Date of Award
9-11-2024
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Mahauganee Bonds
Second Advisor
Gary Tiffin
Committee Members
Gary Tiffin, Mahauganee Bonds, Veronika Pribyslavska
Call Number
LD 251.A566d 2024 M33
Abstract
“An Analysis of Factors Influencing the Success of Dual-Enrollment Students Through the Perspectives of Faculty and Counselors” is a qualitative study. Dual enrollment has increased enrollment by offering opportunities to a broader audience. However, portions of this broader audience may be unprepared to face the challenges of being dual-enrollment students. A lack of preparation could cause increased anxiety, feelings of inadequacy, and failure to complete classes. This qualitative case study explored the perceptions and practices of counselors and teachers who staffed a dual-enrollment program at a Texas community college. In particular, it sought to understand the collective impact of community college teachers and counselors in assisting high school students in completing dual or concurrent college-level credits. Faculty and counselors provided viewpoints on the challenges and successes of working with dual-enrollment students. Robertson’s (2000) professor-as-teacher developmental model was the theoretical framework used to study the experiences and perspectives of dual-enrollment teachers and counselors, focusing on the contradictions that academicians face in the educational environment. This study had eight participants: five professors and three counselors. The increase in working intentionally together as faculty and counselors could provide an increase in productivity for dual students.
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Mack, Starlett, "An Analysis of Factors Influencing the Success of Dual-Enrollment Students Through the Perspectives of Faculty and Counselors" (2024). Student Theses and Dissertations. 11.
https://arch.astate.edu/all-etd/11
