Wake NC State University STEM Early College High School

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Transcript Wake NC State University STEM Early College High School

Wake NC State University STEM Early College High School

Solving Grand Challenges Through STEM October 3, 2011 Rob Matheson, Principal Ryan Haymore, Dean of Students

Partnerships and Student Academic Goals

• • • STEM ECHS is a collaboration between the Wake County Public School System (WCPSS) and NC State University (NC State) as part of the NC Early College High School initiative Additional partnerships between the WCPSS and the NC JOBS Commission, and NC New Schools Project (NCNSP) Students attend for five years and graduate with a NC high school diploma (21 credits) and up to two years of course credit from NC State

Innovative Education Initiatives Act (IEIA)

• • • Passed by the NC General Assembly in 2003 Encourage cooperative efforts between secondary schools and institutes of higher education (IHE) to reduce dropout rates, increase graduation rates, decrease need for remediation in IHE, and raise IHE completion rates Act also created Cooperative Innovative High School Programs, which led to the creation of Early College High Schools (ECHS)


• • • • Memorandum of Understanding (MOU) between Institutes of Higher Education (IHE) and NC school systems IHE responsible for facility and some staffing costs School systems responsible for personnel and operating costs School systems receive extra funding for IHE related costs such as tuition, fees, and textbooks

Mission Statement

The mission of the Wake NC State University STEM Early College High School is to provide a highly supportive and academically challenging learning environment for students underserved in a traditional high school setting and underrepresented in the STEM disciplines, including first generation college going students, who will graduate prepared to compete globally in careers related to science, technology, engineering, and mathematics.

Targeted Students

• • • • Underserved students—those who do not maximize their potential in traditional, comprehensive high schools Under-represented students—those who are not represented in the STEM disciplines (by gender, ethnicity, etc.) First-time college going students in a family Willing to accept the challenges of an accelerated high school and college education

• • • • •

Application, Selection, and Demographics

312 students applied. 302 “screened” in through paper application due in January 2011—EOG scores, course grades, two essays, three recommendations Online application in February 2011 Pool of 302 students forwarded to the WCPSS Magnet School Office. Standard magnet selection process in March 2011 55 students selected 43% first-time college goers, 50:50 male/female ratio, over 70% non-white

Relationships, Relevance, and Rigor


• • • • Empowering/supporting teaching staff to create pedagogy, curriculum and personal development plans Focus on the new NC Teacher Evaluation Process instrument with an emphasis on 21 st Century skills development and assessment STEM summer camp—Students Expanding

Minds Together

Student—Parent/Guardian—Teacher dynamic

Relationships—Student Values

• • • • • • •


Respect people, property, and the environment Ethical decision-making Scholastic integrity Pride in yourself and school Express yourself with confidence Come to school ready to learn Treat others the way you want to be treated


• • • Seminar with two major foci ”Whole child” to explore issues related to adolescent development, college environment, university resources, career exploration, etc.

Learning how to participate in thoughtful and democratic discussion through Socratic seminar—economic, ethical, legal, political, social, and sustainability issues related to the

Grand Challenges

Relationships—Advisory Council and Business Advisory


• • Advisory Council 12-15 Members Overall governance of the school • • Business Advisory Board 18-20 members, mostly from the business community Provide support and assistance for career exploration, internships,


• • • • •

Learning is the constant, time is the variable Every student reads, writes, thinks and talks in every classroom every day.

Project-based Learning Technology—appropriate and meaningful use Socratic seminar and Paideia Principles (“upbringing of the child”)



Century Learning Outcomes

• • Mastery of 21 st Century interdisciplinary core

content and themes

Mastery of learning and innovation skills related to creativity and innovation; critical thinking and problem-solving; and communication and collaboration



Century Learning Outcomes—cont.

• • • Development of life and career skills such as flexibility and adaptability; initiative and self direction; social and cross-cultural skills; productivity and accountability; and leadership and responsibility Mastery of information, media, and

technology skills www.21stcenturyskills.org

Rigor—Academic and Vocational Goals

• • • • • Completion of NC Future Ready Core curriculum that leads to a high school diploma All courses (if currently available) taught at the Honors level Up to two years of NC State course credit Prepared to be productive and effective citizens, and ready for the world of work

Grand Challenges for Engineering

Grand Challenges


• • • • Sustainability make solar energy economical provide energy from fusion develop carbon sequestration methods provide access to clean water manage nitrogen cycle Health advance health informatics engineer better medicines reverse-engineer the brain Security restore and improve urban infrastructure prevent nuclear terror secure cyberspace Joy of Living enhance virtual reality advance personalized learning engineer the tools of scientific discovery Energy Economy and Environment Engineering and Life Sciences Physical Infrastructure and IT Personal Technologies and Education

Rigor—Curriculum 9


Grade Course of Study

Sample Course of Study for Wake NC State University STEM Early College High School

Grade 9 1st Semester 2nd Semester English I*/ World Geography on A/B Schedule Integrated Math I or II Integrated Math II or III Earth Sci./ Engineering Design on A/B Schedule Lunch (35 min./day) Seminar (Study Skills)/ Seminar (Socratic) on A/B Schedule Use of the five “Sustainability” challenges related to Global Issues of Earth Science course as the framework or “backbone” for the first year. Access to clean water Carbon dioxide sequestration Nitrogen cycle Making solar energy economical Fusion energy



Grade Course of Study

Grade 10

1st Semester 2nd Semester English II / World History Discrete Math on A/B Schedule Integrated Math III (*Geo. and Alg. II) or IV Chemistry/ Engineering Design on A/B Schedule Lunch 35 min./day) 9th Grade Health, Virtual Public Schools (online) USC 101 (First Year College) (1)



Grade Course of Study

1st Semester 2nd Semester English III/ **US History

Grade 11

Biology/ Engineering Design Integrated IV (Precalculus or AFM based) General Education Course (3) ***Civics & Economics GC 120 Graphics Communicati on (3) USC 102 (1) PE 100



Grade Course of Study

Grade 12

1st Semester English IV 2nd Semester General Education (3) Physics/ Engineering Design Calculus or Statistics Foreign Language 101 (3) ****Internshi p/ Apply to College General Ed. Course (Global Knowledge) (3) Foreign Language 102 (3) Project Presentations



Year Course of Study

1st Semester 2nd Semester English 101 (4) Computer Science (3)

Grade 13

MA 231/241 (Calculus) (3/4) High School credit course- TBD Biology 181 (4) Science--TBD General Ed. Requ. (Humanities or Social Science) (3) Free Elective (3) Seminar Seminar

Contact Information http://stemec.wcpss.net/

Rob Matheson Principal, Wake NC State University STEM Early College High School 1220 Varsity Drive Raleigh, NC 27606 919-515-2308 (office) 919-986-9390 (cell) [email protected]