Concurrent Enrollment Research Articles

Concurrent Enrollment in the Student Voice

ABSTRACT Objective: Concurrent enrollment programming is on the rise in the United States. Offering authentic college coursework to high school students has been shown to increase college enrollment, persistence, and graduation, as well as cut down on cost and time to degree. This study provides perspectives on concurrent enrollment directly from students. A conceptual framework using college student identity centrality is introduced. Method: Utilizing semi-structured interviews to form an instrumental, collective case study, undergraduate college students with a prior concurrent enrollment history provided their perspective on embarking on college while in high school. Results: From the data, it was concluded that concurrent enrollment serves as a “taste of college” (Lily); concurrent enrollment helps students to shape their future plans, often allowing them to pursue additional educational opportunities due to early-earned credit; and early exposure to college showed promise at helping students adopt an earlier college student identity. Contributions: This study addresses a gap in the literature in understanding concurrent enrollment from the student perspective. The study supports findings in recent research that suggest early exposure to and practice of college increases college readiness as well as self-efficacy. In addition, this study suggests the need for further research in understanding concurrent enrollment student perspectives from a diverse sample, as well as adopting a conceptual lens to study concurrent enrollment as a mechanism by which students can develop a college student identity.

Advanced Placement and Concurrent Enrollment Substitution Effects

Advanced placement (AP) and concurrent enrollment (CE) provide high school students with rigorous coursework and possible college credit. Theoretical modeling predicted students would substitute CE for AP courses conditional on their probability of earning university credit, passing AP tests, and college selectivity despite CE costing more than AP. In the current study, CE costs to families drop to zero and students should be expected to maximize substitution. This study uses multiple years of school-level data from Colorado, a state with a growing CE sector to test substitution effects. Using a school fixed-effect Poisson regression of the most commonly taken AP exams, results indicate limited evidence of widespread substitution. The continued preference for AP may increase costs to families and reduce potential college credits.

Exploring the Impact of Early Exposure to Research on Dual Enrollment Students: A Qualitative Single-Case Study

Embry-Riddle Aeronautical University (ERAU) provides a concurrent enrollment model to high schools across the United States.  The concurrent enrollment opportunity offers science, technology, engineering, and mathematical (STEM) college-credit coursework taught by college-credentialed instructors on the student’s high school campus. One faculty member transitioned to Embry-Riddle’s main residential campus following seven years of service with ERAU's concurrent enrollment program. During his tenure with ERAU's concurrent enrollment program, in addition to instructing a variety of concurrent enrollment courses, he maintained an active research agenda that involved concurrently enrolled students. His transition was preceded by the matriculation of a subset of these students to Embry-Riddle’s main campus. Each of these students immediately reengaged in undergraduate research with the faculty member while he continued to serve in a strong mentoring role. This presentation explores the affect this opportunity had on individual members of this tight-knit cohort as they progressed through their concurrent enrollment and undergraduate studies, participated in a long-standing mentoring relationship, and undertook their post-graduation decision-making. The research showcases project-based learning as a scaffolding technique for meaningful undergraduate research and how it may illuminate a pathway for students who do not initially see STEM as a viable option.

Feature: Closing the Gap? A Study into the Professional Development of Concurrent Enrollment Writing Instructors in Ohio

Over 1.4 million high school students enroll in college-credit-bearing courses yearly, and 80% of that instruction occurs on secondary campuses under the tutelage of high school teachers (US Dept. of Education). Since First-Year Writing remains a common choice among enrollees, Concurrent Enrollment (CE) classrooms present a unique space for inquiry and collaboration into the quality and rigor of CE writing instruction. This study investigates CE writing instructors’ definitions of “rigor” in the college writing classroom and explores the training and support provided to CE writing instructors representing two- and four-year higher education institutions in Ohio. Findings suggest that on-going discipline-specific professional development can lead to definitions of rigor in high school writing spaces that align to postsecondary standards. This study also demonstrates that disparity exists in instructor preparation and support, especially in regard to discipline-specific training that could help close gaps in writing instruction.

