Most students who sign up for concurrent enrollment are usually high achievers and motivated. They have met the course eligibility requirements while still in a secondary setting, but some still face some challenges navigating their first college course. 

Many high school students have misconceptions when they sign up for a college course. Instead of writing essay after essay without any feedback, many were surprised to learn that they would be more involved in the writing process and would receive constructive feedback from their teacher and peers. Most assignments are not lecture-based but are filled with group activities and discussions. 

Here are some ways that I found to help students cope with these challenges.

Misconceptions

Dispel any misconceptions right at the beginning.

• Provide students with a thorough overview of the course content.
• Explain the differences between a college course and a high school level course. For instance, our college English department uses a different grading scale from that of high school. An A is 94% in the college English course, and in high school, an A is 93%, so this is explained more than once.
• Instructions for each assignment should be very clear and make expectations clear. I show students a good example of an assignment and a poor one. Another example is that I expect good grammar and punctuation. I explain that if they were entering college, their instructor would expect that grammar and punctuation should be a concept that student have already mastered. When a paragraph is requested, it should be 4-6 sentences. 
• Describe in detail what kind of support will be given and what support is available to students. Our college has a Writing Center, and I am available for one-on-one instruction through Google Calendar during my office hours. Students need to feel comfortable seeking help. 

It’s A College Course!

Distinguishing the course as a college course

Because some students may have already had a course with me, they may have trouble seeing me as a representative of the college or seeing the course as different from a high school course.

• Establish a college academic culture early
• Refer to the class as a “college learning environment” from the first day.
• Use language like:
  “In college courses, students are expected to…”
  “University-level writing requires…”
  “College discussion depends on preparation and accountability.”
• Present the course as a transition into academic independence rather than simply “another English class.”
• Some high school teachers use their college email accounts to communicate with students and ask them to use their college email accounts as well to reinforce their connection to the college. 
• Unlike high school teachers, college teachers don’t typically communicate with students’ parents or guardians, especially regarding students’ academic records. However, this can sometimes be difficult, so it is best to consult the college’s specific policies for communicating with parents or guardians of high school students. 
• Schedule weekly Announcements in the LMS. 
• Message students directly from the Gradebook.
• Help students make the most of what a college course offers. The Writing Lab, peer tutoring, Wellness Center, Disability Center, Help Desk, Library, and the textbook or ebook platform that is filled with rich media features. 

Create a Professional Atmosphere

Small shifts in presentation can significantly change perception.

• Use a college-style syllabus with detailed policies and schedules.
• Structure announcements and emails more formally.
• Hold office hours rather than “extra help.”
• Refer to assignments as “submissions,” “draft peer reviews,” or “discussions.”

Even visual cues matter:

• A cleaner LMS homepage
• Weekly modules
• Rubrics that resemble university expectations

Introduce Students to College Norms

Many students simply do not know the differences. I dedicate two short lessons to:

• How college attendance differs from high school
• Academic integrity standards
• Email etiquette
• Time management expectations
• The idea that professors guide learning rather than constantly monitor it

Confront Complexity

• Some high school students struggle with the greater depth and complexity involved in college level coursework. It is expected that students will perform at a higher level of thinking. 
• Many of the “rules” students internalize in high school (such as always placing the thesis at the beginning of a piece of writing) are not absolute and depend on the particular situation and task. 
• To help with complexity, develop assignments that purposely “break the rules or formulas” that students may have internalized in high school. 

Develop Independence and Agency

• Students are surprised and enjoy choosing their own writing topics.
• Students learn they can make decisions about organizational strategies, media, and design. This can be a new experience, as some high school students may be accustomed to prescribed topics or to following teacher-provided templates for their writing. 
• Some dually enrolled students relish this new self-direction and ownership, but others are intimidated by it. Providing assignments preceding writing and examples, as well as teacher modeling, goes a long way. 

Are High School Students Ready for a College Course?

• Usually, students are ready, but in some cases, high school students are still developing other key components, such as self-regulation, motivation, and engagement. 
• Because the dual enrollment student still straddles two worlds, high school and college, the student sometimes does not do well. Students are among the most active in their high schools, participating in sports, clubs, theater, and other extracurricular activities, making time management a challenge. 
• Deadlines for a regular high school course are often more fluid than they are in college. Students are told right from the beginning the penalties for late assignments. To assist with time management, all submissions are usually due on the same day each week. Checklists are provided on the LMS, and reminders are given. 
• One of my first assignments encourages students to set personal learning objectives based on their strengths and weaknesses, and I provide a Reflection assignment after our first essay. 
• Provide a video for online students, or spend time with students to figure out login procedures and help them navigate the course. High school students are usually familiar with most LMS systems, and they learn quickly. 

Provide Feedback

• Providing timely feedback and scores on assignments, projects, or essays benefits all students, but it is especially important for concurrent enrollment students.
• Students at risk of failing may need to withdraw from the college course to avoid jeopardizing their graduation.

I hope these tips help you create a positive teaching experience while also fostering a meaningful learning experience for your dually enrolled students.