Abstract
Concurrent enrollment refers to partnerships between postsecondary institutions and schools through which secondary school students can complete a university class taught by a qualifying secondary school teacher at their secondary school. We propose that concurrent enrollment programs are an under-recognized tool for extending the impact of Universal Design for Learning (UDL). The context of our study is an equity-focused university course in algebraic mathematical modeling that is also offered through concurrent enrollment in over 30 secondary schools to over 800 secondary students annually in our state of Minnesota, U.S.A. This paper presents a qualitative analysis of secondary school teachers’ experiences implementing the inquiry pedagogy and the equity goals of the course. Several results are important for UDL. Teachers (1) describe equity in social terms of race, ethnicity, income, immigration, and language status in addition to measures of academic success; (2) perceive improvements in students’ attitudes towards mathematics, school, and university education; (3) perceive student academic growth through mathematical writing; and (4) report close relationships with students. If higher education faculty design their on-campus classes to incorporate UDL principles, concurrent enrollment offers the potential to improve inclusive pathways from secondary schools to universities.
Highlights
In the United States and Canada, students and their families increasingly rely on programs that allow secondary school students to complete university classes before the student graduates from secondary school [1]
These dual enrollment or concurrent enrollment programs allow the secondary student to enroll in a university course that is taught at their secondary school by a secondary school teacher who receives substantial, ongoing university training
Four themes relating to the mathematical modeling pedagogy (Table 1) and six themes relating to the structure of the concurrent enrollment program (Table 2) captured teachers’ most commonly expressed experiences teaching the university algebra class
Summary
In the United States and Canada, students and their families increasingly rely on programs that allow secondary school students to complete university classes before the student graduates from secondary school [1]. These dual enrollment or concurrent enrollment programs allow the secondary student to enroll in a university course that is taught at their secondary school by a secondary school teacher who receives substantial, ongoing university training. The opportunity to reduce the cost of higher education, gain experience with advanced academic
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