By Polly Hulsey, Dean of Student Access for the College of Southern Idaho, and AACRAO research grant winner
I serve as the Dean of Student Access for the College of Southern Idaho, overseeing Admissions, Bridge to Success, Events, and Outreach, Early College (Dual Credit and Transition Coordination), and the Off-Campus Centers. In addition, in the past, I have served in City Administration, managed an accounting firm, and fulfilled various roles within the banking industry. I earned my master’s degree in Management Organizational Leadership from George Fox University. I am currently a doctoral candidate in the Educational Leadership Ed.D. degree in Higher Education Administration through Idaho State University. I am also in the final stages of completing the American Association of Collegiate Registrars and Admissions Officers (AACRAO) Strategic Enrollment Management Endorsement Program (SEM-EP) and have recently been awarded AACRAO's research grant to help further my research into Dual Credit and the student sense of belonging.
Dual Credit
Various terms, such as dual enrollment, concurrent enrollment, and early college, are used to describe these courses. The methods of delivery and how states fund student opportunities vary as well. Despite ongoing advancements in course offerings and financial support from the state level, the expected increase in high school students pursuing postsecondary goals has not materialized in some states. This discrepancy has prompted my interest in researching this topic.
Engaging in college-level coursework during high school through dual credit programs has proven to increase the likelihood of students entering and succeeding in higher education. By enrolling in dual credit courses, high school students immerse themselves in college-level academics, establishing their identity within the collegiate environment. These experiences allow students to earn college credits and make progress toward their chosen degrees or certifications. Dual enrollment courses provide a chance for high school students to build academic momentum and lay a solid foundation for higher education pursuits. Research indicates positive correlations between dual credit students and factors such as college enrollment rates, higher college GPAs, retention rates, and college completion.
Student Sense of Belonging
A key goal within college campus environments is to help students cultivate their own robust sense of belonging and foster deep and enduring connections. Creating and achieving a sense of belonging through mutual relationships on campus is reciprocal and relational, enabling students to feel valued and supported, thereby enhancing their prospects of academic success. My research will specifically investigate the sense of belonging among dual credit high school students attending college campuses, aiming to understand their perceptions and ascertain whether dual credit students' sense of belonging influences their rates of pursuing higher education after high school graduation. Through a qualitative approach, the study will delve into individual dual credit students' perceptions, insights, and experiences within the college environment, contributing to our understanding of their sense of belonging on college campuses, as well as enriching the current lacking literature in this area.
Qualitative Phenomenological Study
The goal is to gain insights into the factors, motivations, and perceptions influencing dual credit students' decisions to persist in post-secondary education and the significance they attribute to their sense of belonging on the college campus. In the context of the current momentum in dual credit program engagement, this research is timely and contributes to the ongoing expansion of dual credit initiatives.
The research will address the 3 following questions:
- What motivates dual credit students to continue their post-secondary education at the local community college after they graduate from high school?
- How does their sense of belonging experience as a dual credit student help determine their decision to continue into post-secondary education?
- How does the number of dual credits they have earned guide their decision to continue to pursue their post-secondary education?
Using a phenomenological approach, the study captures and documents the narratives of individual students, offering a window into their unique journeys. Beyond immediate objectives, the findings contribute to the broader field by enriching the understanding of students' experiences and the pivotal role of a sense of belonging. Additionally, it has the potential to lay the groundwork for future research initiatives aimed at improving the overall educational experience for students across different higher education settings.
Outcomes
The outcomes may extend to strengthening relationships with high school dual credit instructors, college and career advisors, and administration. Understanding students' perceptions contributes to refining support systems for students transitioning from high school to college. Insights into students' sense of belonging provide invaluable information to fortify ongoing partnership development between students, high schools, and colleges.
The study's greatest beneficiaries are the dual credit students themselves. Armed with a deeper understanding of their experiences and the crucial role of a sense of belonging, colleges can enhance their programs to better support future dual credit students. The findings pave the way for enriched student support across various divisions such as instruction, student affairs, recruitment, and retention efforts, contributing significantly to students' overall success and growth throughout their college experience.
While centered within a rural community college, the insights gained regarding students' sense of belonging have the potential to extend their value to future studies in diverse higher education institutions. By providing an understanding of the dynamics of students' sense of belonging, the outcomes could offer a roadmap for institutions aiming to enhance their campus programs and environments. This is especially significant in ensuring that dual credit students can effectively cultivate and nurture their sense of belonging within the institution and be encouraged to pursue higher education after high school.