At Volunteer State Community College in Tennessee, a professional development program designed to help faculty understand the needs and strengths of students taking corequisite courses is central to the college's approach to developmental education reform.
How can states invest in forms of dual enrollment that produce the greatest returns for students, employers, and taxpayers? A new policy brief addresses how states can help more colleges and school districts adopt and sustain purposeful dual enrollment practices.
At California State University, Fresno, an online bachelor's degree completion program supports stopped-out students' return to college. English professor and program coordinator Alison Mandaville writes about the program's design, goals, and ways it supports and engages students.
Carl Lewandowski explores innovative practices happening in corequisite courses at Arkansas State University Mid-South that are aimed at keeping students engaged and feeling like they belong in the classroom and on campus.
In the second part of a series on how Onondaga Community College transformed their developmental education course structures, English professor Malkiel Choseed describes how the college integrated corequisite support for first-year composition into one credit-bearing course that contributed to improvements in overall course outcomes for all students.
A new report introduces a set of dual enrollment momentum metrics that capture participation and academic progress of high school dual enrollment students, and assesses how reliably these metrics predict postsecondary success. In this blog post, the report authors outline their findings.
Learn how faculty at the Community College of Baltimore County have started thinking beyond success rates in their own courses toward the bigger goal of student completion by implementing cross-disciplinary microlessons to help students make connections between subjects.
Dual Enrollment Student Advisory Panel member Micah Laws writes about his experience as a legally blind student— including how navigating accommodations at the college level through his dual enrollment courses sharpened his self-advocacy skills— and outlines how high schools and colleges can better support disabled dual enrollment students.
Dual Enrollment Student Advisory Panel member Shorooq Omran reflects on her experiences in AP and dual enrollment courses at her Islamic high school and provides recommendations for more equitable dual enrollment design.
Dual Enrollment Student Advisory Panel member Erika Rayo writes about her dual enrollment experience and how it helped alleviate some anxiety about her future by preparing her for college coursework.
