Rogers, J. J., & Vezino, B. R., & Baygents, J. C., & Goldberg, J. B. (2014, June), ENGR 102 for High School: An Introduction to Engineering, AP type course taught in high schools by high school teachers  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20409

\bibitem{asee_peer_20409}
  Rogers, J. J., \& Vezino, B. R., \& Baygents, J. C., \& Goldberg, J. B. (2014, June), \emph{ENGR 102 for High School: An Introduction to Engineering, AP type course taught in high schools by high school teachers}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20409

J. Jill Rogers, Beau R. Vezino, James C. Baygents, and Jeffrey B. Goldberg.  "ENGR 102 for High School: An Introduction to Engineering, AP type course taught in high schools by high school teachers".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20409 Internet.  18 Jan, 2025

\bibitem{asee_peer_20409}
  J. Jill Rogers, Beau R. Vezino, James C. Baygents, and Jeffrey B. Goldberg.
  "ENGR 102 for High School: An Introduction to Engineering, AP type course taught in high schools by high school teachers".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20409 Internet.  18 Jan, 2025

@INPROCEEDINGS{asee_peer_20409
author = "J. Jill Rogers, Beau R. Vezino, James C. Baygents, and Jeffrey B. Goldberg"
title = "ENGR 102 for High School: An Introduction to Engineering, AP type course taught in high schools by high school teachers"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20409}
number = {10.18260/1-2--20409}
}

TY  - CPAPER
AB  -                 ENGR 102 for High School: An Introduction to Engineering,                AP type course taught in high schools by high school teachers                                                                                               AbstractIn fall 2008, twenty one students from _________ High School in __________, AZ participatedin a University of ________ pilot program and were enrolled in an AP type course called ENGR102 HS. This introductory engineering course offers students three units of credit towards anEngineering degree from any Arizona institution of higher learning. Since the initial pilot, 1214high school students have enrolled and received college credit for the course. With a nearlyidentical core curriculum as the semester long, on campus version of ENGR 102, the high schoolprogram runs for a full school year and thus provides the increased contact time and teacherassistance many high school students require. Extra classroom time in the high school programallows students to participate in service learning projects, online modules and teacher designed,hands on projects.High School teachers that are selected to teach ENGR 102 HS tend to have engineeringbackgrounds; however, many of the most successful teachers in the program teach AP math orAP science at their high school and succeed due to a personal enthusiasm for the topic. A weeklong teacher training workshop is held each summer to prepare new teachers to deliver the corecurriculum. Returning teachers attend an annual three-day training to share ideas, mentor newteachers, receive new classroom content and to strengthen the dynamic ENGR 102 HScommunity of engineering educators. Based on student course evaluations from the last twoschool years (2011 to 2013), 91% of students rated their teacher as almost always or usuallyeffective (n = 514). With the percent of students rating their teacher as almost always effectiverising by over 10% over these two years.Seed funding for ENGR 102 HS program development and logistical sustainability was obtainedthrough grant awards during the first four years of the program. Now in its sixth year, ENGR 102HS operates primarily on tuition dollars and has programs operating in two states, 29 diversehigh schools, with in 15 different school districts and 30 teachers deliver the course to over 450students. Of the 450 students in the 2013-14 cohort, 310 took ENGR 102 HS for University of________ credit. Since fall 2009, 183 students from the high school course have enrolled asfreshman engineering students at the University of _________. This paper will discuss ENGR102 HS program mission and history, spin off research and development, teacher training,program logistics, keys to success and program outcomes.            ENGR 102 HS Program Growth and Outcomes           From pilot in AY2008-09 to AY2013-14                          08-09   09-10    10-11   11-12   12-13   13-14    ENGR 102 HS                         21      82      197      294    310     ~310     Enrollment     No. of Freshman    ENGR majors to       5       25       37      51      65      _    University of ___      High Schools        1        6       14      20      23      29     School Districts                         1      5 (+1)   8(+2)   13(+2) 14(+4) 15(+5)      (+ private)     
AU  - J. Jill Rogers
AU  - Beau R. Vezino
AU  - James C. Baygents
AU  - Jeffrey B. Goldberg
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - ENGR 102 for High School: An Introduction to Engineering, AP type course taught in high schools by high school teachers
UR  - https://peer.asee.org/20409
DO  - 10.18260/1-2--20409
ER  -