July 26, 2021
July 26, 2021
July 19, 2022
Pre-College Engineering Education
According to ASEE research from 2014, only 19.9% of students earning engineering bachelor’s degrees were female. Likewise, in 2015 only 35.1% of students earning an engineering bachelor’s degree were of an ethnicity other than white. Engineering outreach to K-12 students is the leading way to increase enrollment in engineering programs, especially for underrepresented students. This paper will describe an innovative partnership in which a university professor teaches an introductory engineering course to local high school students on the university’s campus. The high school involved is a private college preparatory school for underserved students in the area that is unable to offer an in-house engineering course. The students that take this course, of which 44% have been female and 82% have been non-white, receive both high school and college credit. The introductory engineering course includes a set of modules, each focusing on a different engineering topic and skill. Each student is given an engineering kit that, along with the modules, will assist them in finally building a table-top wind turbine system complete with electrical, software, mechanical, and structural subsystems. This course has been taught three times so far, and data has been collected through student surveys, interviews, and anecdotal findings. This long-term relationship-building program is innovative because it is more than outreach. Instead, it is about bringing the students into the campus community. The authors will assess the outcomes of this program in terms of student comfortability with engineering skills, students chosen major after high school, and the gender breakdown of both. In addition, this paper will discuss the qualitative impact of this program on university and the high school involved.
Vijlee, S. Z., & Merritt, J. (2021, July), A University-High School Partnership for Introduction to Engineering: Building Community with Underrepresented Students (Evaluation) Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36629
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015