Dual Credit Instructional Design and Practice

COST: $50

DURATION: January 20, 2026 - May 4, 2026

CREDITS: 3

DELIVERY: Online

MATERIALS:

Outcomes

Course outcomes describe knowledge, skills, and abilities you will leave the course with. By the end of the course, you will be able to:

1. Analyze the relevance of readiness and rigor in dual credit learning contexts.
2. Analyze concepts central to Learning-Centered Instruction and their impact on readiness and rigor in dual credit learning contexts.
3. Categorize academic content information into specific functions of knowledge for subject matter comprehension.
4. Analyze current instructional practices using the Learning-Centered framework.
5. Identify learning strategies that might be effective for developing students' content comprehension based on their alignment with learning actions and knowledge functions.
6. Design assessments that effectively measure students’ content comprehension and learning strategy proficiency.
7. Design teaching practices that explicitly incorporate both learning strategies (readiness) and subject matter knowledge (rigor) for a particular content area.

"I am a faculty member at Texas State University and have taught in the Department of Curriculum and Instruction since 2016. Prior to joining the faculty at Texas State, I taught at Concordia University-Texas for 3 years. I also taught Science in the Pflugerville and Round Rock school districts before moving into higher education full time.

Throughout my career, I have been actively involved in various professional organizations, including the Relation-Centered Education Network (RCEN), the Curriculum and Pedagogy Group, Association of Teacher Educators (ATE), and the American Educational Research Association (AERA). In addition to my involvement in these organizations, I have presented at various conferences related to dual credit/dual enrollment as well as science education.

Professionally, I am most passionate about dialogic pedagogy and how space can be created for it through educational relationships. If you're interested in this topic on a philosophical level, email me and I would love to visit with you about perspectives on the architectonic self and how it informs learning. If not, just know that I advocate for all forms of self-evaluation that incorporate genuine reflection on feedback. This is what I consider to be the cornerstone of authentic learning."