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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. 

Auditory icons are naturally occurring sounds that systems play to convey information. Systems must convey complex messages. To do so, systems can play: 1) a single sound that represents the entire message, or 2) a single sound that represents the first part of the message, followed by another sound that represents the next part of that message, etc. The latter are known as concatenated auditory icons. To evaluate those approaches, participants interpreted single and concatenated auditory icons designed to convey their message well and poorly. Single auditory icons designed to convey their message well were correctly interpreted more often than those designed to convey their message poorly; that was not true for concatenated auditory icons. Concatenated auditory icons should not be comprised of a series of sounds that each represents its piece of a message well. The whole of a concatenated auditory icon is not the sum of its parts.