ABSTRACT
This study explored the implementation of a novel approach to dual credit referred to as the facilitator model that can be suited for STEM-focused coursework such as courses focused on engineering, design, technology, and innovation. Unlike other models, high school teachers facilitate the implementation of a college course for both high school and college credit in collaboration with a university instructor who evaluates student learning. This novel approach was specifically implemented for an open-ended undergraduate design course within an engineering technology college, similar to many first-year engineering course experiences that emphasize project-based learning, from a large research-intensive public university. For this study, the facilitator model was piloted with five high school teachers as facilitators of an undergraduate design course for dual credit at two innovative, STEM-focused public charter schools. The qualitative research design focused on examining (1) teacher needs while implementing, and perceptions of, the dual credit facilitator model for an undergraduate design course in urban public charter schools and (2) the impact of this model on student learning. This study included the collection and analysis of over 90 h of interviews, focus groups, surveys, and observations. Results provide a promising outlook for the use of the facilitator model when delivering dual credit content that is open ended and within the context of design, technology, and engineering by (1) navigating multiple institutional policies and processes related to dual-credit implementation, (2) providing ongoing support and fostering collaboration between high schools and university, (3) enabling students to earn directly transcripted college credits that count as a required course toward degree completion, and (4) increasing affordability and access to dual credit coursework. These potential advantages over other dual credit models can help address barriers that may limit access to dual credit coursework, specifically for underserved high schools. Supplementary Information: The online version contains supplementary material available at 10.1007/s41979-022-00075-5.
ABSTRACT
PURPOSE: To demonstrate how, in young female patients with Hodgkin's lymphoma, using an inclined board technique can further decrease the volume of breasts and heart in the treatment field. METHODS AND MATERIALS: An inclined board was constructed with the ability to mount an Aquaplast face mask, a Vacu-Lock, and a hip stopper. Eight female patients with early-stage Hodgkin's lymphoma were planned and compared using the conventional flat position and the inclined board position. All patients on the inclined board were planned with 90° degree table position and 15° gantry angle rotation to compensate for the beam divergence resulting from the patient's position on the inclined board. Dose-volume histograms were generated, as well as the mean V30 and V5 of both breasts and heart using both treatment positions. RESULTS: The mean value of V30 of the right breast, left breast, and heart decreased from 3%, 3%, and 13%, respectively, using the flat position to 0, 0.4%, and 5%, respectively, using the inclined board. The mean value of V5 of the right breast, left breast, and heart decreased from 6%, 13%, and 36%, respectively, using the flat position to 2%, 8%, and 29%, respectively, using the inclined board. CONCLUSIONS: Compared with conventional flat positioning, this simple device and technique allows better sparing of the breasts and the heart while maintaining comparable target coverage and total lung dose.
