High School Students Get College Coursework and Credit in Dual Enrollment Work-Based Model

In Tennessee, a group of high schools, colleges, and employers tested the dual enrollment work-based course (DE-WBC) model throughout the state on over 600 high school students. These courses, supported by JFF in collaboration with the Tennessee Department of Education and with funding from the U.S. Department of Education, enabled high school students to simultaneously experience college-level courses, gain college credit, and practice workplace skills.

University High School, located on the University of Memphis campus, partnered with the university’s Herff College of Engineering to embed high school students in active research labs as part of a dual enrollment engineering pathway. Students first rotate through various research labs to explore different engineering fields, then spend a semester in a single lab aligned with their interests.

What was the process like for adjusting the college course syllabus to incorporate the work-based component of this model? Were there any challenges working with the university on this?

Lauren Beaupre, Coordinator of College and Career Planning at University High: To implement the model, we worked closely with the University of Memphis’s Office of Dual Enrollment to cross-list University High students into a distinct dual enrollment section of ENGR 1009 (in the fall) and ENGR 1010 (in the spring). In the fall, students rotate through multiple research labs, which exposes them to a wide range of engineering fields and research methodologies.

In the spring, students are matched with a single lab for a semester-long internship aligned with their individual interests, such as biomedical, mechanical, or civil engineering. Students complete weekly lab reflections, receive feedback from faculty through an employer rubric designed for research settings, and give an end-of-semester research presentation graded via a shared rubric.

One potential challenge for scaling this model is that not all academic departments or institutions have the same flexibility to modify syllabi, especially in programs where accrediting bodies might have stricter content and assessment requirements. [University’ of Memphis’s] Herff College’s internal processes allowed for this innovation without risking accreditation, but we will need to identify similarly flexible academic partners to expand the course model to other areas.

See the University High School course syllabus

How did you get buy-in from college instructors, and what made them excited about being part of this model? How did you keep them engaged throughout the process?

The course instructors already had strong professional relationships with the Principal Investigators leading the university’s research labs where students worked, which meant we were deepening relationships already in place. Additionally, faculty could clearly see the value of the model for students, for the university, and for their own departments. Students were contributing to real lab work and building early pathways into engineering careers, and that was exciting to them.

From a design perspective, we were careful to minimize additional work for college instructors. The work-based learning component of the course was clearly structured, with expectations for students communicated in advance. We handled logistics, provided reflection templates and rubrics, and ensured the experience aligned with the academic goals of the course. This allowed for the faculty to remain focused on instruction while still supporting the work-based learning component.

How did you come up with the lab rotation schedule, and what did you have to consider to make it work for both students and university staff?

Placing high school students as interns in university research labs was only possible because of University High’s schedule. We operate on a 4×4 block schedule each Monday through Thursday, where students take four courses each semester. Fridays, however, are reserved for a wide range of experiential learning activities including work-based learning, capstone projects, community service, and enrichment opportunities.

This flexible Friday model was central to our course model. It allowed our 11th-grade students to participate in research lab rotations without missing academic instruction or falling behind in their courses. It was also a strong fit for our university partners. Many University of Memphis faculty teach on a Monday/Wednesday or Tuesday/Thursday cadence, so Fridays tend to be less hectic days on campus. That made it a less disruptive time for Principal Investigators to host high school students in their research labs.

When developing the schedule for each student, we collaborated closely with faculty to understand lab availability, safety protocols, and capacity. Ultimately, the schedule worked because it accommodated the needs and rhythms of both the high school and university. I think it’s a compelling example of how creative scheduling at the high school level can unlock meaningful learning experiences that go beyond the classroom.

What advice would you give to another school that wants to build a similar partnership with a local college or university?

Start by identifying postsecondary partners who are not only capable but also philosophically aligned with your school’s mission. Not all institutions or academic departments will be equally prepared to co-design work-based learning experiences, especially those with rigid accreditation constraints or limited experience with dual enrollment models. That’s okay. Focus your energy on building partnerships where mutual trust, creativity, and a shared vision for student-centered innovation can thrive.

We quickly learned that it’s not enough to “get a department on board.” You have to build a coalition that includes university administrators, faculty, and employers and bring them into the design process early. Communicate clearly and often. Make it easy for your partners to say yes by handling details and logistics, offering shared tools (like rubrics and reflection templates), and showing how your goals align with theirs.

Finally, remember that the work we do is deeply human. Individual relationships are as important as institutional ones. Meaningful partnerships are built one conversation at a time. The most enduring innovations don’t come just from signed Memorandums of Understanding, but from professional relationships rooted in trust and respect.