The relationship between dual credit and academic advising: Examining course transfer and degree articulation of dual credit into four-year institutions in Texas

Date

2020-12

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Abstract

Dual credit education has grown exponentially throughout America and within the state of Texas over the last ten years. With this growth, stakeholders are becoming increasingly concerned with the efficacy of dual credit in terms of student outcomes, primarily college enrollment and completion rates among dual credit participants. Research on dual credit often focuses on student outcomes however little research has been conducted on those factors that may influence outcomes of dual credit participants, such as academic advising. The purpose of this study is to examine the relationship between dual credit academic advising and the transfer and articulation of dual credit coursework into four-year degree plans at a public university in Texas. Using a causal-comparative quantitative research design, this study explores dual credit academic advising practices experienced by undergraduate students while they were enrolled in dual credit coursework in high school. The relationship between who advised dual credit students and the amount of dual credit coursework that transferred into the four-year institution and into a student’s degree plan was explored. Additionally, the support and resources provided by academic advisors to dual credit students were also investigated in this study. The study concludes with a number of implications and recommendations for dual credit academic advising based on the findings.

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Keywords

Dual credit, Dual credit academic advising, Dual credit in Texas, Dual credit advisor, Academic advising dual credit students, Dual credit student uutcomes, Dual credit course transfer

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