Denecker, Christine, editorMoreland, Casie, editorUtah State University Press, publisher2022-12-152022-12-152022https://hdl.handle.net/10217/235899Includes bibliographical references and index.The Dual Enrollment Kaleidoscope is a starting point for elevating the voices of those who historicize, legitimize, scrutinize, critically analyze, align, and assess dual enrollment (DE) work, pushing readers beyond singular views of DE first-year composition and positioning DE's impact on composition instruction as one that shifts dependent upon perspective.--Provided by publisher.Introduction: the dual enrollment Kaleidoscope / Christine Denecker and Casie Moreland -- And yet the gap persists / Barbara Schneider, University of Toledo -- Dueling enrollments: historicizing the high school/college divide / Amy Lueck, Santa Clara University and Brice Nordquist, Syracuse University -- Location, delivery, and the historical divide between school and college English / Joseph Jones, University of Memphis -- The optics of observation: exploring tensions and opportunities at the high school-college composition threshold / Katie McWain and Jackie Hoermann-Elliott, with Jennifer Hadley, Texas Woman's University -- Navigating the landscape of professional development: dual enrollment teachers map college composition into the high school classroom / Melanie Burdick, Washburn University and Jane Greer, University of Missouri (Kansas City) -- High school teachers in the FYC ecology: revising the terms of contingency / Scott Campbell, University of Connecticut -- When college faculty go to high school: dual enrollment and the changing scenes of "First-Year" composition / Annie S. Mendenhall and David Gehler, Georgia Southern University (Armstrong) -- But it's (not) the same: a data-driven look at equivalency bias in dual enrollment composition / Dominic Ashby and Jill Parrott, Eastern Kentucky University -- Dislocating first-year composition: beyond the deficit model / Miles McCrimmon, Rappahannock Community College -- College composition at Midwest High: field notes from a concurrent enrollment classroom / Tyler Branson, University of Toledo -- Credit where credit is due: Willamette promise as an inclusive alternative to dual enrollment / Cornelia Paraskevas and Leigh Graziano, Western Oregon University -- Direct assessment of student learning in the eastern promise / Nancy Knowles, Eastern Oregon University -- Ready to write? A mixed methods study of dual enrollment composition students' writing self-efficacy and writing experiences / Erin D. Scott-Stewart, Southern University and A&M College -- Sidestepping the shame/blame binary: hearing and responding to dual enrollment students' voices in the composition classroom / Anna Bogen, The Ohio State University -- Afterword / Keith D. Miller and Shirley K Rose, Arizona State University.born digitalbooksengCopyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright.All rights reserved. User is responsible for compliance. Please contact University Press of Colorado at https://upcolorado.com/our-books/rights-and-permissions for use information.Dual enrollment -- United StatesEnglish language -- Rhetoric -- Study and teaching (Higher)English language -- Composition and exercises -- Study and teaching (Higher)Teachers -- Training of -- United StatesHigh school students -- Education (Higher) -- United StatesCollege credits -- United StatesTextAccess is limited to the Adams State University, Colorado State University, Colorado State University Pueblo, Community College of Denver, Fort Lewis College, Metropolitan State University Denver, Regis University, University of Alaska Fairbanks, University of Colorado Boulder, University of Colorado Colorado Springs, University of Colorado Denver, University of Denver, University of Northern Colorado, University of Wyoming, Utah State University and Western Colorado University communities only.