Associate Degree Nursing Faculty Perceptions of a Concurrent Associate–Baccalaureate Nursing Partnership

The purpose of this project was to explore and understand community college faculty experiences and perceptions of working with students enrolled in one public university concurrent enrollment nursing program (CEP). Three focus groups were conducted with faculty members of three partner community colleges. Several benefits for students enrolled in the CEP were noted, including students achieving the Bachelor of Science in Nursing degree more rapidly with increased postgraduation employment opportunities. Challenges for students and faculty are also reported.

Implementation of a billable transitional care model for stroke patients: the COMPASS study

BackgroundThe COMprehensive Post-Acute Stroke Services (COMPASS) pragmatic trial compared the effectiveness of comprehensive transitional care (COMPASS-TC) versus usual care among stroke and transient ischemic attack (TIA) patients discharged home from North Carolina hospitals. We evaluated implementation of COMPASS-TC in 20 hospitals randomized to the intervention using the RE-AIM framework.MethodsWe evaluated hospital-level Adoption of COMPASS-TC; patient Reach (meeting transitional care management requirements of timely telephone and face-to-face follow-up); Implementation using hospital quality measures (concurrent enrollment, two-day telephone follow-up, 14-day clinic visit scheduling); and hospital-level sustainability (Maintenance). Effectiveness compared 90-day physical function (Stroke Impact Scale-16), between patients receiving COMPASS-TC versus not. Associations between hospital and patient characteristics with Implementation and Reach measures were estimated with mixed logistic regression models.ResultsAdoption: Of 95 eligible hospitals, 41 (43%) participated in the trial. Of the 20 hospitals randomized to the intervention, 19 (95%) initiated COMPASS-TC.Reach: A total of 24% (656/2751) of patients enrolled received a billable TC intervention, ranging from 6 to 66% across hospitals.Implementation: Of eligible patients enrolled, 75.9% received two-day calls (or two attempts) and 77.5% were scheduled/offered clinic visits. Most completed visits (78% of 975) occurred within 14 days.Effectiveness: Physical function was better among patients who attended a 14-day visit versus those who did not (adjusted mean difference: 3.84, 95% CI 1.42–6.27, p = 0.002).Maintenance: Of the 19 adopting hospitals, 14 (74%) sustained COMPASS-TC.ConclusionsCOMPASS-TC implementation varied widely. The greatest challenge was reaching patients because of system difficulties maintaining consistent delivery of follow-up visits and patient preferences to pursue alternate post-acute care. Receiving COMPASS-TC was associated with better functional status.Trial registrationClinicalTrials.gov number: NCT02588664. Registered 28 October 2015.

474P - Pharmacokinetic (PK) and updated survival data from the Canadian cancer trials group IND.226 study of durvalumab ± tremelimumab in combination with platinum-doublet chemotherapy

