semester of a dual enrollment program (DEP) in a rural county in the southeastern United States. The study followed a basic qualitative design. Participants enrolled in their first semester of college courses during the 2019-2020 school year, were first in their family to attend college, and qualified for the Free or Reduced Lunch (FRL) program. Eight participants were selected, one from each of the following categories: male and female, White and non-White, and high- and low-grade point averages. Data were collected during three interviews and coded by In Vivo, Emotion, Process, and Pattern coding during the analysis process. Five themes were uncovered through the data analysis process including college readiness skills, anxiety, support systems, interactions, and persistence. Implications for practice are provided, including teacher recommendations and surveys within the application process and creating a mentor program to provide support systems for the students. Future research is suggested to include studying the differences in experiences and perceptions of FGLI students in DEPs at 2-year and 4-year colleges, the difference in persistence rates in academic and technical courses for the DEP at 2-year colleges, the differences in anxiety and self-confidence levels for female and male students, and the experiences and perceptions of FGLIs in a DEP during the Covid-19 global pandemic. Keywords: Dual Enrollment, First-Generation Students, Georgia Dual Enrollment, Dual Credit, Low-Income Students, Concurrent Courses

Download or read book Online Dual enrollment Student Experience written by Paula D. Wallace and published by . This book was released on 2015 with total page 544 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dual-enrollment is an educational learning modality where high school students take a college course simultaneously earning credit at both the high school and college level. The nature of the environment must be chronicled and analyzed to find out what is happening. This qualitative study was designed to research New Mexico students who take dual-enrollment courses online from a rural community college. The purpose was to understand what these students were experiencing. Ten former online dual-enrollment students participated in this phenomenological mode of inquiry. Seidman's (2006) in-depth interviewing approach was used to interview the participants. A questionnaire was also utilized to determine the demographic information of the study group. In-depth interviewing consists of engaging in three ninety-minute interviews with each participant. For this study, the three research questions were the topics for each interview. The questions were: (1) How is it that you came to be an online dual-enrollment student at your college? (2) What was it like to be an online dual-enrollment student at your college? (3) What does it mean to have been an online dual enrollment student at your college? Per the Seidman (2006) approach, profiles of each participant were crafted in order to share the interviewing data. Data analysis and interpretation revealed common themes the participants experienced. The themes included parental involvement in school, familial influence on college attendance, student and parental inclusion in the decision, convenience for sports and work, persistence and acceleration through college, financial benefit to family, and spreading the word. This study tells the stories of the participants. It gives insight into their experiences and allows for further understanding of the phenomenon of online dual-enrollment learning. The results expose opportunities for future research at the federal, state and local levels of education.

Download or read book College Knowledge written by Rebecca Pesko and published by . This book was released on 2019 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to explore the relationship between high school dual enrollment and college academic success. Participants in this quantitative study were identified through a dual credit program at a rural North Carolina community college. Using survey data and student records, the researcher related participation in dual credit to academic self-efficacy, college readiness, grade point average, and degree completion. The results of this study support continued expansion of quality dual enrollment opportunities in rural communities and continued collaboration between secondary and post-secondary partners.

Download or read book Understanding the Experiences of Dual Enrolled Students and the Influence on the College Admissions Decision written by David Charles Jenkins and published by . This book was released on 2018 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative research study used Krumboltz's Happenstance Learning Theory (2009) as a framework for understanding the student's dual enrollment experience and the influence on the college admission decision. To understand and make meaning of the lived experiences of dual enrolled students, the study included personal interviews with 13 first-year students who earned college credit through dual enrollment in high school. The study took place at a small, public, four-year university in a rural area of the southeastern United States and identified reasons why dual enrolled students either persist or choose to leave the institution where they earned their dual enrollment credits. Five themes emerged when analyzing the data including college preparedness, financial incentives, college readiness, challenges encountered, and college selection. These insights into the students' dual enrollment experiences may help postsecondary institutions better recruit and retain students.

