Lessons Learned from Current State and National Dual-Credit Programs

2000 ◽  
Vol 2000 (111) ◽  
pp. 31-39 ◽  
Author(s):  
Hans A. Andrews
Keyword(s):  
Dual Credit ◽  
Lessons Learned ◽  
Current State ◽  
Credit Programs ◽  
Dual Credit Programs

scholarly journals Dual Credit Compliance Issues with COVID-19

2020 ◽  
Vol 5 (S1) ◽  
pp. 35-41
Author(s):  
Alexandrea Horton
Keyword(s):  
High School ◽  
High Schools ◽  
School Leaders ◽  
Dual Credit ◽  
Learning Modalities ◽  
Instructional Procedures ◽  
Credit Programs ◽  
Dual Credit Programs ◽  
New Challenges ◽  
Technology Resources

High school leaders are facing new challenges regarding dual credit programs and the COVID-19 emergency. Conflicting with traditional instructional procedures, school reopening policies have many high schools implementing various remote learning modalities of instruction. High school leaders must adjust their dual credit university partnership procedures to reflect these new conditions, ensuring students and instructors have access to necessary technology resources.

scholarly journals Student Social Class Identity Development: A Perspective on Dual Credit Programming

2021 ◽  
Vol 6 (2) ◽  
pp. 90-98
Author(s):  
Alexandrea Horton
Keyword(s):  
Social Class ◽  
Identity Development ◽  
Dual Credit ◽  
Educational Experiences ◽  
Student Identity ◽  
Class Identity ◽  
Adolescent Students ◽  
Credit Program ◽  
Credit Programs ◽  
Dual Credit Programs

Student social class identity development is a relatively unexamined aspect of student identity development throughout adolescents’ educational experiences. Negative student social class identity development amongst low-social class adolescent students is increasing along with the growth of dual credit programs. This article will first discuss several negative and positive influences of dual credit programs on adolescent students’ social class identity development. Suggestions of specific dual credit program procedures that may help encourage a more positive social class identity development amongst low-social class students will follow.

The Influence of Dual Credit Programs on College Students' Integration and Goal Attainment

2000 ◽  
Vol 1 (4) ◽  
pp. 377-398 ◽  
Author(s):  
Timothy A. Delicath
Keyword(s):  
Advanced Placement ◽  
Goal Attainment ◽  
Dual Credit ◽  
Placement Testing ◽  
College Credit ◽  
Saint Louis ◽  
Credit Programs ◽  
Dual Credit Programs ◽  
Logistic Regressions ◽  
Linear Regressions

This study was designed to investigate the differences in integration and goal achievement between students entering college with and without credits from a dual credit program. Dual credit programs included in this study were Saint Louis University's Advanced College Credit 1818 Program (ACC) and Advanced Placement Testing (AP). The results of the logistic regressions indicated that ACC credits significantly influenced students' ability to persist and graduate. The results of the linear regressions indicated that ACC/AP credits did not significantly influence the students' time to graduation.

Understanding Dual Credit Programs: Perspectives from Faculty, Staff, and Administrators

2019 ◽  
Vol 44 (8) ◽  
pp. 584-594
Author(s):  
Hugo A. Garcia ◽  
Dustin Eicke ◽  
Jon McNaughtan ◽  
Yvonne Harwood
Keyword(s):  
Dual Credit ◽  
Credit Programs ◽  
Dual Credit Programs

scholarly journals The Mars Regional Atmospheric Modeling System (MRAMS): Current Status and Future Directions

Atmosphere ◽  
2019 ◽  
Vol 10 (12) ◽  
pp. 747 ◽  
Author(s):  
Scot Rafkin ◽  
Timothy Michaels
Keyword(s):  
Numerical Experiments ◽  
Atmospheric Modeling ◽  
Lessons Learned ◽  
Current Status ◽  
Regional Atmospheric Modeling System ◽  
Future Directions ◽  
Current State ◽  
Development Plans ◽  
Regional Atmospheric Modeling ◽  
Physical Parameterizations

The Mars Regional Atmospheric Modeling System (MRAMS) is closing in on two decades of use as a tool to investigate mesoscale and microscale circulations and dynamics in the atmosphere of Mars. Over this period of time, there have been numerous improvements and additions to the model dynamical core, physical parameterizations, and framework. At the same time, the application of the model to Mars (and related code for other planets) has taught many lessons about limitations and cautions that should be exercised. The current state of MRAMS is described along with a review of prior studies and findings utilizing the model. Where appropriate, lessons learned are provided to help guide future users and aid in the design and interpretation of numerical experiments. The paper concludes with a discussion of future MRAMS development plans.

Fragile and conflict-affected situations and the post-2015 development agenda

2017 ◽  
Author(s):  
Clare Lockhart ◽  
Sam Vincent
Keyword(s):  
Lessons Learned ◽  
Extreme Poverty ◽  
Current State ◽  
Development Agenda ◽  
Peace And Security ◽  
Development Goals ◽  
The Impact ◽  
Institutional Foundations ◽  
Background Context ◽  
Policy Agreement

This chapter examines the challenge of ending extreme poverty and attaining the Millennium Development Goals (MDGs) in fragile and conflict-affected countries by 2030. It first describes the background context in which fragility and conflict exist before discussing the current state of lessons learned as well as policy agreement and divergence regarding international approaches to peace and security. It then considers the centrality of institutions both as constraints and as foundations to development. It also offers suggestions on what key elements are needed in laying institutional foundations for development in countries emerging from conflict, and how responsibilities for implementing the goals might be assigned in practice. The chapter concludes with an assessment of the impact of the MDGs in fragile and conflict-affected settings, along with the implications of current understandings of conflict and fragility for the objectives of the Post-2015 Development Agenda.

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