June 24, 2017
June 24, 2017
June 28, 2017
This Work in Progress paper describes the statewide program Accelerate, an immersive linkage/transfer pathway for South Carolina high school students interested in engineering. With increases in traditional and transfer enrollment, Clemson University is educating more South Carolina students today than ever before in its 120-year history. Educational attainment in South Carolina for high school is 86% and for secondary degrees is 26.2% [National Center for Education Statistics 2016]. Creating intentional pathways to higher education for South Carolina residents can lead to increased educational attainment and fulfillment of regional and national STEM workforce demands. Our state has drastically expanded in recent years to provide a manufacturing basis for industries in the areas of energy, logistics, aviation, transportation, and healthcare. This has resulted in a substantial need for growth within the engineering workforce.
Science and Mathematics (GSSM) to 1) cultivate and maintain in-state engineering talent, 2) attract more women and minorities into engineering, especially from under-resourced school districts, and 3) keep gifted students challenged while developing collegiate study skills. Beginning in their sophomore year, motivated high school students enroll in an integrated set of courses in mathematics, engineering, English, and science. The engineering courses are taught remotely by the General Engineering faculty from Clemson University. Upon completion of the program and graduation from high school, students earn college credit hours that, upon acceptance, can be applied to an engineering degree at three universities in South Carolina, including Clemson, the flagship engineering program in the state.
Throughout the year, students participate in synchronous online classes and routinely use learning management platforms such as Canvas and Pearson MyLabPlus to access in class activities, homework assignments and recorded classes. Accelerate facilitators at each site enable students to work in their home district while receiving critical mentoring, proctoring and communication services. Accelerate has expanded over the years, starting with five school district partners and growing to eleven districts across the state.
As of Fall 2016, one cohort has graduated the Accelerate program and three cohorts are currently active (from sophomore through senior year). We can now begin to assess program success in terms of program retention on a year-to-year basis, retention of students in South Carolina higher education, and transition into the Clemson University engineering program. In general, we see programmatic retention improvement in the transition between the first and second year of the program. The inaugural cohort graduated 16 students, with 15 of the students attended a South Carolina university and 14 enrolled in Clemson University. Of the 14 Clemson University students, 13 enrolled in a STEM discipline and 12 enrolled in an engineering discipline. In this paper, we further discuss persistence of inaugural students in their first semester at the university and lessons learned for implementing a statewide program. These preliminary findings indicate that Accelerate is a working, improving, and expanding statewide model for linking public high schools and higher education in South Carolina.
Rowlinson, S. C., & Stephan, E. A., & Maier, J. R. A. (2017, June), Work in Progress: Linking Clemson University General Engineering and South Carolina High Schools Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29168
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: © 2017 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