Browsing by Subject "pre-engineering education"

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    Developing an understanding of the implementation and impacts of high school pre-engineering programs: Making the case for a benefit-cost analysis
    (IEEE, 2017-10) Sorge, Brandon; Hess, Justin L.; Technology and Leadership Communication, School of Engineering and Technology
    With the ongoing demand for improved K-12 STEM education, a push for dual-credit courses, and the goal of college and career-ready high school graduates, schools have implemented numerous STEM programs including those focused on engineering. Curricular programs, such Engineering by Design, Project Lead the Way (PLTW), and EPICS High are being executed by schools across the country with varied amounts of success as measured by student-level outcomes. Exploring costs of these program implementations and their associated outcomes is vital in deciding the best means for preparing our future engineering workforce. This paper utilizes cost analysis to provide initial insights into the relative impact of one of the most common high school engineering program, PLTW. Specifically, by relying on data reported in select literature, we investigate the impacts versus the costs of implementing PLTW in high schools. Cost data includes select variables such as student section size, school size, and school type. These findings will provide a baseline for understanding cost variations of the PLTW curriculum across contexts, as well as what impact cost variations may have on student outcomes.
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    Developing an understanding of the implementation and impacts of high school pre-engineering programs: Making the case for a benefit-cost analysis
    (IEEE, 2017-10) Sorge, Brandon; Hess, Justin L.
    With the ongoing demand for improved K-12 STEM education, a push for dual-credit courses, and the goal of college and career-ready high school graduates, schools have implemented numerous STEM programs including those focused on engineering. Curricular programs, such Engineering by Design, Project Lead the Way (PLTW), and EPICS High are being executed by schools across the country with varied amounts of success as measured by student-level outcomes. Exploring costs of these program implementations and their associated outcomes is vital in deciding the best means for preparing our future engineering workforce. This paper utilizes cost analysis to provide initial insights into the relative impact of one of the most common high school engineering program, PLTW. Specifically, by relying on data reported in select literature, we investigate the impacts versus the costs of implementing PLTW in high schools. Cost data includes select variables such as student section size, school size, and school type. These findings will provide a baseline for understanding cost variations of the PLTW curriculum across contexts, as well as what impact cost variations may have on student outcomes.