BackgroundIn this phase Ib multicenter study, we sought to characterize the PK, safety and tolerability of durvalumab (D), an anti-PD-L1 antibody, ± tremelimumab (T), an anti-CTLA-4 antibody, in combination with one of four standard platinum-doublet chemotherapy regimens. We will present the PK, and update overall survival data. MethodsRegardless of tumour PD-L1 status, patients were enrolled into one of four cohorts: pemetrexed, gemcitabine, etoposide (each with cisplatin or carboplatin) or nab-paclitaxel (with carboplatin), each of which were evaluated in one of six dose levels [Table]. Dose escalation followed a Rolling Six type design. Concurrent enrollment of cohorts was allowed. Limited PK was collected ≤1hour pre-dose and ≤10minutes post-dose on day 1 of cycles 1-3 as well as week 6 or 8 post chemotherapy. ResultsOne hundred and thirty-six patients (median age=62 (range 30-83); males:females=67:69; ECOG PS 0/1=32%/68%). The majority of patients had non-small cell (53.7%) or small cell (13.2%) lung cancer. Immune-related adverse events (irAEs) that were considered related to D or T were mainly </=Grade 2, the most common of which were skin (38%), diarrhea/colitis (29%), and hypothyroidism (18%). Cmax and Ctrough increased in a dose-proportional manner over the dose range of 1 to 3mg/kg for tremelimumab Q3W. PK exposures for both durvalumab at 15mg/kg, 1125mg, or 1500mg Q3W and tremelimumab at 1, 3mg/kg, 56, and 75mg demonstrated accumulation after the administration of multiple doses. PK parameters did not appear to differ across platinum-doublets. After a median follow-up of 19.6 months, 19 patients continued on protocol therapy. Survival data will be updated prior to the meeting. TableTable474PTableDose LevelDurvalumab Q3WTremelimumab (with chemotherapy)Tremelimumab (after chemotherapy)015mg/kg--115mg/kg1mg/kg X 11-2 doses2a15mg/kg1mg/kg X 3 Q6w1-2 doses2b15mg/kg3mg/kg X 11-2 doses Q6w31125mg56mg X 4 Q3w56mg X 2 Q3w41500mg75mg X 4 Q3w75mg X 1 ConclusionsStandard platinum-doublet chemotherapy regimens did not alter the PK of D+T or D compared with historical monotherapy therapy data. Toxicities were manageable and were not associated with PK. Clinical trial identificationNCT02537418. Legal entity responsible for the studyCanadian Cancer Trials Group (CCTG). FundingAstraZeneca provided drug and partial funding to support of this Canadian Cancer Trials Group (CCTG) study. DisclosureD. Hao: Honoraria (self), Advisory Board: Roche; Honoraria (self), Advisory Board; funding for clinical trial: BMS; Honoraria (self), Research grant / Funding (institution), Advisory Board; funding for clinical trial: AstraZeneca; Honoraria (self), Research grant / Funding (institution), Advisory Board; funding for clinical trial: Merck; Honoraria (self), Advisory Board: BI. P.M. Ellis: Honoraria (self), Advisory / Consultancy, Advisory Board: AstraZeneca; Advisory / Consultancy, Advisory Board: Takeda; Honoraria (self), Advisory / Consultancy, Advisory Board: Abbvie; Honoraria (self): Pfizer; Honoraria (self): BMS. R.A. Juergens: Honoraria (self), Advisory / Consultancy: AstraZeneca; Honoraria (self), Advisory / Consultancy: BMS; Honoraria (self), Advisory / Consultancy: Merck; Honoraria (self), Advisory / Consultancy: Roche; Honoraria (self), Advisory / Consultancy: Pfizer. P.A. Bradbury: Honoraria (self), Advisory / Consultancy: Abbvie; Honoraria (self): Pfizer; Honoraria (self): Lilly; Advisory / Consultancy: BI. M. Tsao: Honoraria (self), Advisory / Consultancy, Research grant / Funding (institution): AstraZeneca; Honoraria (self), Advisory / Consultancy: BMS; Honoraria (self), Advisory / Consultancy: Merck. M. Tehfe: Advisory / Consultancy: AstraZeneca; Advisory / Consultancy: BMS; Advisory / Consultancy, Speaker Bureau / Expert testimony: Celegen; Advisory / Consultancy, Speaker Bureau / Expert testimony: Merck; Advisory / Consultancy: Taiho; Advisory / Consultancy: Takeda. C.K. Kollmannsberger: Honoraria (self), Advisory / Consultancy, Travel / Accommodation / Expenses: Pfizer; Honoraria (self), Advisory / Consultancy: Merck; Honoraria (self), Advisory / Consultancy, Travel / Accommodation / Expenses: Eisai; Honoraria (self), Advisory / Consultancy: Ipsen; Honoraria (self), Advisory / Consultancy, Travel / Accommodation / Expenses: BMS; Honoraria (self), Advisory / Consultancy: Astellas; Honoraria (self), Advisory / Consultancy: Janssen; Honoraria (self), Advisory / Consultancy: Roche; Travel / Accommodation / Expenses: Sanofi. J.R. Goffin: Honoraria (self), Speaker Bureau / Expert testimony, 2014, 2018: Amgen; Honoraria (self), 2015: Boehringer Ingelheim; Honoraria (self), 2015: Bristol-Myers Squibb; Honoraria (self), 2018: Merck; Travel / Accommodation / Expenses, 2017: AstraZeneca. P. Wheatley-Price: Advisory / Consultancy: Takeda; Advisory / Consultancy: Bristol-Myers Squibb; Advisory / Consultancy: AstraZeneca; Advisory / Consultancy: Merck; Advisory / Consultancy: Abbvie; Advisory / Consultancy: Roche. J. Hilton: Advisory / Consultancy: AstraZeneca; Advisory / Consultancy: Pfizer; Advisory / Consultancy: Novartis; Advisory / Consultancy: Bristol-Myers Squibb; Advisory / Consultancy: Puma; Advisory / Consultancy: Eli Lilly. L.K. Seymour: Research grant / Funding (institution), Shareholder / Stockholder / Stock options, Received funding on behalf of CCTG from AstraZeneca to support the study: AstraZeneca. All other authors have declared no conflicts of interest.

