Contents
Foreword: Composition in a New Light and a Different Place | Christine Farris, Indiana University
Acknowledgments
Introduction: The Dual Enrollment Kaleidoscope | Christine Denecker and Casie Moreland
Section One. Perspectives of the "Gap": Theorizing the Divide
1. And Yet the Gap Persists | Barbara Schneider, University of Toledo
2. Dueling Enrollments: Historicizing the High School–College Divide | Amy Lueck, Santa Clara University, and Brice Nordquist, Syracuse University
3. Location, Delivery, and the Historical Divide between School and College English | Joseph Jones, University of Memphis
Section Two. Perspectives of Alignment: Building High School-College Partnerships
4. The Optics of Observation: Exploring Tensions and Opportunities at the High School–College Composition Threshold | Katie McWain and Jackie Hoermann-Elliott, with Jennifer Hadley, Texas Woman’s University
5. Navigating the Landscape of Professional Development: Dual Enrollment Teachers Map College Composition into the High School Classroom | Melanie Burdick, Washburn University, and Jane Greer, University of Missouri (Kansas City)
6. High School Teachers in the FYC Ecology: Revising the Terms of Contingency | Scott Campbell, University of Connecticut
7. When College Faculty Go to High School: Dual Enrollment and the Changing Scenes of “First-Year” Composition | Annie S. Mendenhall and David Gehler, Georgia Southern University (Armstrong)
Section Three. Perspectives of Legitimacy: Is DE FYC Really FYC?
8. But It’s (Not) the Same: A Data-Driven Look at Equivalency Bias in Dual Enrollment Composition | Dominic Ashby and Jill Parrott, Eastern Kentucky University
9. Dislocating First-Year Composition: Beyond the Deficit Model | Miles McCrimmon, Rappahannock Community College
10. College Composition at Midwest High: Field Notes from a Concurrent Enrollment Classroom | Tyler Branson, University of Toledo
11. Credit Where Credit Is Due: Willamette Promise as an Inclusive Alternative to Dual Enrollment | Cornelia Paraskevas and Leigh Graziano, Western Oregon University
Section Four. Perspectives of Student Success: DE FYC for All?
12. Direct Assessment of Student Learning in the Eastern Promise | Nancy Knowles, Eastern Oregon University
13. Ready to Write? A Mixed Methods Study of Dual Enrollment Composition Students’ Writing Self-Efficacy and Writing Experiences | Erin D. Scott-Stewart, Southern University and A&M College
14. Sidestepping the Shame/Blame Binary: Hearing and Responding to Dual Enrollment Students’ Voices in the Composition Classroom | Anna Bogen, Ohio State University
Afterword: Reflections and Aspirations | Keith D. Miller and Shirley K Rose, Arizona State University
Index