Overview

The Dual Enrollment Kaleidoscope serves as a starting point for elevating the voices of those who do dual enrollment (DE) work—those who historicize, legitimize, scrutinize, critically analyze, align, and assess it—pushing readers beyond unique, singular views of DE first-year composition and positioning DE’s impact on composition instruction as one that shifts dependent upon perspective. Just as kaleidoscopes reconfigure images, DE provides writing studies with reflecting images of what FYC was, is, and could be.   DE disrupts long-held beliefs of who should take and who should teach college writing. Giving higher education pause about the place of writing instruction within the academy, DE force those in the field to reflect upon the purposes and value of FYC and its pedagogical approaches. Featuring seventeen chapters written by a wide and diverse range of authors, this collection includes the voices of prominent scholars in rhetoric and composition at two- and four-year public and private institutions, as well as emerging scholars in the field. It also features a variety of methodologies, including archival research, quantitative and qualitative data collection, and autoethnography. Few texts have been published on dual enrollment writing in rhetoric and composition studies. The Dual Enrollment Kaleidoscope should be mandatory reading for anyone interested in or tasked with doing the work of DE writing instruction, administration, mentoring, or assessment.     Contributors: Dominic Ashby, Anna Bogen, Tyler Branson, Melanie Burdick, Scott Campbell, Christine R. Farris, David Gehler, Leigh Graziano, Jane Greer, Jennifer Hadley, Jacquelyn Hoermann-Elliott, Joseph Jones, Nancy Knowles, Amy Lueck, Miles McCrimmon, Katie McWain, Annie S. Mendenhall, Keith Miller, Brice Nordquist, Cornelia Paraskevas, Jill Parrot, Shirley K Rose, Barbara Schneider, Erin Scott-Stewart  

Full Product Details

9781646422524

Table of Contents

Reviews

“A bedrock of scholarship. This collection is setting the standard for future scholarship in dual enrollment.” —Jaime Armin Mejía, Texas State University ""[Christine Denecker and Casie Moreland] challenge us to consider what is really happening in the educational world and how it could be improved."" —Donna Ford, Society for Technical Communication ""An enlightening ethnographic-based critique of the dehumanizing, colonialist, and classist dynamics traditionally harbored in archaeological praxis."" —Irene Marti Gil, Anthropology Book Forum

"“A bedrock of scholarship. This collection is setting the standard for future scholarship in dual enrollment.” —Jaime Armin Mejía, Texas State University ""[Christine Denecker and Casie Moreland] challenge us to consider what is really happening in the educational world and how it could be improved."" —Donna Ford, Society for Technical Communication ""An enlightening ethnographic-based critique of the dehumanizing, colonialist, and classist dynamics traditionally harbored in archaeological praxis."" —Irene Marti Gil, Anthropology Book Forum"

A bedrock of scholarship. This collection is setting the standard for future scholarship in dual enrollment. --Jaime Armin Mejia, Texas State University

Author Information

Christine Denecker is professor of English and director of the Center for Teaching and Program Excellence at the University of Findlay, where she also serves as director of Special Projects and Academic Initiatives.   Casie Moreland is director of the of the University of Idaho Dual Credit Program.  

Tab Content 6

Customer Reviews

Recent Reviews

Countries Available