Date of Degree
2024
Degree Name
Ed.D. (Doctor of Education)
Department
Department of Counseling and Higher Education (CAHE)
Director
Hu, Xiaodan
Committee Members
Hutchings, Quortne;Mac, Jacqueline
Keywords
Early College; Dual Credit; Dual Enrollment; Concurrent Enrollment; Community College; Academic Advising; Transferability; High School; Academic Advisors; High School Counselors
Abstract
This dissertation examines the systematic programming of Early College advising from a post-secondary lens. Specifically, this study will examine the roles within an Early College program and implementation of Early College advising. This examination found the roles and implementation of college advising had a direct impact on the understanding of the college credit earned in Early College programs. At different moments, the roles of the Early College and other staff directly involved with the Early College program had varying degrees of understanding the expectations of Early College program advising. At other moments, the surge of college credit accumulation in a particular discipline had no direct correlation to matriculation after high school graduation. In either case, the understanding of effective Early College program advising is limited.
In addition, the disparity in the understanding of Early College program advising created the need for Early College program students to have information on the transferability and applicability of the college course credits earned and not only the superficial benefits of participating in Early College programs (e.g., saving money, reduced time to completion, academic rigor). With the increasing phenomenon of college credit in Early College programs, the superficial benefits of the program provided a false sense of purposeful college credit while in high school. In the end, students would be left with very little understanding of how the college credits earned in high school applied to their intended major and transferability to their post-secondary institution of choice.
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses and dissertations are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors, unless otherwise indicated.
Recommended Citation
Terrazas, Alexandria, "The Surge of College-Credit Accumulation in Early College Programs: Understanding Early College Program Advising" (2024). Dissertations of Practice. 53.
https://huskiecommons.lib.niu.edu/allgraduate-disspractice/53
