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Team-Teaching Secondary STEM Courses

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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

Teaching and Assessment Methodologies

Tagged Division

Manufacturing

Page Count

6

Page Numbers

24.1176.1 - 24.1176.6

DOI

10.18260/1-2--23109

Permanent URL

https://peer.asee.org/23109

Download Count

63

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Paper Authors

biography

M. Austin Creasy Purdue University (Statewide Technology)

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Assistant Professor
Mechanical Engineering Technology
Purdue University

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Nicole Otte Central Nine Career Center

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Abstract

Team-Teaching Secondary STEM CoursesIn southeastern Indiana, manufacturing is one of the dominant economic activities. About 30percent of the overall workforce works directly for a manufacturing company. According to theEconomic Opportunities through Education by 2015 (EcO15), this workforce is not sufficientlytrained to meet the needs of the manufacturers. To meet these needs, community educationleaders, industry, and academia have partnered together in order to assist the workforce and thefuture workforce meet these needs. Part of this partnership has been to assist all of the secondaryschools within the southeastern region of Indiana offer Project Lead the Way (PLTW) courses.These classes are being used to assist the students in gaining a greater foundation in engineeringand technology that is not typically offered through science and math courses. Another part ofthis partnership is to provide the students with a pathway (named the “Seamless Pathway”)through high school and college that leads directly into a manufacturing position. Part of thispathway includes having the local university faculty team-teach with secondary teachers in thesePLTW courses. Currently, the faculty has and is team-teaching the PLTW course entitledComputer Integrated Manufacturing (CIM) at the local high schools. The purpose of havingcollege faculty team-teach these courses is to introduce the students to college faculty in order tomake a smoother transition from high school to college.The activities of the CIM course include robotic programming and computer numerical control(CNC) machining. The university faculty also introduced the students to programmable logiccontrollers (PLCs) as an additional activity outside the CIM curriculum. The university facultyinvolvement consists of visiting the high schools on a weekly basis to review class progress onsecondary teacher assigned projects. When the high school lacks the necessary equipment forspecific activities, the secondary students are invited to the local campus to learn about theequipment and perform the specific activities. Last year, the CIM course had 10 students. Thefirst part of the class was held on the secondary school’s campus and covered introductorymaterial and basic programming. The middle of the course was held on the college campuswhere the students were introduced to robotic programming, CNC manufacturing, and PLCprogramming. The end of the course was held at the secondary school campus as the studentsfinished a final project. This paper will review the experience of this course and its successes inproviding the students a better education and in meeting local workforce needs.

Creasy, M. A., & Otte, N. (2014, June), Team-Teaching Secondary STEM Courses Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23109

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