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Credit that Counts: The Facilitator Model for Dual-Credit First Year Design Coursework (WIP)

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Conference

2022 ASEE Annual Conference & Exposition

Location

Minneapolis, MN

Publication Date

August 23, 2022

Start Date

June 26, 2022

End Date

June 29, 2022

Conference Session

Pre-College Engineering Education Division Poster Session

Page Count

10

DOI

10.18260/1-2--41147

Permanent URL

https://peer.asee.org/41147

Download Count

362

Paper Authors

biography

Scott Thorne Purdue University at West Lafayette (COE)

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Scott Thorne is an engineering and technology teacher of 12 years, and a doctoral student of technology at Purdue University, West Lafayette, IN.

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biography

Greg Strimel Purdue University at West Lafayette (PPI)

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Assistant Professor, Technology Leadership & Innovation at Purdue University

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biography

Nathan Mentzer Purdue University at West Lafayette (COE)

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Nathan Mentzer

Nathan Mentzer is an associate professor in the Purdue Polytechnic College jointly and College of Education. Strategically hired for the P12 STEM initiative, Dr. Mentzer prepares Technology and Engineering candidates for teacher licensure, conducts research and mentors graduate students. Nathan has taken an active role in guiding the evolution of the undergraduate teacher education program, an Integrated STEM education concentration and a minor in design and innovation at Purdue informed by his National Science Foundation funded research on Design Thinking.

Nathan is strategic in connecting theory, practice and research. He engages P16 educators in research efforts to develop innovative pedagogical strategies situated in STEM education classrooms. He is active in the International Technology and Engineering Education’s Association through national and international professional development. His current research efforts focus on improving learning using ACJ as a primer, expanding accessibility using HyFlex participation and broadening participation in STEM education through co-robotics.

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David Sears Purdue University at West Lafayette (COE)

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Abstract

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.

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

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