FAQ

Q: What will my schedule look like?

A: The STEM courses will be together in a block and often are noted with a CR at the end of the course name. This will be changed to Honors or Gifted before being printed on the final transcript. The courses are different for each grade level. The STEM courses may or may not follow the bell schedule during these blocked periods in order to teach the material in a cross-curricular manner. Some days may be set aside for projects that incorporate multiple subjects while other days consist of a normal bell schedule where the student attends the classes separately. The other periods will resume normal classes in order to fulfill graduation requirements.

Q: How does this affect my credits?

A: The STEM courses teach the same content as the traditional courses, just in a different manner. The STEM courses teach using a more hands-on, student-centered approach that many times overlaps between subject areas. This allows students to see the application of the content and how the information is used and applied by professionals. All STEM teachers are trained in an approach known as Project-Based Learning. Buck Institute defines Project-Based Learning as a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge. Though the students learn the material differently they will still have periodic checkpoints to ensure individual understanding. They will also take the same interim and final assessments as the traditional courses to show that our students perform at or above the level of other students in the school. The courses may be intertwined through teaching but will show as separate courses on the transcript.

Q: Will it show STEM on my transcript?

A: No, STEM is not designated as a unique course on the transcript, therefore it is important for the students to showcase their unique education and skill set in their college application through essays. Students will have the opportunity to attend a workshop with an Educational Outreach Manager from the Georgia Institute of Technology to guide them through the college application process and help them to stand out in the crowd of numerous applicants by highlighting the RISE program and the advanced courses that have helped to prepare them for college and future careers. All students will leave the RISE program with a resume as well as a digital portfolio of projects completed during their time in the program. Many colleges are now accepting more portfolio-based applications. This process will help our students to be competitive at the highest levels of education.

Q: What are pathways?

A: The Georgia Department of Education recommends that students complete a pathway to help focus their high school studies which will better prepare students in choosing a college major or a career after graduation. Through the STEM program, students will fulfill requirements for the Advanced Academic Pathway as an Engineering or Computer Science Pathway. As our program grows, we hope to add additional pathway options. You can find more information on pathway requirements on the DOE website: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/CTAE/Pages/pathways.aspx. Or check out this recent article that talks about the benefits of the pathways: http://www.edweek.org/ew/articles/2013/04/24/29pathways_ep.h32.html. Students can complete a pathway even if they are not enrolled in the STEM program at Collins Hill. See the DOE website or contact the counseling office for more information.

Q: Will I have to work with other students? How do the teachers know who is doing all the work?

A: Yes, one of the valuable skills that our program focuses on is collaboration. Collaborating with other individuals is an essential part of being a professional. Students will learn their strengths and weaknesses in working with a group and how to be more productive. Each student will be assigned specific individual tasks to complete in group projects and will be graded on those tasks throughout the project. For example, students may partake in an energy project made up of 2 or more students from multiple pathways and even multiple grade levels. An engineering student may be responsible for designing and building the prototype while the computer science students design and analyze a marketing plan and a website to showcase the project. Together all of the students complete different parts of the project proposal. Students receive a grade for the proposal in literature and science while they get a grade for the prototype in engineering and the website and marketing plan in computer science. Each part is submitted separately so that the teachers can assess the work individually before it is compiled together.