Development of the Supply Chain: An AP Engineering Experience for High School Students at the State Level

James C. Baygents; Jeffrey B. Goldberg; Jane Hunter

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Conference: 2011 ASEE Annual Conference & Exposition
Location: Vancouver, BC
Publication Date: June 26, 2011
Start Date: June 26, 2011
End Date: June 29, 2011
ISSN: 2153-5965
Conference Session: High School Engineering Programs, Curriculum, and Evaluation
Tagged Division: K-12 & Pre-College Engineering
Page Count: 15
Page Numbers: 22.498.1 - 22.498.15
DOI: 10.18260/1-2--17779
Permanent URL: https://peer.asee.org/17779
Download Count: 440

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Paper Authors

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James C. Baygents University of Arizona

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James C. Baygents is the Associate Dean of academic affairs in the College of Engineering at The University of Arizona. Jim is a member of the Department of Chemical & Environmental Engineering (ChEE) and the Program in Applied Mathematics at The UA. Jim joined The UA Engineering faculty as an assistant professor in 1991, the same year he received a Ph.D. in chemical engineering from Princeton University. He also holds an M.A. (Princeton, 1981) and a B.S. (Rice, 1980) in chemical engineering.

For three years prior to joining The UA, Jim was a visiting scientist, then a research fellow, at the Space Science Laboratory of the NASA Marshall Space Flight Center in Huntsville, AL. In 1995, he received the Arizona Mortar Board Senior Honor Society award for outstanding faculty service. In 1997, he was awarded an International Research Fellowship by the National Science Foundation for study at the University of Melbourne. In 2009, he was recognized by ChEE and the College for Excellence at the Student Interface. He is a member of Phi Beta Kappa, Tau Beta Pi and Phi Lambda Upsilon honor societies, and the College of Fellows at Rice University’s Will Rice College.

Jim’s research interests include: transport processes in natural and engineered systems; separations and water treatment processes; diffusion-reaction-precipitation in aqueous electrolyte systems; electrokinetic theory, measurements and separations; electrically driven fluid motion and transport processes, including microfluidics; pattern formation in caves associated with Karst water systems; and industrial water treatment for recycle and re-use.

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Jeffrey B. Goldberg University of Arizona

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Jeff Goldberg is Dean of College of Engineering and Professor in Systems and Industrial Engineering at the University of Arizona. Dr. Goldberg received the Ph.D. from the University of Michigan, Department of Industrial and Operations Engineering in December 1984, and the M.E. and B.S. from Cornell University, School of Operations Research and Industrial Engineering, in 1980 and 1979 respectively. He has piloted programs for increasing the number of high quality high school students enrolling in Engineering, co-developed and co-taught a freshman success seminar and tutoring program, and co-developed and co-taught mentoring programs for new faculty members and graduate teaching assistants.

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Jane Hunter University of Arizona

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Abstract

Development of the Supply Chain—an AP Engineering Experience for High School Students at the State LevelIn this presentation, we describe a pilot project in which a college of engineering at a majorpublic research university offers their Introduction to Engineering course at high schoolsthroughout the State. At the high school (HS), the course is taught by HS teachers who areappointed adjunct instructors by the college. The participating instructors typically haveexperience teaching AP calculus or science or, alternatively, CTE engineering courses. Theadjuncts receive two-weeks training from university faculty members who have offered the on-campus version of the class, hereafter referred to as ENGR 102. Curriculum is supplied by thecollege and the HS instructors are given the freedom to supplement the curriculum with theirown materials (most do). The HS students are admitted to the university as non-degree-seekingstudents and register for three units of credit. Students are recruited into the class by the HSinstructor acting locally. The course is targeted toward HS seniors who have previouslyexhibited an interest and proficiency in math and science. Tuition is assessed, though at a greatlyreduced rate (~75% discount). College algebra and trigonometry are required as co-requisites forenrollment, and many of the students have had, or are co-enrolled in, calculus and AP science.Financial support for the project comes from the state department of education, with subsidiaryfunding from two industrial benefactors. To prove the concept, ENGR 102 was initially offeredin one suburban HS, approximately 100 miles from the university campus; one of the industrialpartners help supply funding for this first step in AY08-09. The network of participating highschools has since grown from one to six (AY09-10) to 16 (AY10-11), encompassing sevendifferent school districts and three population centers. The HS diversity is significant.Partnering schools range from affluent, largely-white suburban campuses, to rural and urbanschools comprised almost entirely of underrepresented minorities of modest financial means. HSenrollments in ENGR 102 have grown from approximately 20 to 80 to 160.Three methods are used to assess the work, viz. a standard university course evaluation, a studentself-efficacy survey and a survey prescribed by the state department of education. The goal ofthe program is to reduce the number “false positive” and “false negative” students that are seenat the University. A false positive is a student that thinks that they want to do engineering, butwhen they actually see what it involves, they transfer out. This goal can be achieved by offeringa class where engineering is portrayed honestly by a teacher with credibility and such a class willalso preserve “true positives”. A false negative is a student that never tries engineering, yet theywould have been happy, strong, and successful in an engineering program. This can be achievedby offering the class at the HS level in an accommodating academic environment—there arefamiliar teachers, surroundings and expectations, and ENGR 102 is spread over two semesters inthe HS. The postulate is that students are more likely to explore when asked by the familiar HSteacher as compared to being asked by a university advisor/instructor.