Download or read book Short term Success of Former Dual Enrolled Career and Technical Education Students at College of the Desert written by Kurt Struwe and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores the associations among community college student perceptions and short-term success in college. Guiding the study are two research questions: (1) what is the association between participation in dual enrollment and subsequent college success for CTE students formerly enrolled in dual credit secondary programs and those who were not, and (2) how do CTE students' perceptions of their college experiences differ between CTE students formerly enrolled in dual credit secondary programs and those who were not enrolled in those programs? Study participants were students who were formerly enrolled in dual credit programs at the secondary school and those who were not. Previous literature indicates that students who participate in career and technical education (CTE) programs offered in high school are more motivated and successful in college CTE programs than those who were not. Dual enrollment isn't only for high-achieving students; it also can benefit first-generation students, minority students, and low-income students. This study examined associations among variables in the intervention and comparison groups. Data were gathered from an online survey and the Student Information System (SIS) at College of the Desert to examine students' experiences, perspectives, and motivation in college. These data were then analyzed using chi-square and t-test analyses. The intervention group had higher course completion rates than the comparison group, the only statistically significant difference among all associations that were tested. The intervention group had higher rates of intention to transfer to a four-year college than the comparison group but these differences were only marginally significant. Differences in low-income status and first-generation status were observed between the intervention and comparison groups but these differences also were only marginally significant.

Download or read book Efficacy of Dual Enrollment in Rural Southwest Virginia written by Karen Glass Carter and published by . This book was released on 2009 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dual Credit and Dual Enrollment written by Vickie Artman and published by . This book was released on 2017 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: This particularistic qualitative study examined the perceptions of 18 students' dual credit experience and the viewpoints of three administrators. While limited in scope, this study makes an important contribution to what is currently known about dual credit experiences from students that have graduated with a dual degree at the completion of high school. Primary data collection occurred through individual interviews with the students and with the administrators. Nine themes were identified from the qualitative analysis of the students' interview responses and 10 themes were identified from analysis of the administrators interview responses. Student themes related to influence, the dual credit experience, student decisions/choices, value, desire to continue, dual credit concerns, advice to high school students, and the top three advantages to a dual credit program. The student participants reported that, while the dual credit experience had been challenging, the program resulted in positive educational outcomes, time savings, cost savings, and access to college courses. Administrator themes related to the dual credit enrollment process, influence, the student experience, support systems, student choice, outcomes of acquiring a dual degree, impact of dual degree status on pursuit of higher education, degree completion, advice for dual credit students, and the future of dual credit programs. While the three administrator participants valued the dual credit program, each provided a unique view of the program. The findings from this study may help to improve future dual credit experiences for the students and help to create a favorable relationship between the community college and high school. Conclusions drawn from the findings were reported. Implications for policy, research, and practice were identified. Recommendations were made for further research.

Download or read book Dual Enrollment Efficacy on College Readiness as Perceived by High School Dual Enrollment Teachers and Counselors in South Alabama written by Shulanda Stallworth Franks and published by . This book was released on 2016 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the perceptions of Dual Enrollment (DE) teachers and high school counselors on Dual Enrollment to compare and determine whether there are significant differences between their perceptions of college readiness among Dual Enrollment participants in South Alabama. Data were analyzed and presented based on relevance to effectiveness. This study is relevant because scholars are unclear about the effects of Dual Enrollment on college readiness. This research was designed to close some of the gaps in the literature and help education stakeholders continue developing and promoting effective mechanisms to the Dual Enrollment program. This study examined the high school DE teachers' and high school counselors' perceptions of the efficacy of DE participation on college readiness in a school district in South Alabama. A survey instrument was utilized to understand the perceptions of the South Alabama high school DE teachers and high school counselors toward the efficacy of DE participation on student success in college. Quantitative measures were applied to this study. The findings of this study support other studies conducted in this area. Specifically, Gatlin's Perception study found that the overall Dual Enrollment experience is perceived to be beneficial for many of its participants when they enter college. --Page ii.