Salt Lake City, Utah
June 20, 2004
June 20, 2004
June 23, 2004
9.1224.1 - 9.1224.7
TTU College of Engineering Pre-College Engineering Academy© Teacher Training Program
John R. Chandler, Ph.D. and A. Dean Fontenot, Ph.D. College of Engineering, Texas Tech University
Abstract This paper reports on progress to-date in the planning, design, and initial implementations of a K-12 engineering program being developed collaboratively by Texas Tech University, Lubbock Independent School District, and a growing number of other entities. The paper discusses various issues endemic in K-12 and post-secondary education that have driven the evolution of the program, especially focusing on our experience in working with K-12 teachers to introduce engineering content into public school curriculum.
The TTU College of Engineering Center for Partnerships in Science and Technology is actively engaged in developing curriculum, teacher training and support, academic competitions, after school programs, and other educational activities to increase awareness about engineering practice in the different engineering disciplines, and to provide engaging learning experiences for K-12 students and teachers. The Academy began with a pilot engineering magnet program at Estacado High School in Lubbock. The magnet program has grown to include feeder programs with several elementary schools and junior high schools in Lubbock. Additionally, teacher training programs and workshops with engineering content that have been developed as components of the program are increasing the scope of the program to schools across the West Texas Region.
Ultimately, the goal of the Pre-College Engineering Academy is to significantly increase the number of K-12 students, especially those from underrepresented populations, entering higher education tracks in science, technology, engineering, and mathematics (STEM) disciplines. To help ensure that these students are equipped to successfully earn their degrees, the Academy program is developing components not only to provide rigorous academic preparation, but also to establish support mechanisms to ease the social transition into the university environment. For example, a mentoring component provides resources for underrepresented TTU engineering students and organizations (e.g., National Society of Black Engineers, Society of Hispanic Professional Engineers, Society of Women Engineers, etc.) to work with K-12 students and teachers to facilitate project-based curriculum in K-12 classrooms while serving as role models.
This paper also discusses the structure and content of various K-12 teacher training workshops and professional development opportunities the Center has developed, which support vertical alignment of curriculum, provide engaging approaches to teaching mathematics and science, and educate teachers about engineering practice and education.
Overview of Our Current Progress As reported at the 2003 American Society of Engineering Education conference 1, we were in the third year of a five year development plan based upon Michael Fullan’s design for accomplishing
Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education
Chandler, J., & fontenot, D. (2004, June), Texas Tech University Pre College Engineering Academy© Teacher Training Program Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13341
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