Exploring Advanced Placement Opportunities in Engineering: A Workshop on Designing a Universal, Exchangeable and Transferable (DUET) Credit

该项目为探索工程领域的进阶机会提供支持：将于2016年春季在马里兰大学帕克分校（UMD）举行的关于设计通用、可交换和可转移（DUET）学分的研讨会。总体目标是为中学设计课程的发展做出贡献，让对工程和建筑感兴趣的学生接触到设计过程。研讨会将探讨与实现这一目标有关的问题和障碍。讲习班的后续工作将是一系列访谈，以根据从业人员和决策者的经验校准问题和障碍。工作坊将启动研究，最终为正式和非正式设计活动中获得的专业知识打开信用大门，这些活动涵盖了从PLTW到创客空间的一系列项目。在学习和实践环境（如工程、教育、建筑）中为设计创建一个等同的过程，有可能扩大学生的多样性，鼓励他们迈出理解和实践设计的第一步；并得到认可。在设计的正式和非正式学习环境的背景下，调整学分获得和普遍接受的途径，将为所有学生、教师和从业者开辟许多学术和职业道路。本次研讨会将为来自教育、工程、劳动力和政策社区的领导者提供一个独特的机会，让他们就如何实现设计入门课程学分的普遍接受进行交流。讲习班将吸引来自六个不同部门的大约50名参与者：K-12、社区学院、四年制高等教育机构、工业和非营利组织、政府和政策、非政府资助者和基金会，这些机构受到设计可转让学分的影响，并在其职业中应用了设计思维。为期一天半的研讨会将由UMD与摩根州立大学合作组织和开展，随后将进行个人访谈，记录1)核心设计知识、技能和能力（KSAs），以获得普遍接受的设计学分；2)识别关键路径和这些路径中的障碍，以获得普遍接受的设计信誉；3)使用逻辑建模来组织发现。

This project provides support for Exploring Advanced Placement Opportunities in Engineering: A Workshop on Designing a Universal, Exchangeable and Transferable (DUET) Credit, to be held at the University of Maryland College Park (UMD) in the Spring of 2016. The overall goal is to contribute to the development of a secondary-school level course in design that would expose students interested in engineering and architecture to the design process. The workshop will explore issues and barriers associated with realizing this goal. Follow-on to the workshop will be a series of interviews to calibrate the issues and barriers against the experience of practitioners and policy makers. The workshop would initiate research that could ultimately open the credit doorways for expertise earned across formal and informal design activities covering a range of programs from PLTW to Maker Spaces. Creating an equivalency process for design across learning and practice settings (e.g. engineering, education, architecture) has the potential to broaden the diversity of students, encouraging them to take the first steps towards understanding and practicing design; and to receive recognition. Aligning the pathways for credit to be earned and universally accepted, in the context of the formal and informal learning environments available for design, would open many academic and career pathways for all students, teachers and practitioners. This workshop will create a unique opportunity for leaders from the education, engineering, workforce and policy communities to convene and share ideas on how to achieve universal acceptance of earned credits for the introductory study of design. The workshop will draw approximately fifty participants from six different sectors: K-12, community colleges, four-year institutions of higher education, industry and not-for-profits, government and policy, and non-government funders and foundations affected and impacted by a transferable credit for design that have applied design thinking within their occupations. The proposed one-and-a-half-day workshop will be organized and conducted by UMD in collaboration with Morgan State University and followed up by individual interviews documenting 1) core design Knowledge, Skills, and Abilities (KSAs) for a universally accepted credit for design; 2) identification of the critical pathways and barriers within these pathways for a universally accepted credit for design; and 3) use of Logic Modeling to organize the findings.