Finish the Interaction part and conclusion part of the paper
Outline:
What will your program/initiative/course do? What are the activities that participants in your program will do? How long will they last?
These courses offered to student attending local inner city schools will give them relevant knowledge related to the STEM field
Courses Offered include:
CSCI 1001 Computer Fundamentals (A, SP, SU) 2 credits
CSCI 1001 introduces the inexperienced computer user to the fundamentals of computer terminology, hardware, software, windows operating system, directories, folders, files, copy/paste functions, naming conventions and setting passwords. Additional topics covered include the World Wide Web, the Internet, search engines and Blackboard.
Lecture: 1 hour - Lab: 2 hours Lab fee: $6.00
CSCI 1102 Intermediate Excel & Access (SP) 3 credits
CSCI 1102 is a continuation of CSCI 1101, incorporating Intermediate concepts and techniques used in spreadsheets and database software.
Examples: financial functions, data tables, amortization schedules, working with multiple worksheets, macros, database queries, reports, switchboards, pivot tables and charts, and using SQL. Project management and HTML concepts will be introduced. Students will learn how to use these tools for analysis and decision making.
Lecture: 2 hours - Lab: 2 hours
Prerequisite: CSCI 1101 Lab fee: $2.00
MATH 1099 Bridge to College Math (A, SP, SU)
3 credits The topics contained in DEV 0114, MATH 1050, and MATH 1075 will be delivered in a modularized format using technology, allowing students to begin at the appropriate level based on course placement and allowing them to move through as many modules and courses as they can within the time limits of the course. This modularized, mastery approach will pre-test, provide a prescriptive study plan, and post-test students from one module to the next. Emphasis will be placed on individualized pace with a greater time period of active learning. At the end of the course, based on proficiency of the series of modules associated with one or more courses, students will earn a grade of “S” for satisfactory progress and gain permission to enter subsequent courses in their plan of study.
Lab: 6 hours
Prerequisite: Placement score which allows for DEV 0114 or MATH 1050 or MATH 1075 registration Lab fee: $7.00
MATH 1050 Elementary Algebra (A, SP, SU)
5 credits This is the first course of a two-semester sequence. It covers the study of the real number system including properties of real numbers, order of operations, operations on algebraic expressions, solving linear equations and inequalities in one variable, the rectangular coordinate system, graphs of linear equations and inequalities in two variables, systems of equations and inequalities in two variables, applications and modeling, properties of exponents, scientific notation, polynomial arithmetic, factoring, solving polynomial equations. Course also emphasizes applications and activities to build skills in problem solving. Not open to students with credit for MATH 1020 and 1030, or 1075 and above.
Lecture: 5 hours
Prerequisite: DEV 0114; minimum grade of “C” or completion of MATH 1099 (DEV 0114 module), or placement equivalent
Lab fee: $4.00
Courses will be offered in fall and spring semesters
Prior to enrolling in any online math courses, students must complete Columbus State’s Math Placement Test
http://www.cscc.edu/admissions/placement-testing/math-placement.shtml
You may take the Mathematics Placement test up to five times at no cost.
The test is not timed and usually takes students about 2 hours to complete.
The score from your proctored Mathematics Placement Test will be entered into your college record and used for placement into your first math course at Columbus State.
Score 0 -13: DEV 0114 Basic Math and Pre-Algebra required
Score 14-29: Placement out of DEV 0114 Basic Math and Pre-Algebra
Score 30-45: Placement out of Math 1025/1050
Score 46-60: Placement out of Math 1075
Score 61-75: Placement out of Math 1148
Score 76-100: Placement out of Math 1149
OSU Students will complete brief training sequence in semester prior to employment
Training will include modules in leadership, ethical teaching practices, etc.
Courses will last an entire semester (12 weeks)
The goal of these courses is to…
show the relevancy of programming in today's world
to build students interests in STEM related fields
Offer students an opportunity to earn college credit while in high school
Funding money will be used to purchase programming licenses’ and laptops for students to use throughout the duration of the course, as well as payroll for OSU mentor students
Based on preliminary research, expected participation will result in a need for approximately 100 laptops each with its own licenses
Students will receive credit for the classes just like any other Columbus State student by adding credits to their transcript; grades can be transferred to other colleges upon graduation if requested
Why do you want to do it? What is the significance/impact of the proposed program/initiative/course?
Give inner city school students exposure to STEM related fields and activities to reveal potential talents and passions.
Give high school students the opportunity to learn more about college majors they may be interested in.
Give undergraduate students experience in practicing the knowledges they have gained through their programming course work
Give undergraduate students the chance to give back to the local community and exercise their own personal passions for programming/3D modeling
How will you execute your project? (i.e., who are participants/staff who must be involved? What materials/supplies do you need? Execution relates directly to budget!)
Licenses will be acquired through funds provided to purchase software
Students will need to be integrated into Columbus State online class system “CougarWeb”
OSU Students will apply for this position via the Department of Engineering Education at Ohio State
According to the Department of Engineering Education…
UTA Qualifications
The UTA must be self-directed and comfortable in a team environment, both in the classroom and in the labs. The UTA must be truly interested in helping students succeed in their engineering fundamentals course work and develop the skills necessary for success in future courses. In addition, the UTA must have the following:
Successful completion of the Fundamentals of Engineering sequence (includes: honors, scholars, standard, and transfer sequences)
For FEH UTAs, experience with the Honors sequence is preferred
For FE Scholars UTAs, experience with the Scholars sequence is preferred
Excellent written and verbal communication skills
Strong interpersonal skills
Competence in engineering graphics and the use of computer-based tools such as EXCEL, MATLAB, Word, PowerPoint, and Computer Aided Design (CAD); and acceptance as a major in an engineering program, or related field
Overall GPA of 2.7 or higher is required
Images of UTAs may be used in printed material and videotapes made for the purpose of informing the university community and the general public about activities in the College of Engineering
These qualifications will be the same for OSU student applying to be a part of this student
Coordination with high school faculty and OSU students will be necessary for determining Friday meeting locations and schedule integration.
Students will be required to take a service learning course during which they’ll learn appropriate ways to teach students and lend their expertise in a subject to others
OSU Students who participate in this program will receive monetary compensation for their tutoring efforts
This will offer benefits to osu students as well as they must learn to apply their knowledge in a certain subject to a different context (ie a course structured differently from the course in which they initially learned about the subject in)
How will you know if your project is successful? (i.e., how will you measure the impact/effects of your project/program/initiative)?
Success will be measured by...
Program enrollment
The frequency of the communication between high school student and OSU student
Participant feedback
Grades students receive in online courses
Success rates of high school students after taking the courses (percentage of students that obtain college degrees, are employed in their respective fields after college)
What benefits could accrue if the project is successful?
The biggest benefit of this project is that it can promote the needs of both high school students and undergraduates.
Increased likelihood in inner city school students pursuing a college education
Are there broader impacts beyond those for the immediate participants in your project?
The broader impact of this program are...
Providing results of postsecondary options being offered in inner city schools
Showcasing to those outside of the program the possibility of entering the STEM field
Feeding more minority students into collegiate programs