THORNE.Thesis.Final (1).pdf (5.98 MB)

TEACHER SUPPORTS USING THE FACILITATOR MODEL FOR DUAL CREDIT IN OPEN ENDED DESIGN THINKING COURSEWORK: UNIVERSITY COLLABORATION AND HIGH SCHOOL IMPLEMENTATION

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thesis
posted on 30.04.2021, 16:48 by Scott Tecumseh Thorne
The facilitator model for dual credit offers a way for student to earn directly transcripted credit to colleges and universities, overcoming many barriers faced by other dual credit models. Successful implementation of this model requires high degree of involvement from the cooperating institution. This IRB approved qualitative case study explored the needs of five teacher facilitators in both summer professional development and on-going support throughout the school year when implementing a facilitator model for dual credit with open-ended design coursework. Code-recode and axial coding techniques were applied to over 90 hours of transcribed data, artifacts, and observations from a seven month period to find emerging themes and offer recommendations for implementation.

History

Degree Type

Master of Science

Department

Technology Leadership and Innovation

Campus location

West Lafayette

Advisor/Supervisor/Committee Chair

Nathan Mentzer

Additional Committee Member 2

Greg Strimel

Additional Committee Member 3

David Sears