Hawaii's Pre-Engineering Education Collaboration (PEEC)

卡皮奥拉尼社区学院，夏威夷大学（UH）系统提出发展？夏威夷吗?工程预科教育是协作的吗？（PEEC），将支持155名夏威夷原住民（NH）学生（男女和残疾学生）在夏威夷大学马诺阿工程学院（UHMCOE）攻读和完成学士学位。自2006年以来，UHMCOE共接收了来自四所参与社区学院和毛伊大学的117名转校生：卡皮奥拉尼（50人），背风（51人），檀香山和风沃德（各4人），毛伊大学MC（8人）。目标1：高质量的工程前核心课程：为NH学生在工程教育中逐步获得更高水平课程的成功做好准备，有效地整合微积分，并且在项目期间和之后的每个学期都可以在线获得。目标2：工程实践社区：通过资助学生的职位，增加对工程问题和行业的参与，以及在线沟通策略，将NH学生，导师和本科生研究人员与培养建议，结构化队列经验，优质课程，教师/研究人员和社区合作伙伴联系起来。1) PEEC的教师领导将审查NH学生的预工程课程成功率，并通过整合技术，服务，同伴指导，研究和实习机会来改进现有和新课程，为NH学生在夏威夷完成工程学位和职业做好准备。2)开发一门新课程，工程100，工程导论，和一门现有课程，物理272，普通物理2，用于在线交付。3)整合关键概念？工程设计导论？（ME 213），以及？工程设计？（ME 481-482），进入连续NH夏季工程经验（SEE）。4)建立三个SEE，为成功转学、学位完成和职业发展锚定NH队列。5)增加和加强NH学生的招聘和参与（服务，同侪指导，本科研究，可再生能源和可持续发展项目）的机会。6)增加NH学生之间和关键利益相关者之间的互动：NH科学家，社区专家，UH研究人员，当地行业以及联邦，州和县政府合作伙伴。1) 170名NH学生在KCC、UHMC和UHMCOE完成为期6周的暑期工程体验。2) 50名学生完成了KCC物理科学ASNS学位。3) 155名学生完成39学分的工程预科核心课程并转学。4) 124名NH学生完成UHMCOE理学学士学位（80%完成率）。5)改进工程预科核心课程，所有10个休斯敦大学校区均可在线学习。6)夏威夷吗?在全州和全国范围内传播PEEC课程、支持和参与策略。7)夏威夷吗?我们建立了PEEC可持续发展伙伴关系，并将项目扩展到休斯敦大学的所有校区。

Kapiolani Community College, University of Hawaii (UH) System proposes to develop ?Hawaii?s Pre- engineering Education Collaborative? (PEEC) that will support 155 Native Hawaiian (NH) students (females, males, and students with disabilities) pursuing and completing baccalaureate degrees at the UH Manoa College of Engineering (UHMCOE). Since 2006, the UHMCOE has accepted a total of 117 transfer students from the four participating community colleges and UH Maui College (UH MC): Kapiolani (50), Leeward (51), Honolulu and Windward (4 each), UH MC (8). Goal 1: A Quality Pre-Engineering Core Curriculum: that prepares NH students for success in progressively higher level courses in their Engineering education, effectively integrating Calculus, and that is available online in every semester during the project and beyond. Goal 2: A Community of Practice in Engineering: connecting NH students, mentors, and undergraduate researchers with nurturing advising, structured cohort experiences, quality curriculum, faculty/researchers, and community partners, through funded positions for students, increased engagement with engineering issues and industries, and online communication strategies. 1) Faculty leaders in PEEC will review pre-engineering course success rates for NH students, and improve existing and new courses by integrating technology, service, peer mentoring, research, and internship opportunities, preparing NH students for Engineering degree completion and careers in Hawaii. Activities 2) Develop one new course Engineering 100, Introduction to Engineering, and one existing course, Physics 272, General Physics 2, for online delivery. 3) Integrate key concepts from ?Introduction to Engineering Design? (ME 213), and student projects from ?Junior/Senior Engineering Design? (ME 481-482), into successive NH Summer Engineering Experiences (SEE). 4) Develop three SEE that anchor NH cohorts for successful transfer, degree completion, and careers. 5) Increase and strengthen recruitment and engagement (service, peer mentoring, undergraduate research, renewable energy and sustainability projects) opportunities for NH students. 6) Increase NH student engagement with each other and key stakeholders: NH scientists, community experts, UH researchers, local industry, and federal, state, and county government partners. 1) 170 NH students complete 6 week Summer Engineering Experiences at KCC, UH MC, and UHMCOE. Outcomes 2) 50 students complete the ASNS degree in Physical Sciences at KCC. 3) 155 students complete all of a shared 39-credit pre-engineering core curriculum and transfer. 4) 124 NH students complete UHMCOE Bachelor of Science degree (80% completion rate). 5) Improved Pre-engineering core curriculum available online to all ten UH campuses and beyond. 6) Hawaii?s PEEC curriculum, support and engagement strategies disseminated statewide and nationally. 7) Hawaii?s PEEC partnerships for sustainability established, program expanded to all UH campuses.