Asee peer logo

Completing the K-12 Engineering Pipeline by Creating College Pathways (Work in Progress)

Download Paper |


2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

K-12 & Pre- College Engineering Division Poster Session

Tagged Division

K-12 & Pre-College Engineering

Tagged Topic


Page Count


Page Numbers

26.383.1 - 26.383.9



Permanent URL

Download Count


Request a correction

Paper Authors


Barbara M. Moskal Colorado School of Mines

visit author page

Dr. Barbara Moskal is a Professor of Applied Mathematics and Statistics and the Director of the Trefny Institute for Educational Innovation at the Colorado School of Mines. She is also a Senior Associate Editor of the Journal for Engineering Education. Her research interests include: K-12 outreach, STEM education, measurement, assessment, outreach, and diversity.

visit author page


Joe Saboe Denver Public Schools

visit author page

Joe Saboe currently serves as Director of Pathways for Denver Public Schools. He is responsible for growing college and career pathways across Denver and leads implementation of Denver's $7M Youth Career Connect grant. Saboe earned his M.A. from Stanford University and his B.S. from Georgetown University.

visit author page

Download Paper |


Completing the K-12 Engineering Pipeline by Creating College Pathways (Work in Progress)One of the largest school districts in the State of has partnered with a university ofscience and engineering to improve the education that precollege students receive in science,technology, engineering and mathematics (STEM). This partnership, which is funded by, spans the kindergarten through twelfth grade STEM pipeline. The manner in whichstudents and teachers learn STEM, at all levels, is being challenged and changed. Additionally,undergraduate and graduate students are learning communication skills and the importance ofrecruiting the next generation of scientists and engineers.The proposed paper will describe engineering programs that are currently being developed andimplemented through this K-12 partnership. Components of this effort include STEM teachersand their students. Kindergarten through twelfth grade teachers have the opportunity to expandtheir STEM knowledge by attending a sequence of two week summer workshops which aretaught by research scientist and engineers. The focus of these workshops are content, notpedagogy, as the participating teachers are the recognized K-12 pedagogical experts.Undergraduate and graduate students are assigned to assist the participating teachers in theirclassrooms throughout the academic year, significantly improving K-12 students exposure toscientific and engineering concepts. At the middle school and high school level, summerprograms are being developed that expose students to college campuses and advanced STEMunderstanding. Pathways or engineering programs are also being developed and implemented toseamlessly transition high school students into rigorous university environment.This unique and intensive program addresses all levels of the K-12 pipeline. Students learn toenjoy STEM at a young age and receive the instruction and support that is necessary toencourage and develop that interest until they enter college. The participating school districtserves a large proportion of students who have traditionally been underserved in STEM. serves a student population that is 58% Hispanic, 21% White, and 14% Black. Theremaining lies within the ill-defined “other” category. Seventy-two percent of students receivefree and reduced-price lunches, suggesting high economic need. The districts high schoolcompletion rate is 65%, and only 50% of on-time graduates attend college within one year ofgraduation from high school. The goal of this intensive K-12 pipeline effort is to create anenvironment in which students complete their high school degrees, continue into collegemajoring in STEM programs and succeed.

Moskal, B. M., & Saboe, J. (2015, June), Completing the K-12 Engineering Pipeline by Creating College Pathways (Work in Progress) Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23722

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