Teaching Depth, Confidence, and a Love of Words
For more than two decades, Omaha Central High School has been home to an educator deeply committed to helping students grow as readers, writers, and thinkers. Since 1998, Jennifer Stastny has taught multiple levels of English at Central, though her journey into dual enrollment began somewhat unexpectedly through the International Baccalaureate Programme.
Stastny’s first experience with IB came in the 2013–2014 school year, when she taught two sections of International Baccalaureate Higher Level Language A: Literature. At the time, the course was not yet approved as dual enrollment, but she quickly became invested in the program’s approach to teaching literature. Over time, and through the collaborative efforts of Central’s IB coordinator and UNO’s dual enrollment staff, the course was eventually accepted for college credit. That milestone marked Stastny’s official entry into the world of dual enrollment teaching, though she notes that she had been teaching the course for years before anyone labeled it “dual enrollment.”
Today, Stastny teaches the second year of the IB Literature course to twelfth-grade students, working alongside her teaching partner, Jon Flanagan, who leads the first year with juniors. She also teaches English 7–8 and an English 7–8 Holocaust Literature course, both of which fall outside the dual enrollment track.
Her draw to IB, and later dual enrollment, stemmed from the structure and philosophy of the program itself. “What drew me to teaching IB was the academic freedom and interconnectedness of the curriculum,” Stastny explains. “I appreciated the opportunity to work with students who self-selected a rigorous program of study.” Dual enrollment simply became another layer of challenge and opportunity within that framework.
One of IB’s greatest strengths, Stastny says, is its emphasis on depth over breadth. Rather than rushing through text after text, students read 13 works over two years, allowing them the time to explore literature thoughtfully while strengthening their analytical and writing skills. This pacing creates a natural balance between high school expectations and college-level rigor. Students still read outside of class, but without the heavy turnover common in many other accelerated courses.
The two-year structure also supports students as they transition into more demanding academic work. Flanagan’s year-one preparation helps students enter Stastny’s classroom ready to succeed, and she hopes what they gain extends far beyond the curriculum. “I hope they learn that they are capable of developing the skills they need to be successful in any area of study,” she says. “I also hope they have a sense of achievement and an understanding of the value of reading and writing beyond the academic arena. I hope they learn to love words.”
For many students, dual enrollment offers powerful incentives. Knowing they can earn college credit often boosts motivation, and the financial benefits can be significant. Stastny recalls one 2025 graduate who entered college as a junior due to the dual enrollment credits earned at Central, saving money and accelerating their path toward graduate study.
She also notices clear differences in students who enroll in dual enrollment courses. “They are more uniformly motivated to earn higher grades and more uniformly working at a higher level when they enter the class,” she says. For students who feel hesitant, Stastny offers steady, reassuring advice: believe in yourself, trust your teacher, and don’t be afraid of challenge. “It’s okay to earn a B when you are working your hardest,” she reminds them. “Some students are too focused on their GPA and not focused enough on how they are developing their minds.”
Support from both Central and UNO plays a crucial role in making the dual enrollment experience successful. Stastny frequently works with the school’s IB coordinator and dual enrollment coordinator, and she recently benefited from a graduate-level writing course funded by UNO, contributing to her professional development, which she found both meaningful and valuable.
When asked about the future of dual enrollment, Stastny admits she is unsure what direction it will take, nor does she spend much time worrying about it. Her focus remains firmly on the classroom: helping students grow, day by day, as readers and writers. The most rewarding part of her work, she says, is simple and enduring: “seeing evidence that students are developing their reading and writing skills.” With strong support structures in place at Central, she is grateful to concentrate fully on what she does best: teaching.
