09/24/2025
By Zakkiyya Witherspoon

The School of Education invites you to attend a doctoral dissertation defense by Andrew Goodwin "It Felt More ‘Colleg-ey’ Because It Was With Other Undergrad Students: Student Experiences in Cohort and Mixed Dual Enrollment Classes.”

Candidate: Andrew Goodwin
Degree: Doctoral in Leadership in Education
Defense Date: Tuesday, Oct. 7, 2025
Time: 3 p.m.
Location: Via Zoom
Thesis/Dissertation Title: "It Felt More ‘Colleg-ey’ Because It Was With Other Undergrad Students: Student Experiences in Cohort and Mixed Dual Enrollment Classes”

Dissertation Committee

  • Dissertation Chair: A.J. Angulo, Ed.D.Professor, Program Coordinator M.Ed. Educ. Admin. - Higher Ed. School of Education, University of Massachusetts Lowell
  • Hilary Lustick, Ph.D. Associate Professor, Curriculum and Instruction School of Education, University of Massachusetts Lowell
  • James Nehring, Ed.D. Professor Emeritus, Leadership in Schooling School of Education, University of Massachusetts Lowell

Abstract
This dissertation examines student experiences in dual enrollment programs. It assesses how student experiences vary if the dual enrollment class composition includes high school students alongside regular undergraduate students, as opposed to classes consisting solely of high school students. The study is based on interviews with students who have recently graduated from high schools at which they took part in dual enrollment. The theoretical framework of Social Role Theory informs the analysis of the process through which dual enrollment students learn the attitudes and behaviors of the college student role. The study employs interpretive phenomenological analysis and narrative qualitative methods. This study found that participants’ use of figurative language to describe their experiences suggests that dual enrollment plays a meaningful part in their transition into the role of college student. Findings suggest common elements of the dual enrollment experience. These include adapting to independently managing time and workload, learning the expectations for communicating with faculty, and gaining validation of college readiness by earning credit. Differences between participant experiences in cohort versus mixed courses were noted. These include how students acclimated to collegiate discourse, connected dual enrollment coursework to their educational plans, and learned to use the fluidity of the college student role to their advantage.