Concurrent enrollment (dual credit) instructors, and their high school administrators, were interviewed for two peer reviewed and published research studies over the impact of the various Higher Learning Commission credentialing changes from the last decade. Through the lens of principal-agent theory, the studies highlight the reasoning, variables, and commonalities behind why concurrent enrollment instructors did or did not complete the required coursework before credentialing deadlines to maintain their eligibility as a concurrent enrollment instructor, and how those thoughts aligned and diverged from their high school administrators. Recommendations for future policy decisions around concurrent enrollment instructor credentialing will be offered.
Presenter
Mark Schneider, Ph.D.