Nature of learning environment in concurrent enrollment mathematics classrooms: a cluster analysis

Concurrent enrollment programs, which allow college credit-bearing classes to be offered in the high school taught by qualified high-school teachers, are a potential solution to the student debt issues impacting the United States and other countries. However, the learning environments of these rapidly-growing programs have never been studied. Because concurrent enrollment classes are taught in high schools with college-level rigour, they present a learning environment that is distinct from both high-school and college classrooms. This study had two broad goals of (1) determining if the What Is Happening In this Class? (WIHIC) questionnaire is a valid and reliable instrument for the concurrent enrollment environment and, if so, (2) investigating the learning environments of 68 concurrent enrollment teachers’ classrooms using the WIHIC. The WIHIC was found to be valid and reliable, and cluster analysis of the concurrent enrollment classes revealed three distinct types of learning environments which we labeled ‘most conducive’ for learning, ‘conducive’ and ‘least conducive’. A follow-up discriminant function analysis revealed that the WIHIC scales of teacher support, involvement and student cohesion were most influential in determining cluster membership.

Contemporary Trends in Clinical Outcomes among Dialysis Patients with Medicare Coverage

Background: The dialysis patient population in the United States continues to grow. Trends in rates of death and hospitalization among dialysis patients have important consequences for outpatient dialysis capacity and Medicare spending. Objectives: To estimate contemporary trends in rates of death and hospitalization among dialysis patients in the United States, overall and within subgroups. Methods: We used Medicare Limited Data Sets (100% sample) in 2014–2017 to estimate trends in rates of death and hospitalization among dialysis patients with Medicare Parts A and B enrollment. We used seasonal autoregressive integrated moving average models to identify secular trends in the incidence of outcomes. Results: There were 631,075 unique patients; 222,924 deaths; and 1,876,779 hospital admissions. Weekly risks of both death and hospitalization exhibited strong seasonality. However, overall weekly risks of death were 34.9, 35.4, 35.2, and 35.7 deaths per 10,000 patients in 2014–2017, respectively (p = 0.47, from a likelihood ratio test of secular trend). The overall weekly risk of hospitalization was 3.08, 3.05, 3.11, and 3.11% in 2014, 2015, 2016, and 2017, respectively (p = 0.30). There were significant secular trends in risk of death in subgroups defined by black race and residency in South Atlantic states (p < 0.05). There were also secular trends in risk of hospitalization in subgroups defined by age 20–44 years, concurrent enrollment in Medicaid, and residency in South Central states. Conclusion: For the first time since the beginning of this century, rates of both death and hospitalization among dialysis patients with Medicare fee-for-service coverage have stagnated. The reasons for this change are unknown and require detailed assessment. Persistent lack of change in clinical outcomes may alter the future expectations about dialysis patient population growth.

