By Katherine L. Hughes & Linsey Edwards
This article explores how teaching in a dual enrollment program can foster new approaches to classroom pedagogy. Researchers from the Community College Research Center use qualitative data from California’s Concurrent Courses Initiative to describe how program faculty implemented research-based pedagogical strategies in order to improve student persistence. This article was published in New Directions for Higher Education, vol. 2012.
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Associated project(s): Concurrent Courses: Pathways to College and Careers Initiative