Exploring the Feasibility of Dual-Credit Mathematics Courses in High School via a Web-Enhanced, Blended Model

Pyzdrowski, Laura J.; Butler, Melanie; Walker, Vennessa L.; Pyzdrowski, Anthony S.; Mays, Michael

doi:10.5325/jgeneeduc.60.1.0043

Cited by 2 publications

(4 citation statements)

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“…Survey and interview data indicate that not only may this have a positive influence on student confidence on college-level coursework, but that students transfer that confidence to their ability to succeed at the partnering university. Survey data from this study, and support by other studies on the facilitator model (Pyzdrowski et al, 2011(Pyzdrowski et al, , 2016, indicate that students are more likely to apply to the universities who are willing to offer meaningful dual credit opportunities. Providing students with extra scaffolding and supports and an instructor of record from the university helps alleviate bureaucratic barriers to offering dual credit courses, allowing for schools to transition teachers more easily to facilitator roles, providing college credit opportunities and participation to more students.…”

Section: Discussionsupporting

confidence: 60%

“…1 The facilitator model for dual credit first-year on-campus calculus course. Findings indicated that facilitator model participants matriculated to the university at higher rates (Pyzdrowski et al, 2011(Pyzdrowski et al, , 2016 and improved ACT scores (Pyzdrowski et al, 2006(Pyzdrowski et al, , 2011 compared to students from the same secondary schools prior to implementation of the facilitator model. On average, high school students who earned dual credit through the facilitator model actually outperformed their on-campus peers (Pyzdrowski et al, 2006(Pyzdrowski et al, , 2011(Pyzdrowski et al, , 2016.…”

Section: Problem Statementsmentioning

confidence: 99%

“…Findings indicated that facilitator model participants matriculated to the university at higher rates (Pyzdrowski et al, 2011(Pyzdrowski et al, , 2016 and improved ACT scores (Pyzdrowski et al, 2006(Pyzdrowski et al, , 2011 compared to students from the same secondary schools prior to implementation of the facilitator model. On average, high school students who earned dual credit through the facilitator model actually outperformed their on-campus peers (Pyzdrowski et al, 2006(Pyzdrowski et al, , 2011(Pyzdrowski et al, , 2016. While the model shows promise, existing literature does not explore key elements of the close collaborative relationship between key stakeholders including teachers, schools, districts, and university faculty or how to initiate or sustain these relationships.…”

Section: Problem Statementsmentioning

confidence: 99%

“…Studies indicate that supporting and scaffolding students through such a process may provide experiences and preparation that are thought to impact success and persistence for matriculation (Tinto, 1987). Early studies on the facilitator model with dual-credit mathematics courses show advantages with college access and turning high school partnerships into college enrollment (Pyzdrowski et al, 2006(Pyzdrowski et al, , 2011(Pyzdrowski et al, , 2016. The gap exists, however, with the implementation of such a model in open-ended and project-based courses within the context of design, technology, and engineering where evaluation of student work and curricular supports can be challenging.…”

Section: Problem Statementsmentioning

confidence: 99%

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The Facilitator Model: Investigating a Novel Dual Credit Experience for Open-Ended Design Coursework

Thorne

Strimel

Mentzer

et al. 2022

Journal for STEM Educ Res

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This study explored the implementation of a novel approach to dual credit referred to as the facilitator model that can be suited for STEM-focused coursework such as courses focused on engineering, design, technology, and innovation. Unlike other models, high school teachers facilitate the implementation of a college course for both high school and college credit in collaboration with a university instructor who evaluates student learning. This novel approach was specifically implemented for an open-ended undergraduate design course within an engineering technology college, similar to many first-year engineering course experiences that emphasize projectbased learning, from a large research-intensive public university. For this study, the facilitator model was piloted with five high school teachers as facilitators of an undergraduate design course for dual credit at two innovative, STEM-focused public charter schools. The qualitative research design focused on examining (1) teacher needs while implementing, and perceptions of, the dual credit facilitator model for an undergraduate design course in urban public charter schools and (2) the impact of this model on student learning. This study included the collection and analysis of over 90 h of interviews, focus groups, surveys, and observations. Results provide a promising outlook for the use of the facilitator model when delivering dual credit content that is open ended and within the context of design, technology, and engineering by (1) navigating multiple institutional policies and processes related to dual-credit implementation, (2) providing ongoing support and fostering collaboration between high schools and university, (3) enabling students to earn directly transcripted college credits that count as a required course toward degree completion, and (4) increasing affordability and access to dual credit coursework. These potential advantages over other dual credit models can help address barriers that may limit access to dual credit coursework, specifically for underserved high schools.

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Section: Discussionsupporting

confidence: 60%