The purpose of this case is to help stakeholders recognize the liminal spaces in which dual enrollment programs exist and their unique challenges. This case will help readers to better understand dual enrollment instructors’ perspectives on the intricacies and nuances of navigating two educational systems: K–12 and higher education. Facilitators and learners utilizing this case in adult learning can explore the themes of role ambiguity in liminal spaces, leadership delegation, and sustainability of dual enrollment programs. Our hope is that this case will prompt thoughtful discussion of sustainable approaches to coordinating dual enrollment activities between these two different education systems.
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