CCBC Generating Excitement and Training for Engineering and Technology (GET ET)

CCBC 激发工程技术的热情和培训 (GET ET)

• 批准号: 1400583
• 负责人: Jack McLaughlin
• 金额: $ 75.59万
• 依托单位: Community College of Baltimore County, Essex
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-07-15 至 2018-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1400583&HistoricalAwards=false
• 关键词: CCBC; Generating; Excitement; Training; Engineering

The need for engineering technicians in the United States is expected to continue to grow for the next decade. Skilled engineering technicians are a critical part of the nation's high-tech workforce. Engineering technician positions frequently require Associates Degrees in areas such as mechanical, electrical, electronics, or civil engineering. In this project, the Community College of Baltimore County will conduct a pilot in cooperation with Baltimore County Public Schools (BCPS) that will improve the ability of high school students to enter careers as engineering technicians. Supplemental materials will be added to a series of existing high school technology education courses that, when taken in combination, will allow a high school student to receive articulated credit for the college-level "Introduction to Engineering Technology" course offered at the Community College of Baltimore County. In this way, by pursuing a series of high school advanced technology education courses, high school students will start earning credit towards an Associates Degree in an engineering technology field. This program will also offer training for high school teachers, training for elementary, middle and high school counselors, and outreach to high school students. The project will help to broaden participation in engineering technology careers by creating a more seamless and efficient pathway from high school into technician jobs requiring an Associates Degree.The project will utilize the existing Engineering by Design (EbD) curriculum developed by the International Technology and Engineering Education Association (ITEEA). This curriculum is used by many secondary schools throughout the United States and meets relevant STEM standards in many states. In Maryland, the EbD Foundations of Technology course is required for all ninth grade students. After taking Foundations of Technology, high school students may elect to continue the EdD curriculum and enroll in the advanced technology education courses called Advanced Design Applications (ADA) and Engineering Design (ED). The ADA and ED courses are already taught in many schools. This project will enable other community colleges and school districts to develop a set of supplemental materials for the existing ADA and ED courses that will enable high school student taking the required Foundations of Technology course and the two elective advanced technology education courses to receive credit for the first college course in the Associates Degree in Engineering Technology at the community college. Since the ITEEA Engineering by Design curriculum is widely used throughout the state of Maryland and across the country, the potential exists to expand this approach statewide and across the nation. The project team will begin to develop collaborations outside of Maryland to propagate this model to other states.The project also includes other activities integral to achieving the goal of broadening participation in engineering technology careers. A training program for school counselors is being developed to better able them to encourage students, especially those from underrepresented groups, to enroll in this series of technology courses with the goal of continuing education beyond high school. A professional development program will be developed for high school teachers concerning effective use of the supplementary materials. An outreach program, involving engineering technology students from the community colleges called Student Ambassadors, will be implemented. The evaluation of this project will yield data concerning the potential of using a high school technology curriculum aligned with a college-level engineering technology program to increase the number and diversity of high school students pursuing two or four-year degrees in engineering technology. Evaluation will provide a baseline assessment of skills and content needs for high school teachers who will teach the new articulated technology classes. Measurements will be made of teacher learning, satisfaction, and confidence related to teacher professional development activities. The annual number of teachers participating in professional development activities will be monitored along with demographic data. Annual benchmarks will track implementation of the new curriculum in participating schools: number of courses offered, number of students enrolled, as well as teacher self-reported developments. Evaluation will consider assessments of high school student knowledge, interest, and attitudes toward engineering technology studies and careers in participating schools. Measurements will be taken at baseline, during, and after the project. Measurement of impacts will include the number of two-year/four-year articulations and transfer pathways at baseline, during, and after the project. The goal of increasing the number of students in engineering technology programs will be assessed through measurements of the number of college students enrolled in the engineering technology programs at the participating 2-year institutions who utilized the articulated credit at baseline, during, and after the project.

美国对工程技术人员的需求预计将在未来十年继续增长。 熟练的工程技术人员是国家高科技劳动力的重要组成部分。工程技术人员职位通常需要在机械，电气，电子或土木工程等领域的副学士学位。在这个项目中，巴尔的摩县社区学院将与巴尔的摩县公立学校（BCPS）合作进行试点，提高高中生进入工程技术人员职业的能力。 补充材料将被添加到一系列现有的高中技术教育课程，当采取组合，将允许高中学生获得大学水平的“介绍工程技术”课程在巴尔的摩县社区学院提供的衔接学分。 通过这种方式，通过追求一系列高中先进的技术教育课程，高中生将开始获得学分，在工程技术领域的准学士学位。 该项目还将为高中教师提供培训，为小学、初中和高中辅导员提供培训，并向高中学生提供宣传。该项目将有助于扩大工程技术职业的参与，创造一个更无缝和有效的途径，从高中到需要大专学位的技术人员工作。该项目将利用现有的设计工程（EbD）课程由国际技术和工程教育协会（ITEEA）开发。该课程被美国许多中学使用，并符合许多州的相关STEM标准。在马里兰州，所有九年级学生都必须参加EbD技术基础课程。 参加技术基础课程后，高中生可以选择继续EdD课程，并参加称为高级设计应用（ADA）和工程设计（艾德）的高级技术教育课程。ADA和艾德课程已经在许多学校开设。 该项目将使其他社区学院和学区能够为现有的ADA和艾德课程开发一套补充材料，使高中学生能够参加所需的技术基础课程和两门选修的高级技术教育课程，以获得社区学院工程技术副学士学位的第一门大学课程的学分。 由于ITEEA设计工程课程在整个马里兰州和全国范围内广泛使用，因此有可能在全州和全国范围内推广这种方法。 该项目团队将开始在马里兰州以外开展合作，将该模式推广到其他州。该项目还包括其他活动，这些活动是实现扩大工程技术职业参与目标不可或缺的一部分。目前正在制定一个学校辅导员培训方案，使他们能够更好地鼓励学生，特别是那些来自代表性不足群体的学生，参加这一系列技术课程，目标是在高中以后继续接受教育。 将为高中教师制定一个关于有效使用补充材料的专业发展方案。 将实施一个由社区学院的工程技术学生参与的外联方案，称为学生大使。 该项目的评估将产生有关使用高中技术课程与大学水平的工程技术课程相结合的潜力的数据，以增加追求两年或四年制工程技术学位的高中学生的数量和多样性。 评估将为教授新的铰接技术课程的高中教师提供技能和内容需求的基线评估。 将测量教师的学习，满意度和信心有关的教师专业发展活动。将沿着人口统计数据监测每年参加专业发展活动的教师人数。年度基准将跟踪参与学校实施新课程的情况：提供的课程数量、入学学生人数以及教师自我报告的发展情况。 评估将考虑评估高中学生的知识，兴趣和对工程技术研究和参与学校的职业的态度。 测量将在基线、项目期间和项目结束后进行。 对影响的衡量将包括在基线、项目期间和项目之后两年/四年衔接和转移途径的数量。增加工程技术课程学生人数的目标将通过测量参加工程技术课程的大学生人数进行评估，这些大学生在参与的2年制机构中使用了基线，期间和项目后的衔接学分。