Exploring Dual Enrollment Course Design for Composition Courses and Student Success

Abstract

Dual enrollment programs provide high school students with opportunities to earn college credit and gain exposure to the college environment in preparation for post-secondary education. English 1010 is part of the required composition series for Tennessee colleges, and it is one of the courses most frequently enrolled in by dual enrollment students. Expectations of writing standards for secondary and post-secondary institutions do not always align, creating challenges for dual enrollment students who occupy space as writers in communities of practice. These communities demonstrate the social aspects of learning and instructional design. This study explores the impact of dual enrollment course design, specifically instructional delivery methods, in relation to student success scores for dual enrollment students in English 1010.