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

\bibitem{asee_peer_23722}
  Moskal, B. M., \& Saboe, J. (2015, June), \emph{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

Barbara M. Moskal and Joe Saboe.  "Completing the K-12 Engineering Pipeline by Creating College Pathways (Work in Progress)".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23722 Internet.  07 Jan, 2025

\bibitem{asee_peer_23722}
  Barbara M. Moskal and Joe Saboe.
  "Completing the K-12 Engineering Pipeline by Creating College Pathways (Work in Progress)".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23722 Internet.  07 Jan, 2025

@INPROCEEDINGS{asee_peer_23722
author = "Barbara M. Moskal and Joe Saboe"
title = "Completing the K-12 Engineering Pipeline by Creating College Pathways (Work in Progress)"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23722}
number = {10.18260/p.23722}
}

TY  - CPAPER
AB  -                      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.
AU  - Barbara M. Moskal
AU  - Joe Saboe
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Completing the K-12 Engineering Pipeline by Creating College Pathways (Work in Progress)
UR  - https://peer.asee.org/23722
DO  - 10.18260/p.23722
ER  -