Board 336: NSF CAREER: Engineering Pathways for Appalachian Youth: Design Principles and Long-term Impacts of School-Industry Partnerships

Hannah E. Glisson; Jacob R Grohs

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 10
Permanent URL: https://peer.asee.org/46917

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Paper Authors

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Hannah E. Glisson Virginia Polytechnic Institute and State University

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Dr. Hannah E. Glisson currently serves as a Postdoctoral Associate in Engineering Education at Virginia Tech. Hannah's research interests include broadening participation in engineering, sense of belonging among women in engineering, undergraduate student support, and K-12 engineering outreach. She holds degrees in industrial and systems engineering (BS and MENG), higher education and student affairs (MSEd), and engineering education (PhD).

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Jacob R Grohs Virginia Polytechnic Institute and State University

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Jacob Grohs is an Assistant Professor in Engineering Education at Virginia Tech with Affiliate Faculty status in Biomedical Engineering and Mechanics and the Learning Sciences and Technologies at Virginia Tech. He holds degrees in Engineering Mechanics (

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Abstract

NSF CAREER: Engineering Pathways for Appalachian Youth: Design Principles and Long-term Impacts of School-Industry Partnerships

Broadening participation in the skilled technical workforce is a national priority due to increasing demand for engineers and the need for representation of the nation’s rich diversity. In particular, scholars and activists call for improved education access, quality, and workforce development in rural Appalachian communities. Students from these communities face distinct challenges in accessing higher education and pursuing engineering careers. The Appalachian Regional Commission has deemed it essential to invest in preK-12 education, engage youth in community activities, and cultivate workforce opportunities in fields like advanced manufacturing. These activities are vital for strengthening economic resilience and broadening students’ conceptions of what engineering is and who can do it.

Although necessary, creating engineering and technical career pathways for Appalachian youth on a large scale is difficult in the context of broader systemic issues. Previous research shows that sparking interest in engineering is not enough to inspire individuals to explore engineering as a career option. Recent past work on this grant has focused on (1) school-industry partnerships during the COVID-19 pandemic in the region; (2) developing a conceptual framework for engineering education research and engagement in rural places; (3) a systematic literature review on assessment of systems thinking in K-12 education.

In this phase of the grant, new activities include: (1) establishing relationships with individual teachers through outreach and collaboration; (2) conducting a needs assessment regarding professional development for teachers interested in incorporating engineering in their classrooms; (3) designing and implementing a teacher professional development program in an institute-style format. Recent efforts have focused on rebuilding partnerships between schools and industry, as well as schools and universities, which were initiated before the pandemic but have since dissolved. The sustainability of collaborations relies on strong partnerships and resilient stakeholders. Through newly-formed teacher networks, the research team is developing a comprehensive teacher professional development program that will provide educators with resources and expertise to implement engineering activities in their classrooms. While the program is being developed, the research team has assembled STEM kits with Arduino microcontrollers for distribution to teachers who seek immediate and easily implementable engineering interventions.

Citation
Format

Glisson, H. E., & Grohs, J. R. (2024, June), Board 336: NSF CAREER: Engineering Pathways for Appalachian Youth: Design Principles and Long-term Impacts of School-Industry Partnerships Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46917

TY  - CPAPER
AB  - NSF CAREER: Engineering Pathways for Appalachian Youth: Design Principles and Long-term Impacts of School-Industry Partnerships

Broadening participation in the skilled technical workforce is a national priority due to increasing demand for engineers and the need for representation of the nation’s rich diversity. In particular, scholars and activists call for improved education access, quality, and workforce development in rural Appalachian communities. Students from these communities face distinct challenges in accessing higher education and pursuing engineering careers. The Appalachian Regional Commission has deemed it essential to invest in preK-12 education, engage youth in community activities, and cultivate workforce opportunities in fields like advanced manufacturing. These activities are vital for strengthening economic resilience and broadening students’ conceptions of what engineering is and who can do it. 

Although necessary, creating engineering and technical career pathways for Appalachian youth on a large scale is difficult in the context of broader systemic issues. Previous research shows that sparking interest in engineering is not enough to inspire individuals to explore engineering as a career option. Recent past work on this grant has focused on (1) school-industry partnerships during the COVID-19 pandemic in the region; (2) developing a conceptual framework for engineering education research and engagement in rural places; (3) a systematic literature review on assessment of systems thinking in K-12 education. 

In this phase of the grant, new activities include: (1) establishing relationships with individual teachers through outreach and collaboration; (2) conducting a needs assessment regarding professional development for teachers interested in incorporating engineering in their classrooms; (3) designing and implementing a teacher professional development program in an institute-style format. Recent efforts have focused on rebuilding partnerships between schools and industry, as well as schools and universities, which were initiated before the pandemic but have since dissolved. The sustainability of collaborations relies on strong partnerships and resilient stakeholders. Through newly-formed teacher networks, the research team is developing a comprehensive teacher professional development program that will provide educators with resources and expertise to implement engineering activities in their classrooms. While the program is being developed, the research team has assembled STEM kits with Arduino microcontrollers for distribution to teachers who seek immediate and easily implementable engineering interventions.

AU  - Hannah E. Glisson
AU  - Jacob R Grohs
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 336: NSF CAREER: Engineering Pathways for Appalachian Youth: Design Principles and Long-term Impacts of School-Industry Partnerships 
UR  - https://peer.asee.org/46917
ER  -