Alex Perry of the College in High School Alliance sent us word of a new round of research project in Dual Enrollment.

this ARTICLE describes six research projects under way due to funding awards by the Dual Enrollment Research Fund.  The awards were made to advance research along topics of dual enrollment equity, TEACHER CREDENTILING policy, and CTE programing with dual enrollment.  

We’re particularly interested in seeing the work addressing teacher credentials from Oregon’s Sponsored Dual Credit model “(which provides an alternative model for dual enrollment teacher credentialing to the traditional need for 18 discipline-specific graduate credit hours)”.   this Oregon Sponsored Dual Credit Standards provides a quick outline of the programing and quality standards for meeting ordinary campus faculty rigor in dual enrollment partnered teachers.  Essentially, the credit granting institution commits campus faculty to oversee curriculum, and program teaching performance through teacher engagement, training, access to campus resources and regular meetings with assigned campus faculty.  This is a common support system for building success for dual enrollment teachers that requires genuine engagement and coaching support from the university/college and faculty.