June 26, 2011
June 26, 2011
June 29, 2011
K-12 & Pre-College Engineering
22.498.1 - 22.498.15
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.
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. https://peer.asee.org/17779
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2011 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015