TY - JOUR
T1 - Effects of high school dual credit introduction to engineering course on first-year engineering student self-efficacy and the freshman experience (evaluation)
AU - Jill Rogers, J.
AU - Rogers, Amy Annette
AU - Baygents, James C.
N1 - Funding Information: James C. Baygents is the associate dean for academic affairs in the College of Engineering at the University of Arizona. His primary responsibilities include academic affairs, recruitment, admissions and retention programs, and introductory and interdisciplinary capstone engineering design courses. Bay-gents is a member of the Department of Chemical & Environmental Engineering (ChEE) and the Program in Applied Mathematics at the UA. He joined the Engineering faculty as an assistant professor in 1991, the same year he received a Ph.D. in chemical engineering from Princeton University. He also holds an M.A. (Princeton, 1981) and a B.S. (Rice, 1980) in chemical engineering. Baygents has received the Arizona Mortar Board Senior Honor Society award for outstanding faculty service and the College of Engineering Award for Excellence at the Student Interface. In 1997, he was awarded an International Research Fellowship by the National Science Foundation for study at the University of Melbourne. Baygents is head of the ENGR 102 HS team that was recognized in 2014 by ASEE for best practices in K-12 University partnerships. Publisher Copyright: © American Society for Engineering Education 2020.
PY - 2020/6/22
Y1 - 2020/6/22
N2 - High school engineering programs and curricula are becoming more widespread partly due to the acceptance of engineering as part of the national PreK-12 science curriculum. Career and Technical Education (CTE) programs often collaborate with community colleges to offer dual credit engineering courses. Additionally, some universities offer for-credit, engineering summer school courses to high school students. Two Advanced Placement (AP) computer science courses are currently taught in high schools and plans are underway for an AP engineering course. As these dual credit programs develop, it is important to understand how they prepare the pathway to an undergraduate engineering major, particularly if they are designed to replace the on campus introduction to engineering course. University engineering first-year programs are critical to the retention and success of engineering students in their freshman year and the wisdom of replacing this first-year experience with a high school course is under debate. Data was collected from 28 first year engineering students at a Hispanic-Serving Institution (HSI) in the American Southwest. All participants took a dual credit introduction to engineering course in high school. Participants were asked about their decision to take the course in high school as well as self-efficacy questions about fitting in, being prepared and about their decision to major in engineering. Sixty-four percent of respondents reported that their high school course made them more prepared than their peers who did not take the high school course. More than 43% reported that their high school engineering course helped them fit in and 53% reported that it made them feel more confident in their decision to major in engineering. Importantly, almost all respondents who did not report a positive effect from their dual credit introduction to engineering course felt neutral about the experience.
AB - High school engineering programs and curricula are becoming more widespread partly due to the acceptance of engineering as part of the national PreK-12 science curriculum. Career and Technical Education (CTE) programs often collaborate with community colleges to offer dual credit engineering courses. Additionally, some universities offer for-credit, engineering summer school courses to high school students. Two Advanced Placement (AP) computer science courses are currently taught in high schools and plans are underway for an AP engineering course. As these dual credit programs develop, it is important to understand how they prepare the pathway to an undergraduate engineering major, particularly if they are designed to replace the on campus introduction to engineering course. University engineering first-year programs are critical to the retention and success of engineering students in their freshman year and the wisdom of replacing this first-year experience with a high school course is under debate. Data was collected from 28 first year engineering students at a Hispanic-Serving Institution (HSI) in the American Southwest. All participants took a dual credit introduction to engineering course in high school. Participants were asked about their decision to take the course in high school as well as self-efficacy questions about fitting in, being prepared and about their decision to major in engineering. Sixty-four percent of respondents reported that their high school course made them more prepared than their peers who did not take the high school course. More than 43% reported that their high school engineering course helped them fit in and 53% reported that it made them feel more confident in their decision to major in engineering. Importantly, almost all respondents who did not report a positive effect from their dual credit introduction to engineering course felt neutral about the experience.
UR - http://www.scopus.com/inward/record.url?scp=85095763839&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85095763839&partnerID=8YFLogxK
M3 - Conference article
SN - 2153-5965
VL - 2020-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
M1 - 552
T2 - 2020 ASEE Virtual Annual Conference, ASEE 2020
Y2 - 22 June 2020 through 26 June 2020
ER -