Theories and Practices
Edited By Diana Trebing and Ahmet Atay
chapter 13 Equitable Mentorship as Engaged Scholarship in Concurrent Enrollment Programs
Sean M. Conrey and Melanie Nappa-Carroll
Concurrent enrollment programs (CEPs) provide opportunities for advanced secondary students to enroll in university courses while still in high school. This space between secondary and post-secondary education is largely defined by the relationships between stakeholders at every scale of both the high school and the university. This range of relationships, and the relative ease with which CEP partners can move and collaborate between the various scales they inhabit, allows for the mutual exchange of ideas and expertise among all participants, making them a fertile ground for what we will call “equitable mentorship.” We claim that the implementation of an equitable mentorship model within a CEP has the effect of improved instruction for students while simultaneously increasing the viability of teachers, university faculty and administrators to collaborate on scholarly research. In this chapter, we discuss common institutional roadblocks, particularly in higher education, that resist equitability within CEPs, and offer potential correctives as well as suggest avenues for further research into these questions.
Concurrent enrollment programs like Syracuse University Project Advance (SUPA), where we are both administrators, have become very popular on high school and college campuses around the U.S. The proliferation of CEPs has recently garnered much attention primarily due to their expansive growth. This growth is most evident in the number of colleges and universities that have joined ←247 | 248→The National Alliance of Concurrent Enrollment Partnerships (NACEP), the sole accrediting and professional organization for CEPs in the U.S. In...
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