|Published online: July 23, 2015||Free Download|
The benefits of dual-credit or concurrent enrollment courses have been well documented. However, one major problem with these courses has been inconsistency with college-level courses that are on campus. These courses also tend to be taught to satisfy a general education requirement and are not targeted for students majoring in the sciences. Over the past 5 years, we have been teaching a dual-credit course with our local high schools that meets the standard first-year chemistry course for majors with a primary goal of maintaining consistency with the on-campus sections of the same course number. With the use of screen capture technology we have been able to asynchronously transmit the same lecture delivered on campus to high school classrooms, while the high school teacher serves in the capacity of a teaching assistant to facilitate the course and teach the laboratory experiments. Although there are many challenges in delivering such a course, we have demonstrated a means to deliver a first-year, chemistry course for majors, at a relatively low cost through a dual-credit format.
|Keywords:||Dual-Credit, Concurrent Enrollment, Chemistry|
The International Journal of Science in Society, Volume 7, Issue 3, September 2015, pp.13-17. Article: Print (Spiral Bound). Published online: July 23, 2015 (Article: Electronic (PDF File; 303.079KB)).
Department Chair and Professor, Chemistry Department, Hastings College, Hastings, Nebraska, USA
Associate Professor, Chemistry Department, Hastings College, Hastings, Nebraska, USA