Transitions in Pedagogy for Dual-Enrollment Students: An Engaged Scholarship Project

• In Event: Marriott Roundtable Session 27
  In Roundtable Session: Centering Youth Within School, University, and Community Partnerships

Abstract

The purpose of this phenomenological study was to examine student experience with active learning pedagogy in project-based learning classes and passive learning pedagogy in – dual-enrollment classes in order to inform future decisions about curriculum at a university charter school. Through semi-structured interviews of four high school seniors, interpretative phenomenological analysis was used to identify common themes in the student experiences. The students valued the collaboration, increased communication skills, and active learning in the active Project-based Learning (PBL) classes and described individual learning and passive learning in dual-enrollment classes. The students indicted that participating in longer overarching projects combined with increased individual accountability in PBL classes would better prepare them for the passive learning of dual-enrollment classes.

Author

• Kelly Dyer, The University of Texas - Tyler