Faculty’s Perception on Dual Enrollment and the Need for Professional Development


Audra Barrett

Document Type


Degree Name

Doctor of Education (Ed.D)


Higher Edu and Learning Technology

Date of Award

Fall 2022


The discussion of dual enrollment is not new and began as early as the 1950s. The discussion has now turned into an enrollment boom for many colleges and universities. Dual enrollment provides opportunities for students to gain valuable college credit while still in high school. It is an opportunity for students to experience the college way and save money on future educational endeavors. The purpose of this study was to explore dual credit instructors’ attitudes, beliefs, and perceptions of teaching dual enrollment students and instructors’ need for professional development to enhance their teaching and learning of this populace of students. The evaluation was accomplished by determining: (a) what were the instructors’ attitudes, beliefs, and perceptions of dual enrollment students? (b) how did instructors perceive past professional development experiences as it relates to dual enrollment? (c) what professional development activities did instructors feel they need to engage in order to teach dual enrollment students? The data collected and examined was from semi-structured interviews. Those interviewed were all from Tarrant County College and had at least one year of dual enrollment teaching experience. Examination of the date generated several major themes. The themes related to the research question one was life experiences, motivation, maturity, and communication. Research questions two themes were relevance, peer learning, and instructor preparation. The final research question themes were psychological mark-up and classroom management. Each of these themes were interrelated by the common thread of the dually enrolled student and professional development needs. The participants interviewed were provided the opportunity to express their thoughts and beliefs about dual enrollment and professional development. The information collected from the participants will provide institutions a reference to understand the overall need for professional development opportunities to those instructors who teach dually enrolled students.


JoHyun Kim

Subject Categories

Education | Secondary Education | Teacher Education and Professional Development