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Concurrent Enrollment Review

Abstract

Despite the rapid expansion of dual enrollment programs in the United States, limited research has examined the experiences of concurrent enrollment instructors (CEIs), high school teachers who deliver college-level courses within secondary school settings. This qualitative collective case study explores how twelve CEIs within Maine's public universities navigate their unique position at the intersection of K-12 and higher education systems. Guided by role theory (Katz & Kahn, 1978), this research investigated how CEIs perceive their dual role and navigate competing institutional expectations. Five major themes emerged from the analysis: dual system role navigation, pedagogical practices and classroom autonomy, professional relationships, communication and coordination challenges, and navigational strategies and coping mechanisms. Findings revealed that CEIs operate within a complex liminal space, experiencing role ambiguity, fragmented communication systems, and competing institutional demands. Despite these challenges, CEIs demonstrated remarkable adaptability through strategic compartmentalization, compromise, and innovation in their teaching practices. The study illuminates critical systemic gaps requiring comprehensive interventions at high school, university, and system levels. Recommendations include establishing clearer role definitions, improving communication infrastructure, developing tailored professional development opportunities, and recognizing CEIs as integral partners in expanding college access. This research contributes to the limited body of qualitative literature on CEI experiences and provides actionable insights for strengthening concurrent enrollment programs.

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