June 14, 2015
June 14, 2015
June 17, 2015
K-12 & Pre-College Engineering
26.196.1 - 26.196.7
An integrated, virtual engineering program of college-level courses for high school students offered by a state-wide public STEM magnet school (Work in Progress) Abstract: Based on conversations with leading technology companies who want creative, articulate engineers, a program has been developed to offer high school students throughout the state an integrated set of courses in mathematics, engineering, English, and science. Many of these courses are dual-enrollment or Advanced Placement, taught by instructors who hold the terminal degree in their field and have experience in college or university classrooms. Upon graduation from high school, students may have earned up to 32 college credit hours from state colleges and universities. The state-wide public STEM magnet school has educated talented students since 1988 in a residential setting. To reach high school students in grades 10 - 12 beyond its residential enrollees, our pilot program began offering a live, virtual engineering education to sophomores throughout the state in fall of 2013. Additional courses and grade levels are being added each year as students progress through the program. An integrated set of courses delivers superior science, engineering, and mathematics instruction along with valuable communication skills through dedicated English courses. This accelerated program provides students with opportunities for collaboration, social engagement, and research that hinge on the program’s model of integration, requiring networking across disciplines and physical space. Students participate in real-time, in-person and virtual lectures, as well as week-long summer and Saturday field experiences for hands-on activities, team-building, interaction and discussion, and problem-solving. Science courses meet two Saturdays a semester to complete hands-on laboratories. These are complemented by in-class laboratory demonstrations and online, virtual laboratory activities. Instructors are developing an integrated set of desired outcomes and assessment tools informed by ABET accreditation standards. Areas of emphasis include project-based learning, design and process thinking, professionalism and ethics, and leadership and public speaking skills. This model of integration occurs in coursework, field experiences, and group collaboration across the state, both in- class and virtually. Students who complete the program are outfitted with professional knowledge, skills, and dispositions which will contribute to their future success—academically and professionally.
Albright, M. A., & Den Braven, K. R., & Parshall, E. R. (2015, June), An Integrated, Blended Online Engineering Program of College-level Courses for High School Students Offered by a State-wide Public STEM Magnet School Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23535
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