More Related Content
What's hot
What's hot (19)
Similar to Increasing the success of dual enrollment and dual credit high school students
Similar to Increasing the success of dual enrollment and dual credit high school students (20)
More from afacct
More from afacct (20)
Recently uploaded
Recently uploaded (20)
Increasing the success of dual enrollment and dual credit high school students
- 1. INCREASING THE SUCCESS OF DUAL ENROLLMENT AND DUAL CREDIT HIGH SCHOOL STUDENTS By: Cindi Lewis and Miriam Wiglesworth Harford Community College AFACCT’21 Session 1 – Jan. 7, 2021 – 9:30 a.m. Clewis@Harford.edu and mwiglesworth@Harford.edu
- 2. EXECUTIVE SUMMARY • Harford Community College (HCC) and Harford County Public Schools (HCPS) have joined forces to offer high school students college courses. The authors explored the different types of offerings and results. • The authors explored and explained the terms dual enrollment, dual credit, concurrent enrollment, and early college. HCC and HCPS use the dual enrollment model under their North Star Initiative. In the Community Education, Business and Applied Technology Division at HCC instructors use the Online A Synchronous model. As part of this model HCC business faculty are paired with an HCPS business instructor. Faculty members visit each of their assigned high schools two to three times per semester. • During the presentation the authors shared the successes of the program. These successes included the positive results of HCC professors visiting the high school classroom. The support provided from high school instructors was invaluable as well as the liaisons between HCC and HCPS. • Authors also discussed challenges and solutions to these challenges that have been effective. Examples included the checking of college email by the students and even the completion of assignments/exams in a timely manner. Other struggles and solutions included effective use of citations, knowledge development of Learning Management Systems, affordability of tuition and books, and orientation for the students. • The authors concluded the presentation with the dual enrollment statistics provided by the Maryland Higher Education Commission. The authors also asked for feedback from the group and encouraged sharing of the different models, successes, and challenges used at other Maryland Community Colleges. •
- 3. INTRODUCTIONS • Cynthia Lewis • Associate Professor • Community Education, Business, and Applied Technology (CEBAT) • clewis@Harford.edu • Miriam Wiglesworth • Associate Professor • Community Education, Business, and Applied Technology (CEBAT) • mwiglesworth@Harford.edu
- 4. DUAL ENROLLMENT - DEFINITIONS • Dual Enrollment - – This is a “general term that describes a student who is taking credit courses at a secondary institution and at a postsecondary institution during the same term” (Ganzert, 2014, p.1). • Dual Credit - “Students receive both high school and college credit for a college-level class successfully completed” (Andrews, 2010, p.416). • Concurrent Enrollment - “NACEP defines concurrent enrollment as the subset of dual enrollment courses taught by college-approved high school teachers in a secondary environment” (NACEP, n.d.). • Early College - This is a model where high school students earn an Associate’s Degree while in high school. The programs are provided to all students and offer a “wide variety of academic and social supports” (Haxton et. al, 2016, p.411).
- 5. DUAL ENROLLMENT MODEL (Harford County Public Schools (HCPS) And Harford Community College (HCC)) • North Star Initiative • Four modalities of dual enrollment courses: • Face to Face at HCC • Face to Face at HCPS • Online Synchronous • Online a-Synchronous • Note: The first three models are newer and have not been offered for more than 3 or 4 semesters. Cindi and I have been following the 4th model for at least the last 7 years.
- 6. MODEL USED BY CEBAT DIVISION AT HCC • Online A-Synchronous • High school students on 90 minute block schedule • Students meet 2-3 times per week - HCPS is on a block schedule where high school students have four classes per day at 90 minutes each. Days are ‘A’ or ‘B’. • Work is completed during high school students’ scheduled time during the school day. (This could mean they have 180-270 minutes per week that they are in school with access to a computer to complete the work.) • HS instructor is present but teaching other students. These instructors are more of a faciliator to the dual enrollment students and will answer questions and point students in the right direction. • HCC Faculty member visits HS 2-3 times per semester. Visits are used to meet the students, review the course syllabus, discuss course projects, and other similar activities.
