Thorne, S., & Strimel, G., & Mentzer, N., & Sears, D. (2022, August), Credit that Counts: The Facilitator Model for Dual-Credit First Year Design Coursework (WIP)  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41147

\bibitem{asee_peer_41147}
  Thorne, S., \& Strimel, G., \& Mentzer, N., \& Sears, D. (2022, August), \emph{Credit that Counts: The Facilitator Model for Dual-Credit First Year Design Coursework (WIP)}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41147

Scott Thorne, Greg Strimel, Nathan Mentzer, and David Sears.  "Credit that Counts: The Facilitator Model for Dual-Credit First Year Design Coursework (WIP)".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41147 Internet.  04 Dec, 2024

\bibitem{asee_peer_41147}
  Scott Thorne, Greg Strimel, Nathan Mentzer, and David Sears.
  "Credit that Counts: The Facilitator Model for Dual-Credit First Year Design Coursework (WIP)".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41147 Internet.  04 Dec, 2024

@INPROCEEDINGS{asee_peer_41147
author = "Scott Thorne, Greg Strimel, Nathan Mentzer, and David Sears"
title = "Credit that Counts: The Facilitator Model for Dual-Credit First Year Design Coursework (WIP)"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41147}
number = {10.18260/1-2--41147}
}

TY  - CPAPER
AB  - While research indicates there are several benefits for high school students to engage in college level courses to earn dual credit, it is rare to find course offerings through four-year, research-intensive universities. This can be especially true for engineering and technology courses focused on design. Additionally, research has suggested that current dual credit models should be revised to a) promote meaningful collaboration with the high school and college and b) address barriers for low income and minoritized students to make opportunities affordable, accessible, and supportive. Most importantly, effective dual credit models should ensure meaningful credit transfer and articulation, such that students are earning credit that counts toward their future plans of study. This paper draws on over 90 hours of qualitative data to outline steps taken by one four-year, research-intensive university to implement a novel dual credit model, the facilitator model, with a hands-on first year design course. This facilitator model is positioned to help enhance the university-high school collaboration, address barriers to access and implementation, and ensure meaningful articulation of credit.  The paper concludes with recommendations from a retrospective analysis, and considerations for implementing, sustaining, and scaling up such a program.  
AU  - Scott Thorne
AU  - Greg Strimel
AU  - Nathan Mentzer
AU  - David Sears
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Credit that Counts: The Facilitator Model for Dual-Credit First Year Design Coursework (WIP)
UR  - https://peer.asee.org/41147
DO  - 10.18260/1-2--41147
ER  -