Dissertations and Theses @ UNI

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Dissertation (UNI Access Only)

Abstract

The well-intended efforts of school districts and community colleges in Iowa to provide educational opportunities through dual enrollment have enabled high school freshmen as young as 14 to participate in college credit courses. High school students are particularly vulnerable because they may not have yet developed the social and behavioral aptitude required at the college level. College courses necessitate critical thinking and analytical skills beyond the fundamental knowledge cultivated throughout high school grade levels. Asynchronous online classes, the course delivery method explored explicitly in the current study, present a special challenge for high school students. The purpose of the phenomenological study was to address the scarcity of literature considering these circumstances and determine existing orientation models for high school students and strategies for continued support. Participants interviewed in the study included dual enrollment coordinators (n = 6) from the 15 community colleges in Iowa and guidance counselors or others responsible for dual enrollment (n = 8) in the high schools. Data analyzed using an inductive approach and open coding revealed a deficiency in orientation, learning strategies, and support available to dual enrollment students. Findings unveiled challenges faced by participants, high schools, and community colleges, the varied roles institutions play in the preparation and support of the students, and a lack of adequate time and personnel to meet high school students’ needs.

Year of Submission

2025

Degree Name

Doctor of Education

Department

Department of Educational Leadership and Postsecondary Education

First Advisor

David Schmid

Date Original

5-2025

Object Description

1 PDF (x, 161 pages)

Language

en

File Format

application/pdf

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