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Dual Credit in Bridging the Gap for College Readiness Career Pathways John Astu-Swanzy Kristi A. Bergman.

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Presentation on theme: "Dual Credit in Bridging the Gap for College Readiness Career Pathways John Astu-Swanzy Kristi A. Bergman."— Presentation transcript:

1 Dual Credit in Bridging the Gap for College Readiness Career Pathways John Astu-Swanzy Kristi A. Bergman

2 Origin: History: Intended for high achieving students Expansion: Underrepresented population Early Academic Pathway Early Career Pathway

3 Examples of Best Practices of Dual Credit: James Irvine Foundation Model Location: College Campus Model Instructor: College Instructor Courses: Academic and Technical/Career Student Type: Mixed Credit: College Credit Timing: After School or School Hours Location: High School Campus Model Instructor: College &High School, High School Course Offering: Academic Track (Honors Courses & Career Path Courses Student Type: High School Type of Credit: College Timing: School Hours or After School

4 College Location Experience Advantages Quality Control Shared College Experience Early Exposure to College Life Exposure to College academic culture Use of college resources Avenue for social capital Disadvantages Logistics: Transportation Reduced Tuition Cost Students in Unfamiliar Environment Scheduling Problem Limited exposure to college traditional college culture

5 Bridging the Gap in ESL Brief description of population ELLs in context Suggestions for cohesive bridge from secondary to post secondary education

6 Types of Students Studying English Born and raised in US with L1 other than English Raised in US from childhood Generation 1.5 Adult (first generation)

7 High School English Bilingualand what does this mean? ESL Mainstream

8 From ELLs to ESL High school to college In high school: What is the focus for ELLs? With whom do they take class? How are they assessed? What levels of proficiency are attained?

9 From ELLs to ESL High school to college In community college: What is the focus for ESL students? With whom do they take class? How are they assessed? What levels of proficiency are attained?

10 How to Bridge the Gap Outcomes-based teaching Communication between secondary and higher education teachers/professors Professional development for secondary administrators and mainstream teachers Focus on R/W for academic success

11 Suggestions Dual credit enrollment after high school hours on community college campus IELP summer programs on college campus for high school students

12 Strategies of Collaboration Instructor: Mentoring high school teachers to teach college courses. Quality Control: College and school work together in student assessment. Student: High school students to participate in college activities. Professional development for high school dual credit instructors. Instructors serve as adjuncts.

13 Questions/Contact Information John Atsu-Swanzy Kristi A. Bergman


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