University of Findlay’s Associate Vice President for Learning and Innovation, Christine Denecker, Ph.D., has co-edited the new publication “The Dual Enrollment Kaleidoscope: Reconfiguring Perceptions of First-Year Writing and Composition Studies.“
Few texts have been published on dual enrollment writing in rhetoric and composition studies and Denecker sought out to learn more. Working with Casie Moreland, Ph.D., Director of Dual Credit at University of Idaho, she put out a call for experts throughout the United States to get a deeper understanding of the pros and cons of dual enrollment’s effect on rhetoric and composition at the college level.
The Dual Enrollment Kaleidoscope serves as a starting point for elevating the voices of those who do dual enrollment work—those who historicize, legitimize, scrutinize, critically analyze, align, and assess it—pushing readers beyond unique, singular views of dual enrollment first-year composition and positioning dual enrollment’s impact on composition instruction as one that shifts dependent upon perspective. “What we want readers to take away from this is that we can’t ignore the effect of dual enrollment because it’s not going away,” said Denecker. “Readers should look at how they can pivot and change how rhetoric and composition are taught at the college level.”
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.
To learn more about University of Findlay’s dual enrollment program, visit our dual enrollment webpage.
Original source can be found here.
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