The Facilitator Model: Investigating a Novel Dual Credit Experience for Open-Ended Design Coursework
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| Title: | The Facilitator Model: Investigating a Novel Dual Credit Experience for Open-Ended Design Coursework |
|---|---|
| Language: | English |
| Authors: | Scott Thorne (ORCID |
| Source: | Journal for STEM Education Research. 2022 5(3):479-508. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2022 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Undergraduate Education (DUE) |
| Contract Number: | 2044288 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | High School Teachers, STEM Education, Dual Enrollment, College School Cooperation, Undergraduate Students, Engineering Education, Curriculum Development, Courses, Charter Schools, Academic Records, Required Courses, College Credits |
| DOI: | 10.1007/s41979-022-00075-5 |
| ISSN: | 2520-8705 2520-8713 |
| Abstract: | This study explored the implementation of a novel approach to dual credit referred to as the facilitator model that can be suited for STEM-focused coursework such as courses focused on engineering, design, technology, and innovation. Unlike other models, high school teachers facilitate the implementation of a college course for both high school and college credit in "collaboration" with a university instructor who evaluates student learning. This novel approach was specifically implemented for an open-ended undergraduate design course within an engineering technology college, similar to many first-year engineering course experiences that emphasize project-based learning, from a large research-intensive public university. For this study, the facilitator model was piloted with five high school teachers as facilitators of an undergraduate design course for dual credit at two innovative, STEM-focused public charter schools. The qualitative research design focused on examining (1) teacher needs while implementing, and perceptions of, the dual credit facilitator model for an undergraduate design course in urban public charter schools and (2) the impact of this model on student learning. This study included the collection and analysis of over 90 h of interviews, focus groups, surveys, and observations. Results provide a promising outlook for the use of the facilitator model when delivering dual credit content that is open ended and within the context of design, technology, and engineering by (1) navigating multiple institutional policies and processes related to dual-credit implementation, (2) providing ongoing support and fostering collaboration between high schools and university, (3) enabling students to earn directly transcripted college credits that count as a required course toward degree completion, and (4) increasing affordability and access to dual credit coursework. These potential advantages over other dual credit models can help address barriers that may limit access to dual credit coursework, specifically for underserved high schools. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1420664 |
| Database: | ERIC |
| Abstract: | This study explored the implementation of a novel approach to dual credit referred to as the facilitator model that can be suited for STEM-focused coursework such as courses focused on engineering, design, technology, and innovation. Unlike other models, high school teachers facilitate the implementation of a college course for both high school and college credit in "collaboration" with a university instructor who evaluates student learning. This novel approach was specifically implemented for an open-ended undergraduate design course within an engineering technology college, similar to many first-year engineering course experiences that emphasize project-based learning, from a large research-intensive public university. For this study, the facilitator model was piloted with five high school teachers as facilitators of an undergraduate design course for dual credit at two innovative, STEM-focused public charter schools. The qualitative research design focused on examining (1) teacher needs while implementing, and perceptions of, the dual credit facilitator model for an undergraduate design course in urban public charter schools and (2) the impact of this model on student learning. This study included the collection and analysis of over 90 h of interviews, focus groups, surveys, and observations. Results provide a promising outlook for the use of the facilitator model when delivering dual credit content that is open ended and within the context of design, technology, and engineering by (1) navigating multiple institutional policies and processes related to dual-credit implementation, (2) providing ongoing support and fostering collaboration between high schools and university, (3) enabling students to earn directly transcripted college credits that count as a required course toward degree completion, and (4) increasing affordability and access to dual credit coursework. These potential advantages over other dual credit models can help address barriers that may limit access to dual credit coursework, specifically for underserved high schools. |
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| ISSN: | 2520-8705 2520-8713 |
| DOI: | 10.1007/s41979-022-00075-5 |