- 7. SUCCESSES! • High School Visits by HCC Professors • This allows for increased interaction between students and faculty member. • High school students can ask questions of the faculty member. • Support from High School Instructors • Students have both the HS instructor and the college faculty member to help guide them throughout the class. • This strategy seems to work well and offers additional support to students who are taking a college class for the first time. • Liaisons between HCC and HCPS • HCC hired a Director for Strategic Initiatives who is the key liaison
- 8. STRUGGLES/SOLUTIONS (Slide 1 of 3) • Checking Their College Emails • Importance of downloading LMS App • The app will alert students to new announcements, grade postings, and access most course content. • Completing Assignments/Exams in a Timely Manner • Course schedule included in syllabus and on LMS • Encourage students to print or post in their planner. • HS instructors post course schedule in the class room • Due dates consistent and posted in calendar of LMS
- 9. STRUGGLES/SOLUTIONS (Slide 2 of 3) • Effectively Using Citations • Require media specialist to meet with HS students early in the semester • Provide information and short videos • Knowledge Development of Learning Management System (Blackboard) • Require completion of some type of LMS basics course • At HCC IT created Blackboard Basics which can be inserted into the class and required
- 10. STRUGGLES/SOLUTIONS (Slide 3 of 3) • Affordability of Tuition and Books • Inclusive access model – This is where the publisher includes the cost of the eBook and access code within the tuition and fees for that course. For example in our Marketing classes students have access to the marketing materials as soon as they register for the class. Everything is linked through the LMS. The eBook and access code is about half the cost of purchasing it separately after registration. • Grants from foundation and local businesses • The HCC Foundation sponsors an annual Grant for Innovation. We applied for this and received $5000 to help cover the costs of books / access codes for FARM students in Harford County. • OERs • Orientation Access to High School Students • This is done before the beginning of the semester. Prospective students / parents can attend, ask questions, meet with HCC faculty and HCPS instructors as well as Admissions specialists.
- 11. MARYLAND DUAL ENROLLMENT REPORT Source: MLDS Center. (2019). Dual Enrollment in Maryland: Annual Report to the General Assembly and Governor Larry Hogan. Baltimore, MD: Maryland Longitudinal Data System Center. SB 740 paved the way for increased dual enrollment opportunities. This chart shows the growth of the initiative since 2014. Since 2013 the Maryland Longitudinal Data System Center has issued a report on dual enrollment in Maryland. These reports contains some very detailed and useful data. • Dual Enrollment Reports – 2013 - Present
- 12. This table is from the 2018 Dual Enrollment report . The table looks at the number of dually enrolled students as compared to total high school enrollment in that respective county.
- 13. CONCLUSION
- 15. WHAT IS YOUR COLLEGE DOING? • What is the model that your college is using? • What are your successes? • What are your struggles and solutions?
- 16. REFERENCES • Andrews, H. A. (2010). Dual Credit Research Outcomes for Students. Community College Journal of Research and Practice, 28(5), 415-422. https://wilmu.on.worldcat.org/oclc/425925341 • Ganzert, B. (2014). Dual enrollment credit and college readiness. Null, 38(9), 783-793. 10.1080/10668926.2012.719483 • Harford County Public Schools: Northstar. (2020). https://www.hcps.org/superintendent/NorthStar.aspx • Haxton, C., Song, M., Zeiser, K., Berger, A., Turk-Bicakci, L., Garet, M. S., Knudson, J., & Hoshen, G. (2016). Longitudinal findings from the early college high school initiative impact study. Educational Evaluation and Policy Analysis, 38(2), 410-430. https://wilmu.on.worldcat.org/oclc/7006873100 • MLDS Center. (2019). Dual enrollment in Maryland: Annual report to the General Assembly and Governor Larry Hogan. https://mldscenter.maryland.gov/DualEnrollment.html • National Alliance for Concurrent Enrollment Partnerships. (n.d.). What is concurrent enrollment? . http://www.nacep.org/about-nacep/what-is-concurrent-enrollment/