Teaching College Geology in High School: The Concurrent Challenges and Opportunities of Dual Credit Programs to Departments of Geology Carl N. Drummond College 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 Credit School-based Programs Collegiate Connection Alternative Models 2. HS Students come to campus 3. University faculty go to HS 3. 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 courses B) 6 college credits in dual credit courses C) 3 college credits in dual credit + 2 HS credits in AP Reduction in the Cost of College Education Greater 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 Game 2006 IC “Double up for College Program”

The Situation at IPFW Fall Sections 3,246 Enrollments 10,108 credit hours Fall Sections 2,221 Enrollments 6,823 credit hours (+13%) (+46%) (+48%)

Fall 2012 Mathematics 56% (5,686) English Composition 12% Physics 8% Biology 7% Psychology 7% Chemistry 4% Sociology 2% Geoscience 1% (108) Fall 2011 Mathematics 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 Courses AST – A100 – The Solar System AST – A105 – Stellar Astronomy GEOG – G109 – Weather and Climate GEOL – G103 – Earth Science: Materials and Processes

Duel Credit Challenges for Geoscience Departments Teacher Certification Curricular Equivalency MA/MS in discipline MA in Education with strong supporting coursework in discipline Targeted Coursework (+ methods course) Intensive mentoring and Supervision (who? and how paid?) Summer Workshop/Coordinated PD Maintaining ownership of the curriculum No issue with “AP” curriculum in geoscience State-wide Gen Ed transfer Assessment of student learning

Opportunities for Geoscience Departments Engaged in Dual Credit Develop Relationships with HS Teachers Introduce geoscience to motivated and prepared students Build research mentoring programs Recruit majors Bypass the age-old issue of geology AP Become part of the conversation regarding the secondary science curriculum Significantly expand geoscience teaching at the secondary level

Lessons from the Physics Department? Fall Enrolled in 4 Sections 132 crh (2%) Fall Enrolled in 8 Sections 792 crh (8%) 6x Growth! Why and How’d they do it? Physics instruction in the region is weak Build on isolated strengths Build a regional recruiting base for future majors Regional need for employees trained in physics (Defense Contractors) Provide curricular support and oversight Chair established faculty buy-in Flexible requirements for teacher certification Creation of a mandatory summer workshop for Dual Credit teachers Establishment of a physics teaching list-serv Outcomes Solid 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 definitions Support collaborative field experiences Provide respectful support and oversight Develop a strategy to supplement lab materials

Why Dual Credit is Important… ,627 Geoscience Jobs in the US ,683 Geoscience Jobs in the US 60,056 new jobs + 31,515 replacements = 91,571 new employees needed 3,037 BS degrees conferred in ~ 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