Citation
Format

Baygents, J. C., & Goldberg, J. B., & Hunter, J. (2011, June), Development of the Supply Chain: An AP Engineering Experience for High School Students at the State Level Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17779

TY  - CPAPER
AB  -  Development of the Supply Chain—an AP Engineering Experience for High                     School Students at the State LevelIn this presentation, we describe a pilot project in which a college of engineering at a majorpublic research university offers their Introduction to Engineering course at high schoolsthroughout the State. At the high school (HS), the course is taught by HS teachers who areappointed adjunct instructors by the college. The participating instructors typically haveexperience teaching AP calculus or science or, alternatively, CTE engineering courses. Theadjuncts receive two-weeks training from university faculty members who have offered the on-campus version of the class, hereafter referred to as ENGR 102. Curriculum is supplied by thecollege and the HS instructors are given the freedom to supplement the curriculum with theirown materials (most do). The HS students are admitted to the university as non-degree-seekingstudents and register for three units of credit. Students are recruited into the class by the HSinstructor acting locally. The course is targeted toward HS seniors who have previouslyexhibited an interest and proficiency in math and science. Tuition is assessed, though at a greatlyreduced rate (~75% discount). College algebra and trigonometry are required as co-requisites forenrollment, and many of the students have had, or are co-enrolled in, calculus and AP science.Financial support for the project comes from the state department of education, with subsidiaryfunding from two industrial benefactors. To prove the concept, ENGR 102 was initially offeredin one suburban HS, approximately 100 miles from the university campus; one of the industrialpartners help supply funding for this first step in AY08-09. The network of participating highschools has since grown from one to six (AY09-10) to 16 (AY10-11), encompassing sevendifferent school districts and three population centers. The HS diversity is significant.Partnering schools range from affluent, largely-white suburban campuses, to rural and urbanschools comprised almost entirely of underrepresented minorities of modest financial means. HSenrollments in ENGR 102 have grown from approximately 20 to 80 to 160.Three methods are used to assess the work, viz. a standard university course evaluation, a studentself-efficacy survey and a survey prescribed by the state department of education. The goal ofthe program is to reduce the number “false positive” and “false negative” students that are seenat the University. A false positive is a student that thinks that they want to do engineering, butwhen they actually see what it involves, they transfer out. This goal can be achieved by offeringa class where engineering is portrayed honestly by a teacher with credibility and such a class willalso preserve “true positives”. A false negative is a student that never tries engineering, yet theywould have been happy, strong, and successful in an engineering program. This can be achievedby offering the class at the HS level in an accommodating academic environment—there arefamiliar teachers, surroundings and expectations, and ENGR 102 is spread over two semesters inthe HS. The postulate is that students are more likely to explore when asked by the familiar HSteacher as compared to being asked by a university advisor/instructor.
AU  - James C. Baygents
AU  - Jeffrey B. Goldberg
AU  - Jane Hunter
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Development of the Supply Chain: An AP Engineering Experience for High School Students at the State Level
UR  - https://peer.asee.org/17779
DO  - 10.18260/1-2--17779
ER  -