Peec history and vision
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PEEC HISTORY and VISION. Michael M. Reischman Consultant National Science Foundation. S OME ANCIENT HISTORY. Jul 05 : A meeting in DC focused on furthering the development of a tribal college engineering degree initiative, at which I met some key players and began discussions of a workshop

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PEEC HISTORY and VISION

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Peec history and vision

PEEC HISTORYandVISION

Michael M. Reischman

Consultant

National Science Foundation


S ome ancient history

SOME ANCIENT HISTORY

Jul 05: A meeting in DC focused on furthering the development of a tribal college engineering degree initiative, at which I met some key players and began discussions of a workshop

Oct 05: Workshop planning meeting at NSF

Nov 05: Briefing on past program successes and failure at OLC and SDSMT

Importance of cohorts

Potential of distance education

Need for engaged mainstream university partners


Where modern history starts

WHERE MODERN HISTORY STARTS

December 14-16, 2005

Workshop on “Engineering Education in Nation’s Tribal Colleges and Universities”

Co-sponsored by ENG/EEC and EHR/TCUP

Goal: “…define issues and challenges to accelerate pre-engineering and engineering activities at Tribal Colleges and Universities…”


History cont

HISTORY (cont)

35 (42) attendees from 25 TCUs

10 observers from NASA, DoEd, DOE, QEM, NAE, and AISES

Assorted NSFers

Various programs were reviewed and breakout sessions conducted

Major outcome was the identification of principle barriers inhibiting the pursuit of engineering majors by Native American students


Barriers

BARRIERS

Ill-prepared entering K–12 graduates

The STEM curriculum lacks relevance

The cultural gap between TCUs and mainstream universities


Vision

VISION

A curriculum and educational experience with learning level flexibility, meaningful community relevance, and preparation for higher level learning.


More history

MORE HISTORY

May 06: Presentation to the ENG Advisory Committee

Workshop results presented

Recommendation to move ahead

Jun 06: The “Tribal College Initiative”

Relevant, 3-year curriculum

A cluster of TCUs

Mainstream partner(s) necessary

Need to form cohorts of students


More history cont

MORE HISTORY (CONT.)

Oct 06: A grant to OLC to develop a conceptual pre-engineering curriculum addressing thebarriers

Apr 07: A TCUP/ENG Workshop (Albuquerque, NM) aimed best educational practices used throughout the TCU community and soliciting feedback on the model curriculum.


More history cont1

MORE HISTORY (CONT.)

2007/08:

Site visits to 5 (?) TCUs and 8 mainstream universities

Successful mechanisms for interaction

Central administration interest and commitment is essential

Principal Investigator left OLC


More history cont2

MORE HISTORY (CONT.)

Feb 09: Partnering Workshop (Arlington, VA)

Attended by TCUs and mainstream universities

A model curriculum was proposed

Best examples of partnering and transfer strategies

7 essentials of partnerships

Pre-college initiatives

Student support

Undergraduate research

Faculty development

Curriculum development

Physical infrastructure

STEM grad school and employment initiatives


More history cont3

MORE HISTORY (CONT.)

Oct 09: Leaders Forum (Albuquerque, NM)

PEEC Solicitation Announced

Support the development of relevant pre-engineering curriculum

Recruit and support students into engineering studies

Develop strategies to ensure successful transfer to, and graduation from, colleges of engineering


More history cont4

MORE HISTORY (CONT.)

2010:

EPSCoR partnership established

7 proposals received, 4 collaboratives established

PEECs include 11 TCUs or community colleges and 6 mainstream universities


Today

TODAY

Question: Are we addressing the barriers when we talk about

Cohort Models (CM)

Service Learning (SL)

Math Acceleration (MA)

Distance Education (DE)


Today cont

TODAY (CONT.)

Ill-prepared K-12 graduates CM, MA, DE

Relevant Curriculum CM, MA, SL

Cultural Gap CM, SL, DE


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