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Dual Enrollment Kaleidoscope: Reconfiguring Perceptions of First-Year Writing and Composition Studies [Paperback / softback]

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  • Format: Paperback / softback, 286 pages, height x width x depth: 229x152x20 mm, weight: 398 g
  • Pub. Date: 14-Oct-2022
  • Publisher: University Press of Colorado
  • ISBN-10: 164642252X
  • ISBN-13: 9781646422524
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  • Format: Paperback / softback, 286 pages, height x width x depth: 229x152x20 mm, weight: 398 g
  • Pub. Date: 14-Oct-2022
  • Publisher: University Press of Colorado
  • ISBN-10: 164642252X
  • ISBN-13: 9781646422524
Other books in subject:
"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"--

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

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

Foreword: Composition in a New Light and a Different Place
Christine Farris ix
Acknowledgments xv
Introduction: The Dual Enrollment Kaleidoscope 3(16)
Christine Denecker
Casie Moreland
SECTION ONE PERSPECTIVES OF THE "GAP": THEORIZING THE DIVIDE
1 And Yet the Gap Persists
19(16)
Barbara Schneider
2 Dueling Enrollments: Historicizing the High School-College Divide
35(17)
Amy Lueck
3 Location, Delivery, and the Historical Divide between School and College English
52(19)
Joseph Jones
SECTION TWO PERSPECTIVES OF ALIGNMENT: BUILDING HIGH SCHOOL-COLLEGE PARTNERSHIPS
4 The Optics of Observation: Exploring Tensions and Opportunities at the High School-College Composition Threshold
71(18)
Katie McWain
Jackie Hoermann-Elliott
Jennifer Hadley
5 Navigating the Landscape of Professional Development: Dual Enrollment Teachers Map College Composition into the High School Classroom
89(20)
Melanie Burdick
Jane Greer
6 High School Teachers in the FYC Ecology: Revising the Terms of Contingency
109(20)
Scott Campbell
7 When College Faculty Go to High School: Dual Enrollment and the Changing Scenes of "First-Year" Composition
129(18)
Annie S. Mendenhall
David Gehler
SECTION THREE PERSPECTIVES OF LEGITIMACY: IS DE FYC REALLY FYC?
8 But It's (Not) the Same: A Data-Driven Look at Equivalency Bias in Dual Enrollment Composition
147(15)
Dominic Ashby
Jill Parrott
9 Dislocating First-Year Composition: Beyond the Deficit Model
162(16)
Miles McCrimmon
10 College Composition at Midwest High: Field Notes from a Concurrent Enrollment Classroom
178(17)
Tyler Branson
11 Credit Where Credit Is Due: Willamette Promise as an Inclusive Alternative to Dual Enrollment
195(14)
Cornelia Paraskevas
Leigh Graziano
SECTION FOUR PERSPECTIVES OF STUDENT SUCCESS: DE FYC FOR ALL?
12 Direct Assessment of Student Learning in the Eastern Promise
209(16)
Nancy Knowles
13 Ready to Write? A Mixed Methods Study of Dual Enrollment Composition Students' Writing Self-Efficacy and Writing Experiences
225(17)
Erin D. Scott-Stewart
14 Sidestepping the Shame/Blame Binary: Hearing and Responding to Dual Enrollment Students' Voices in the Composition Classroom
242(19)
Anna Bogen
Afterword: Reflections and Aspirations 261(4)
Keith D. Miller
Shirley K. Rose
Index 265
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.