PDF
Published
2020-05-12
Issue
Section
Feature Articles
License
Copyright (c) 2020 Patricia Witkowsky, Martin Garnar, Kathryn Starkey, Ashley Andersen, Grant Clayton
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright of all articles published in JCOTR belong to the author(s) and are published under a CC BY-NC license.
How to Cite
Approaches to Advising Incoming College Students with Dual Enrollment Credit
Patricia Witkowsky
University of Colorado Colorado Springs
Martin Garnar
University of Colorado Colorado Springs
Kathryn Starkey
University of Colorado Colorado Springs
Ashley Andersen
Grant Clayton
University of Colorado Colorado Springs
DOI: https://doi.org/10.24926/jcotr.v27i1.2285
Keywords: qualitative, dual enrollment, academic advisors
Abstract
Academic advisors in higher education are often incoming students’ first exposure to college curriculum and academic expectations. Additionally, academic advisors serve as an on-going support to students throughout their college careers. As the number of students beginning college full-time with a significant amount of dual enrollment (DE) credits increases, academic advisors must develop approaches to advising this population of students based on academic and developmental needs. This study explored the approaches college academic advisors take when advising high DE credit-bearing incoming college students.
Metrics
Author Biography
Patricia Witkowsky, University of Colorado Colorado Springs
Assistant Professor, Leadership, Research, and Foundations
