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<p>Dual enrollment or dual credit (DC) programs, which allow high school students to enroll in college courses and earn college credit, have grown in popularity over the past two decades as part of a national agenda to increase college readiness and completion. DC coursework is offered through partnerships between school districts and institutions of higher education, which means that course objectives, student evaluation, instructor credentialing, and delivery context vary across locales. As a result of this variation, stakeholders have questioned whether DC courses are adequately rigorous and how rigor might be maintained. Addressing concerns about DC rigor is complicated, however, because research on DC instruction is scant. This qualitative interview study explored the perspectives of 34 faculty who teach DC for a community college in Texas. Integrating traditional and contemporary theories of academic rigor with literature on the hidden curriculum, the study asked how DC instructors define rigor and enact it in practice. Findings illustrate that DC faculty offered expansive and nuanced views of rigor that addressed not only academic content but also aspects of the hidden curriculum relevant to navigating the college classroom. This study contributes to extant literatures on DC teaching and academic rigor, as well as offers practical implications for supporting rigorous instruction in the college classroom.</p>

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How Do Faculty Define and Enact Rigor in the Dual Enrollment Classroom?

  • 期刊论文

  • 发表日期：

    2025年5月16日

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  • Julia C. Duncheon,
  • Dustin Hornbeck

摘要

Dual enrollment or dual credit (DC) programs, which allow high school students to enroll in college courses and earn college credit, have grown in popularity over the past two decades as part of a national agenda to increase college readiness and completion. DC coursework is offered through partnerships between school districts and institutions of higher education, which means that course objectives, student evaluation, instructor credentialing, and delivery context vary across locales. As a result of this variation, stakeholders have questioned whether DC courses are adequately rigorous and how rigor might be maintained. Addressing concerns about DC rigor is complicated, however, because research on DC instruction is scant. This qualitative interview study explored the perspectives of 34 faculty who teach DC for a community college in Texas. Integrating traditional and contemporary theories of academic rigor with literature on the hidden curriculum, the study asked how DC instructors define rigor and enact it in practice. Findings illustrate that DC faculty offered expansive and nuanced views of rigor that addressed not only academic content but also aspects of the hidden curriculum relevant to navigating the college classroom. This study contributes to extant literatures on DC teaching and academic rigor, as well as offers practical implications for supporting rigorous instruction in the college classroom.