Collaborative Connections among Students, Teachers, and Professors in a Spanish Concurrent Enrollment Program (A Case Study)

Concurrent enrollment access is expanding across the country, policies and practices are evolving, and data-driven studies examining every measurable element are being undertaken, yet the role of the relationships among concurrent enrollment partners and participants is too often just mentioned in passing. This case study of a concurrent enrollment program in Spanish, comprising observations and lessons learned, is timely because world language programs are particularly active and expanding. This study provides a qualitative examination of the benefits that result from multidirectional collaboration among students, high school teachers, and professors. It examines the ways in which the building of relationships between and among participants in this program contributes to efforts to support and encourage students of diverse backgrounds, enhances creative professional development for both high school teachers and university professors, as well as heightens a sense of connection and accountability between local high schools and an urban university. Finally, this study provides guidance to departments that are launching or expanding concurrent enrollment programs.

Exploring the outcomes of standards-based concurrent enrollment and Advanced Placement in Arkansas

Accelerated programs (concurrent enrollment and Advanced Placement) are expanding across the US, yet there is little evidence on the relationships between participation in different accelerated programs, standards-based concurrent enrollment programs (e.g., accredited programs), and educational outcomes. This study used data from a cohort of Arkansas high school graduates and school-level fixed effects to assess how different accelerated programs predict students’ likelihood of enrolling in and being retained in an Arkansas college. We found that participation in concurrent enrollment and Advanced Placement predicts college access and college retention. However, we found no differences in college access and retention based on whether students participated in a NACEP-accredited concurrent enrollment program or not. The results suggest the need to expand access to both concurrent enrollment and Advanced Placement and the need for more research on standards-based concurrent enrollment programs such as those that are NACEP-accredited.

Effect of an Online, Inquiry- &amp; Mentor-Based Laboratory on Science Attitudes of Students in a Concurrent Enrollment Biology Course: The PlantingScience Experience

The goal of this project was to determine the impact of supplementing a concurrent enrollment (CE; also called dual enrollment) nonmajors biology course with online mentoring from professional scientists via the PlantingScience (PS) program (http://plantingscience.org). Student attitudes and motivation toward science were measured using the Test of Science-Related Attitudes (TOSRA) questionnaire as well as open-ended questions. Students in both the experimental group (CE biology course supplemented with PS) and the control group (CE biology course with no PS supplement) were surveyed during two academic years (2015–2017). The impact of PlantingScience on students’ attitudes toward science is discussed.

Extending Universal Design for Learning through Concurrent Enrollment: Algebra Teachers’ Perspectives

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.

The Geospatial Semester: Concurrent Enrollment in Geospatial Technologies

ABSTRACTGeospatial technologies are becoming more ubiquitous in our society; however, efforts to sustainably and effectively bring these tools to secondary education have proven challenging. An innovative program in Virginia, the geospatial semester (GSS), is described. The program offers high school students the opportunity to learn about geospatial technologies and apply them to local problems, and students can earn university credit. This article shares details of the program, along with examples of student work. Assessment of the program's impact shows that GSS students have increased spatial vocabularies and improved performance in making claims and providing evidence compared with non-GSS students.

