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

预计未来十年，美国对工程技术人员的需求将继续增长。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。工程技术员职位通常需要机械、电气、电子或土木工程等领域的大专学历。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)合作进行一项试点，以提高高中生进入工程技术员职业生涯的能力。补充材料将被添加到现有的一系列高中技术教育课程中，当这些课程结合在一起时，将允许高中生获得巴尔的摩县社区学院提供的大学水平的“工程技术导论”课程的衔接学分。通过这种方式，通过学习一系列高中高级技术教育课程，高中生将开始获得工程技术领域的副学士学位。该计划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，并向高中生提供服务。该项目将利用国际技术和工程教育协会(ITEEA)开发的现有工程设计(EBD)课程，通过创建一条从高中到需要副学士学位的技术员工作的更无缝和高效的途径，帮助扩大对工程技术职业的参与。这门课程被全美许多中学使用，并符合许多州的相关STEM标准。在马里兰州，EBD技术基础课程是所有九年级学生的必修课。在选修完《技术基础》课程后，高中生可以选择继续EDD课程，并报名参加被称为高级设计应用程序(ADA)和工程设计(ED)的高级技术教育课程。许多学校已经开设了ADA和ED课程。该项目将使其他社区学院和学区能够为现有的ADA和ED课程开发一套补充材料，使选修必要的技术基础课程和两个选修的高级技术教育课程的高中生能够获得社区学院工程技术副学士学位的第一个大学课程学分。由于ITEEA设计工程课程在马里兰州和全国广泛使用，因此有可能在全州和全国范围内推广这一方法。该项目团队将开始在马里兰州以外开展合作，将这一模式推广到其他州。该项目还包括其他活动，以实现扩大工程技术职业参与的目标。目前正在制定一项针对学校辅导员的培训计划，以使他们能够更好地鼓励学生，特别是那些来自代表人数不足的群体的学生，参加这一系列技术课程，目标是在高中以后继续教育。将为高中教师制定一项关于有效使用补充材料的专业发展计划。将实施一项名为学生大使的外联计划，由社区学院的工程技术专业学生参与。该项目的评估将产生有关使用与大学水平的工程技术课程相一致的高中技术课程的潜力的数据，以增加攻读两年或四年工程技术学位的高中生的数量和多样性。评估将为将教授新的衔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、满意度和与教师专业发展活动相关的信心。每年参加专业发展活动的教师人数将与人口统计数据一起进行监测。年度基准将跟踪新课程在参与学校的实施情况：提供的课程数量、入学人数以及教师自我报告的发展情况。评估将考虑对参与学校的高中生的知识、兴趣和对工程技术研究和职业的态度的评估。测量将在项目基线、项目期间和项目结束后进行。对影响的衡量将包括项目基线、项目期间和项目结束后两年/四年的衔接和转移路径的数量。增加工程技术专业学生人数的目标将通过测量参与两年制院校工程技术课程的在校大学生在项目基线、项目期间和项目结束后使用衔接学分的人数来评估。

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.