Date of Award

Spring 5-10-2025

Level of Access Assigned by Author

Open-Access Thesis

Language

English

Degree Name

Doctor of Philosophy (PhD)

Department

Higher Education Leadership

First Committee Advisor

Kathleen Gillon

Second Committee Member

Elizabeth Allan

Third Committee Member

Leah Hakkola

Additional Committee Members

Esther A. Enright

Amy Hubbard

Abstract

This qualitative case study explored the experiences and perceptions of concurrent enrollment instructors (CEIs) within the University of Maine System. CEIs were high school teachers who delivered college-level courses to students in high school settings, serving as critical bridges between secondary and postsecondary education. Despite their essential role in early college programs, their perspectives were rarely considered in program development and policy formation.

Using role theory as a theoretical framework, this study examined how CEIs perceived their professional responsibilities and navigated expectations across both educational systems. Data were collected through semi-structured interviews with 12 CEIs across six University of Maine System campuses and analysis of institutional documents describing role expectations. The research employed a collective case study methodology, allowing for cross-case comparison while maintaining the rich context of individual experiences.

Five major themes emerged from the findings: (1) dual system role navigation, highlighting how CEIs balanced competing institutional demands; (2) pedagogical practices and classroom autonomy, revealing varying degrees of instructional independence; (3) professional relationships, demonstrating how CEIs interacted with stakeholders across educational settings; (4) communication, coordination, and problem solving, illustrating challenges in cross-institutional information exchange; and (5) navigational strategies and coping mechanisms, identifying approaches CEIs developed to manage complex responsibilities.

The findings revealed that CEIs operated in a unique space between high school and college environments, continuously negotiating institutional boundaries while maintaining academic standards. They demonstrated remarkable adaptability through strategies including compartmentalization, compromise, and innovation. Their success depended on navigating relationships with multiple stakeholders including faculty liaisons, administrators, and students.

This research contributes to understanding early college programs by illuminating the critical yet underexamined perspectives of CEIs. The findings had significant implications for policy development and implementation in concurrent enrollment programs, particularly regarding institutional communication, professional development, and administrative support systems. These insights could assist educational institutions create more coherent, supportive frameworks that recognized CEIs' unique position and enhanced the effectiveness of concurrent enrollment programs.

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