Analysis of the Barriers, Constraints, and Issues for Dual Credit and/or Advanced Placement® Pathway for Introduction to Engineering/Design

Leigh R Abts

Download Paper | Permalink

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: Design in Freshman and Sophomore Courses
Tagged Division: Design in Engineering Education
Page Count: 17
Page Numbers: 22.206.1 - 22.206.17
DOI: 10.18260/1-2--17487
Permanent URL: https://peer.asee.org/17487
Download Count: 513

Paper Authors

biography

Leigh R Abts University of Maryland, College Park

visit author page

Dr. Abts received his Bachelor’s of Science in 1973 from Brown University, and his Ph.D. in Engineering in 1982 from Brown University. Currently, Dr. Abts holds a joint faculty appointment as a Research Associate Professor in the College of Education and the A. James Clark School of Engineering at the University of Maryland at College Park.

visit author page

Download Paper | Permalink

Abstract

Analysis of the Barriers, Constraints and Issues for Dual Credit and / orAdvanced Placement® Pathway for Introduction to Engineering / Design Over the past five years a national research effort has elicited the opinions, attitudesand expertise of individuals and focus groups, and has conducted a limited number ofcase studies to explore the need, the barriers, feasibility and alternatives for a pre-collegestudent to earn transferable, undergraduate credit for Introduction to Engineering or as analternative, Introduction to Design. The presentation would review the research to date and field studies with respect tothe following issues, constraints, and factors that can impact the preparation of studentsand instructors, the development of the courses (course of study), and the transferabilityof credit: • Existing standards that define and guide the curriculum for Introduction to Engineering Pre-college, Community College and University courses; • Existing preparatory pathways to prepare students for the Introduction to Engineering course. • Comparative analysis of Introduction to Engineering courses relative to learning goals, performance benchmarks and teaching of Engineering core competencies; • The bridging classroom courses of studies to co-curricular activities as preparatory pathways into Engineering studies through Portfolio assessments; • The need for a ‘reference’ curriculum Introduction to Engineering (or Introduction to the Design Process) as a model for a dual credit course; • The importance of the preparation of secondary teachers in Introduction to Engineering and Design course content; and • The importance of assessment tools, such as a Rubric for the Design Process and the Electronic Portfolio. As indicated, the research and field studies have demonstrated that there are a numberof barriers to transferability of credit for the Introduction to Engineering and / or theIntroduction to the Design Process courses between secondary school and undergraduateprograms, but also across undergraduate institutions. A recent focus group and expertinterviews have indicated that a Design Process Rubric would form the initial referenceframework for the learning, teaching and performance guidelines of not only for courses,such as Introduction to Engineering, but also for courses of study related to the DesignProcess, such as a senior-level Capstone Design Project. The creation of a referenceDesign Process Rubric would begin to lay the foundation to address barriers, the teachingand learning goals for a dual credit course. 1

Citation
Format

Abts, L. R. (2011, June), Analysis of the Barriers, Constraints, and Issues for Dual Credit and/or Advanced Placement® Pathway for Introduction to Engineering/Design Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17487

TY  - CPAPER
AB  - Analysis of the Barriers, Constraints and Issues for Dual Credit and / orAdvanced Placement® Pathway for Introduction to Engineering / Design    Over the past five years a national research effort has elicited the opinions, attitudesand expertise of individuals and focus groups, and has conducted a limited number ofcase studies to explore the need, the barriers, feasibility and alternatives for a pre-collegestudent to earn transferable, undergraduate credit for Introduction to Engineering or as analternative, Introduction to Design.    The presentation would review the research to date and field studies with respect tothe following issues, constraints, and factors that can impact the preparation of studentsand instructors, the development of the courses (course of study), and the transferabilityof credit:    • Existing standards that define and guide the curriculum for Introduction to        Engineering Pre-college, Community College and University courses;    • Existing preparatory pathways to prepare students for the Introduction to        Engineering course.    • Comparative analysis of Introduction to Engineering courses relative to learning        goals, performance benchmarks and teaching of Engineering core competencies;    • The bridging classroom courses of studies to co-curricular activities as        preparatory pathways into Engineering studies through Portfolio assessments;    • The need for a ‘reference’ curriculum Introduction to Engineering (or        Introduction to the Design Process) as a model for a dual credit course;    • The importance of the preparation of secondary teachers in Introduction to        Engineering and Design course content; and    • The importance of assessment tools, such as a Rubric for the Design Process and        the Electronic Portfolio.    As indicated, the research and field studies have demonstrated that there are a numberof barriers to transferability of credit for the Introduction to Engineering and / or theIntroduction to the Design Process courses between secondary school and undergraduateprograms, but also across undergraduate institutions. A recent focus group and expertinterviews have indicated that a Design Process Rubric would form the initial referenceframework for the learning, teaching and performance guidelines of not only for courses,such as Introduction to Engineering, but also for courses of study related to the DesignProcess, such as a senior-level Capstone Design Project. The creation of a referenceDesign Process Rubric would begin to lay the foundation to address barriers, the teachingand learning goals for a dual credit course.                                                                                            1
AU  - Leigh R Abts
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Analysis of the Barriers, Constraints, and Issues for Dual Credit and/or Advanced Placement® Pathway for Introduction to Engineering/Design
UR  - https://peer.asee.org/17487
DO  - 10.18260/1-2--17487
ER  -