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Building a STEM Pathway with Engineering by Design

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Student Recruitment and Retention in ET Programs

Tagged Division

Engineering Technology

Tagged Topic

Diversity

Page Count

16

Page Numbers

26.299.1 - 26.299.16

DOI

10.18260/p.23638

Permanent URL

https://peer.asee.org/23638

Download Count

217

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Paper Authors

biography

Laura E. LeMire The Community College of Baltimore County

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Upon graduation from the University of Maryland at College Park with her masters in geotechnical engineering, Laura went to work for Baltimore Gas and Electric where during her career there she was responsible for substation and transmission line construction projects, relocation and installation of BGE facilities for Oriole Park at Camden Yards and for the Light Rail, and for improving service reliability. After obtaining her MBA, Laura became the Director of Corporate Purchasing and was a financial analyst in Investor Relations. Laura left the utility to become the Director of Women’s Sports at STX, Inc., a sporting goods manufacturer where she became the holder of four patents. Returning to the classroom once again, Laura obtained a Masters in environmental engineering from UMBC and became an Affiliate Professor for Project Lead The Way. Laura is the Acting Engineering Department Chair at the Community College of Baltimore County (CCBC) where she has built an engineering technology program and doubled the size of the engineering transfer program by stimulating interest in high school students, training PLTW teachers, and obtaining scholarships to help students cope with the expense of college. In addition, she is the PI on three NSF grants and a Northrop Grumman grant. In her spare time, Laura continues her pursuit of athletics, toils in her garden, and travels the world.

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Abstract

Building a STEM Pathway with Engineering by Design and Early Counselor InterventionThe Community College _____________ is aligning high school advanced technology educationcurriculum with college-level engineering technology programs to increase the number anddiversity of high school students pursuing two or four-year degrees in engineering technology.Skilled engineering technicians are a critical part of the nation’s high-tech workforce andfrequently require an associate’s degree. To help meet that demand, The Community College_____________, with funding from the National Science Foundation, created an articulatedpathway with _________ County Public Schools in [state] utilizing Engineering by Design(EbD) courses developed by the International Technology and Engineering EducationAssociation (ITEEA) and used by many secondary schools throughout the United States. Aftertaking a fundamental technology course, high school students may elect to enroll in the EbDadvanced technology education courses called Advanced Design Applications (ADA) andEngineering Design (EngD). Upon successful completion of these two courses, high schoolstudents can earn articulated credit for The Community College _____________’s Introductionto Engineering Technology course. Receipt of college credit opens the door of higher educationto many students who may not have considered college an option.The model developed by The Community College _____________ is being replicated by othercolleges. As each college has a unique introductory course for its engineering technologyprogram, supplemental materials will be developed for ADA and EngD to meet the college’sspecific course requirements. A library of supplemental materials will gradually be created thatwill enable colleges to create an articulated pathway with the Local Education Agency (LEA) bypulling from existing materials rather than having to create their own. Since the ITEEA EbDcurriculum is widely used throughout the state of ________ and across the country, the potentialexists to expand this approach nationwide.In addition to creating the articulated pathway from high school to a college-level engineeringtechnology program, a training program for school counselors was developed. The counselortraining makes them better able to encourage students, especially those from underrepresentedgroups, to pursue a career in Science, Technology, Engineering or Math (STEM) and to enroll inthe EbD series of advanced technology education courses with the goal of continuing educationbeyond high school. Topics covered with the counselors include local STEM job opportunitiesand skill sets, micromessaging, neuroscience, and the EbD articulation initiative. Thedevelopment of the articulated pathway and the training of counselors is helping to broadenparticipation in engineering technology careers by creating a more seamless and efficientpathway from high school into technician jobs requiring an associate’s degree.

LeMire, L. E. (2015, June), Building a STEM Pathway with Engineering by Design Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23638

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: © 2015 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