Teaching College Geology in High School:The Concurrent Challenges and Opportunities of Dual Credit

Programs to Departments of Geology

Carl N. DrummondCollege of Arts and Sciences

&Department of Geosciences

Indiana University-Purdue University Fort Wayne

Concurrent Enrollment

the delivery of college credit bearing course by high school teachers to high

school students during the high school day

AKA: Dual CreditSchool-based ProgramsCollegiate Connection

Alternative Models2. HS Students come to campus3. University faculty go to HS3. HS students enroll in online classes

The Status of Concurrent Enrollment in Indiana

>85% of public and non-public accredited high schools offered some form of concurrent enrollment credit*

>20,000 high school students were enrolled in concurrent enrollment courses in 2011*

>100,000 credit hours were generated in concurrent enrollment courses in 2011*

NACEP Accreditation is supports but not required (National Association of Concurrent Enrolment Providers)

Priority Course List for Funding and Course Transfer Library are controlling factors

The Origin of the Growth

Academic Honors Requirements

A) 4 HS credits in 2 or more AP coursesB) 6 college credits in dual credit coursesC) 3 college credits in dual credit + 2 HS credits in AP

Reduction in the Cost of College EducationGreater Integration of the State Funded/State Supported Secondary and Post-Secondary Educational Systems

Greater success rate in Dual Credit than in AP

(b) The state educational institution may: (1) ensure that the content and rigor of a course offered is adequate to warrant providing credit to a student as if the student took the course as a student at the state educational institution; (2) set the criteria for a faculty member, an instructor, or other individual responsible for teaching a course with the: (A) state educational institution responsible for hiring the personnel to instruct dual credit courses taught by the state educational institution; and (B) school corporation responsible for hiring personnel to instruct dual credit courses taught by the high school; and (3) determine, with the school corporation, the terms and conditions under which: (A) a student may be admitted to the program while attending high school; (B) the state educational institution will award credit, if any, for a specified course successfully completed by a student through the school corporation; and (C) the school corporation will award credit, if any, for a specific course successfully completed through the state educational institution.

The Rules of the Game2006 IC 21-43-5 “Double up for College Program”

The Situation at IPFW

Fall 2012133 Sections

3,246 Enrollments10,108 credit hours

Fall 2011117 Sections

2,221 Enrollments6,823 credit hours

(+13%)

(+46%)

(+48%)

Fall 2012Mathematics 56% (5,686)English Composition 12%Physics 8% Biology 7%Psychology 7%Chemistry 4%Sociology 2%Geoscience 1% (108)

Fall 2011Mathematics 62% (4,210)English Composition 10%Physics 2% Biology 9%Psychology 6%Chemistry 4%Sociology 2%Geoscience 2% (114)

Distribution of Dual Credit Hours Across Arts & Sciences

IPFW Dual Credit Geosciences CoursesAST – A100 – The Solar SystemAST – A105 – Stellar AstronomyGEOG – G109 – Weather and ClimateGEOL – G103 – Earth Science: Materials and Processes

Duel Credit Challengesfor Geoscience Departments

Teacher Certification

Curricular Equivalency

MA/MS in disciplineMA in Education with strong supporting coursework in disciplineTargeted Coursework (+ methods course)Intensive mentoring and Supervision (who? and how paid?)Summer Workshop/Coordinated PD

Maintaining ownership of the curriculumNo issue with “AP” curriculum in geoscienceState-wide Gen Ed transferAssessment of student learning

Opportunities for Geoscience DepartmentsEngaged in Dual Credit

Develop Relationships with HS TeachersIntroduce geoscience to motivated and prepared studentsBuild research mentoring programsRecruit majors

Bypass the age-old issue of geology APBecome part of the conversation regarding the secondary science curriculumSignificantly expand geoscience teaching at the secondary level

Lessons from the Physics Department?Fall 2011

33 Enrolled in 4 Sections132 crh (2%) Fall 2012

198 Enrolled in 8 Sections792 crh (8%)6x Growth!Why and How’d

they do it? Physics instruction in the region is weakBuild on isolated strengthsBuild a regional recruiting base for future majorsRegional need for employees trained in physics (Defense Contractors)Provide curricular support and oversight

Chair established faculty buy-inFlexible requirements for teacher certificationCreation of a mandatory summer workshop for Dual Credit teachersEstablishment of a physics teaching list-serv

OutcomesSolid Curriculum & Strong Labs

Establishment of a “Community”And of course Growth

Dual Credit Physics Teacher Summer Workshop Purpose and Content

Purpose – establish pedagogical foundation and laboratory procedure

Content – build a content base that extends to rich conceptual understanding – going beyond trivial recitation of equations

Dual Credit Geoscience Workshop

Issues and Suggestions

Use different class patterns to promote PBL/Flipped Instruction (TH/MWF lecture + weekly lab vs. 7 period day)

Focus on concepts & go beyond definitionsSupport collaborative field experiences

Provide respectful support and oversightDevelop a strategy to supplement lab materials

Why Dual Credit is Important…2008 262,627 Geoscience Jobs in the US2018 322,683 Geoscience Jobs in the US

60,056 new jobs + 31,515 replacements = 91,571 new employees needed3,037 BS degrees conferred in 2009-2010

~ 1/3 the rate needed!

Less than ¼ of all high school graduates have taken even ½ year of Geology or Earth Science (bio >90%, chem >60%, phys >30% full year)

Median size of geoscience departments has declined from 13 faculty in 1994 to 8 faculty in 2010

Data from AGI’s Status of the Geoscience Workforce 2011