The Practical Utility and Suitability of Email Interviews in Qualitative Research

Interviews with key informants are the most common means of data collection in qualitative descriptive research. Researchers have historically preferred face-to-face interviews but advances in technology have resulted in more options, including email exchanges, to conduct interviews. This article examines the practical utility and suitability of the email interview in qualitative research. The author will share personal experiences from a recent qualitative study involving email interviews of nurse educators. The purpose of the study was to describe the experiences of nurse educators in developing and implementing concurrent enrollment ADN-BSN programs. Interviews of nurse educators describing their experiences of developing and implementing concurrent enrollment ADN-BSN programs offered a firsthand account of the process. A discussion of the potential advantages, disadvantages, and relative appropriateness of email interviews will assist qualitative researchers in determining when this method of data collection may be preferred for their own research.

The Experiences of Nurse Educators in Developing and Implementing Concurrent Enrollment Associate Degree in Nursing–Bachelor of Science in Nursing Programs

There is a critical shortage of bachelor of science-prepared nurses. Efficient pathways for bachelor of science completion, such as concurrent enrollment associate degree-to-bachelor of science programs, are needed to meet workforce demands. This article shares findings from a study of the experiences of nurse educators in developing and implementing concurrent enrollment in associate degree-to-bachelor of science programs. Detailed accounts of their experiences may facilitate an understanding of the process and assist educators in implementing similar programs.

A New Educational Model: Concurrent Enrollment in Associate Degree and Baccalaureate Degree Nursing Programs (CEP)

This article is a case study describing the challenges and successes of the creation of a new educational pathway for nurses to concurrently earn the ADN and BSN. To create such an innovative program, challenges were encountered in dealing with curriculum, transcripts, advising, the admissions process, financial aid and logistics. These were all successfully surmounted and the program continues to grow with a lower attrition rate, higher on-time graduation rates and similar NCLEX pass rates when compared to the ADN stand-alone program.

Twenty‐first‐century communicators: How registrars can reject ‘university idiolect’

In general, those who work in higher education hold a bachelor's degree or higher, with most positions requiring a master's degree. Given the education levels of most people who work at colleges and universities, it is no surprise that complex, idiosyncratic terms such as bursar, unsubsidized, advanced‐standing credit, concurrent enrollment, prerequisite courses, and registrar have become institutionalized — almost natural — for higher education professionals to incorporate into their daily lexicon. Speaking in an elevated “university idiolect” and working in a higher education environment may numb some to the realities of the literacy levels of the United States population.

Love It, Like It, or Leave It — Elementary Preservice Teachers’ Field-Based Perspectives toward the Integration of Literature in Mathematics

ABSTRACTIntegrating literature in mathematics is a powerful strategy used by many teachers to meet the reformative goals outlined by the National Council of Teachers of Mathematics. This article reports a teacher education study in which 15 elementary preservice teachers engaged in a task that challenged them to link the pedagogical strategy of integrating literature in mathematics to their field-based utilization of the practice. Qualitative data gathered during participants’ concurrent enrollment in a mathematics methods course and a field-based practicum course and recorded through reflections and focus-group sessions revealed variances in participants’ perspectives toward the practice. Results indicate that the participants’ perspectives were overwhelmingly positive and variances were linked to the participants’ personal growth and development as educators. Implications and suggestions allow teacher educators to utilize perspective variances to support preservice teachers’ abilities to link the theories espoused in methods courses to the classroom utilization of said theories.

Thirteen years and counting: Outcomes of a concurrent ASN/BSN enrollment program.

In their 2011 report, The Future of Nursing, the Institute of Medicine called for 80% of the nursing workforce to be comprised of baccalaureate prepared Registered Nurses by the year 2020. One suggested approach to achieve this goal is the creation of programs that allow students to progress through associate and baccalaureate nursing preparation simultaneously. This paper describes the University of Central Florida's 13-year experience after implementing a Concurrent Enrollment Program. Development and structure of the program, advisement and curriculum details, facilitators and barriers are described. Data on National Council Licensure Examination for Registered Nurses pass rates, completion rates, comparison with traditional RN-BSN students, and progression to graduate school are also included. The Concurrent Program model described here between a specific university and state college partners, demonstrated positive outcomes that support achievement of the Institute of Medicine's goals.