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K 12 Outreach For Engineering And Technical Graphics: What Is Our Role?

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2006 Annual Conference & Exposition


Chicago, Illinois

Publication Date

June 18, 2006

Start Date

June 18, 2006

End Date

June 21, 2006



Conference Session

Curriculum Development and Applications

Tagged Division

Engineering Design Graphics

Page Count


Page Numbers

11.852.1 - 11.852.9



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Paper Authors


Alice Scales North Carolina State University

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Alice Y. Scales is the Assistant Department Head in the Department of Mathematics, Science and Technology Education and the Coordinator of the Graphic Communications Program at North Carolina State University (NCSU). She has taught at NCSU for 14 years and teaches courses in introductory engineering graphics, Desktop Publishing, and Website Development. She has a doctorate in Occupational Education and a Master Degree in Industrial Arts Education.

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Aaron Clark North Carolina State University

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Aaron C. Clark is an Associate Professor of Graphic Communications at North Carolina State University in Raleigh. He received his B.S. and M.S. in Technology and Technology Education from East Tennessee State University. He earned his doctoral degree from North Carolina State University. His teaching specialty is in introductory engineering drawing, with emphasis in 3D modeling and animation. His research areas include graphics education and scientific/technical visualization. He presents and publishes in both vocational/technology education and engineering education.
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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

K-12 Outreach for Engineering and Technical Graphics: What is Our Role?


For years, professionals in Engineering Education have struggled with the need to recruit more and better prepared students into fields related to engineering. Recently, there has been a push to develop pre-engineering programs for public secondary education programs that will help with the recruitment and provide high school students with the needed background for success as an engineering student. Many disciplines have initiatives related to this new trend in public education, but with limited success, as it is so new to states curricula. Considering this new era of pre-engineering education and student’s needing to receive a foundation in areas related to engineering before they come to college, professionals in our field need to ask the following questions; what is the role of engineering design graphics in this new curricula approach? How is engineering graphics viewed by those organizations that are developing materials in pre-engineering and what are the expected outcomes? Also, is there research that supports our task as engineering graphics educators to become involved in this new curricula initiative in secondary education and how will this national effort effect the students we will have in our classes once they chose to attend college. Although many of these questions can only be answered in theoretical terms, a foundation of history and what professionals in our field and others are doing may help the engineering graphics community decide the position we should engage in pre-engineering education.

This paper is designed to give the reader insight as to what is happening in this new pre-engineering initiative from both secondary and post-secondary views. Information about the types and kinds of initiatives currently underway at the national level will be presented as well as what people in the engineering graphics community is doing in meet this pre-engineering curricula need. Conclusions will include a theoretical framework as to what professionals in our field can do to aid in the promotion of engineering design graphics into the k-12 outreach for engineering education.

I. Pre-Engineering Education

“Engineers like to solve problems. If there are no problems handily available, they will create their own problems.” (Scott Adams, 1957)

Technology and engineering has played major roles in developing the US economy. Many companies consider engineering the “driving-force” behind their success and growth that will help each remain competitive in the global market place in the coming years. Considering this, many professionals in the fields of education and engineering feel that it is imperative that everyone in our society have technological competence and the ability to create, use, manage, and assess technology, including young students in our k-12 schools. Statements like the ones mentioned above are being made throughout the country by business and education leaders, and at the same time, elementary and secondary students interest in technology and engineering disciplines continue to fade each year. Although, it is believed by many professionals in education that students have a deep interest in technologies that they deal with day-to-day, few possess the background and knowledge to understand the underlying principles associated with these everyday technologies. Some states, federal agencies, and professional organizations have started to make an effort towards fulfilling these needs and deficiencies, but more is needed from a variety of disciplines from both public and private agencies1.

Scales, A., & Clark, A. (2006, June), K 12 Outreach For Engineering And Technical Graphics: What Is Our Role? Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--227

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: © 2006 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