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ENGR 102 for High School: An Introduction to Engineering, AP type course taught in high schools by high school teachers

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Addressing the NGSS, Part 3 of 3: Supporting High School Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Tagged Division

K-12 & Pre-College Engineering

Page Count

19

Page Numbers

24.518.1 - 24.518.19

Permanent URL

https://peer.asee.org/20409

Download Count

74

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Paper Authors

biography

J. Jill Rogers University of Arizona

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J. Jill Rogers is the program coordinator for ENGR 102 HS at the University of Arizona. ENGR 102 HS is an AP type, college level, introductory engineering course offered to high school students. Over the years Jill has developed K-12 science summer camps, conducted K-12 educational research, developed engineering curriculum for formal and informal education venues, and developed robotics outreach programs for children’s museums and K-12 schools. Jill is a certified teacher and holds a Master’s of Science in Education. Her Master’s thesis topic examined middle school student attitudes towards robotics and considered gender differences. She is a member of the National Science Teachers Association, Philanthropic Educational Organization (P.E.O) and American Society for Engineering Education. She has long been an advocate for improving K-12 STEM education. Jill’s research interest lies in the K-12 pipeline to engineering and the ways to bring young people, particularly under represented populations, into STEM careers.

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Beau R. Vezino University of Arizona

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Beau R. Vezino is a Ph.D. student at the University of Arizona’s College of Education in the Department of Teaching and Teacher Education. His focus is engineering and science education. Beau currently teaches the science methods course for pre-service teachers and works on several research projects related to STEM education. Beau has worked to develop K-12 engineering curriculum, co-taught master’s level STEM education courses, and developed/directed an after school engineering and robotics program. He is a member of the National Science Teachers Association, American Society of Engineering Education, National Association for Research in Science Teaching, and American Society for Mechanical Engineers. Beau is certified teacher with five years of experience title one school in Phoenix, Arizona. He holds a Master’s of Education in Curriculum and Instruction (2009) and a Bachelor’s of Science in Mechanical Engineering (2005). He has received the UA Graduate Access Fellowship, the Mary & Maude Miller Scholarship, and the SRP Learning Grant. Beau’s research interest lies in understanding how students can best learn and teachers can best teach engineering in the pre-college setting.

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James C. Baygents University of Arizona

biography

Jeffrey B. Goldberg University of Arizona

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Dr. Jeff Goldberg is Dean, College of Engineering, and Professor in Systems and Industrial Engineering at Arizona. He was employed at Vector Research and Bell Laboratories. He is currently a Principal of Silver Oak Research Inc. which specializes in deployment planning for emergency vehicle systems.

Dr. Goldberg received the Ph.D. from the Michigan, in IOE 1984, and the M. ENGR.and BS from Cornell in ORIE in 1980 and 1979 respectively. His research interests include designing and operating emergency vehicle systems, and using mathematical models to help solve decision problems. He was a recipient of the Shingo Prize for excellence in manufacturing (outstanding paper award, 1994), and spent a year at West Point as a visiting professor in the Department of Systems Engineering. In 1999 he was given the University of Arizona’s EL-Paso Natural Gas Foundation Faculty Achievement Award for outstanding teaching and research. His textbook The Design and Analysis of Lean Production Systems won the "Book of the Year Award" from the Institute for Industrial Engineering in 2003.

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Abstract

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)     

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. https://peer.asee.org/20409

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: © 2014 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