Wisconsin Students Reflect on Their Experiences in Dual Enrollment Programs and How Dual Enrollment Shaped Their Educational Trajectory

Document Type

Article

Publication Date

Fall 2024

Publisher

Syracuse University Libraries

Source Publication

Concurrent Enrollment Review

Source ISSN

2994-5720

Original Item ID

DOI: 10.14305/jn.29945720.2024.2.1.1

Abstract

Research indicates that engaging in dual enrollment (DE) courses positively impacts college performance and degree completion time, evidenced mostly by static outcome measures (e.g., success in college, college admission, grades). These indicators are important, but do not fully examine how students perceive/experience DE opportunities. The current study used focus groups with DE students across Wisconsin (N=49) to explore how they thought about their experiences and how it informed their thinking about their future educational trajectories. Five themes emerged from thematic analysis of focus groups. First, they were able to maximize their experience thanks to onboarding support. Second, they gave a general description of how they saw their own growth as learners. Third, throughout their in-person interactions on campus, DE had the biggest influence on how this individual understood themselves. Fourth, logistical problems made the experiences less enjoyable. Fifth, the fact that DE credits offered faster and less expensive routes to and through college served as a motivator for many. Student responses indicated that DE courses on college campuses, rather than high schools, yielded more benefits. Overall, the study points toward the value of exploring student experience and particularly in relation to modality of DE.

Comments

Concurrent Enrollment Review, Vol. 2 (Fall 2024): 1-18. DOI.

Creative Commons License

Creative Commons Attribution-No Derivative Works 4.0 International License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.

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