Figard, R., & Dalal, M., & Roarty, J., & Nieto, S., & Carberry, A. (2022, August), Understanding High School Student Experiences in an Engineering Course Designed For All (Fundamental, Diversity)  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40476

\bibitem{asee_peer_40476}
  Figard, R., \& Dalal, M., \& Roarty, J., \& Nieto, S., \& Carberry, A. (2022, August), \emph{Understanding High School Student Experiences in an Engineering Course Designed For All (Fundamental, Diversity)}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40476

Rachel Figard, Medha Dalal, Jacob Roarty, Samantha Nieto, and Adam Carberry.  "Understanding High School Student Experiences in an Engineering Course Designed For All (Fundamental, Diversity)".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40476 Internet.  23 Apr, 2024

\bibitem{asee_peer_40476}
  Rachel Figard, Medha Dalal, Jacob Roarty, Samantha Nieto, and Adam Carberry.
  "Understanding High School Student Experiences in an Engineering Course Designed For All (Fundamental, Diversity)".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40476 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_40476
author = "Rachel Figard, Medha Dalal, Jacob Roarty, Samantha Nieto, and Adam Carberry"
title = "Understanding High School Student Experiences in an Engineering Course Designed For All (Fundamental, Diversity)"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40476}
number = {10.18260/1-2--40476}
}

TY  - CPAPER
AB  - Pre-college engineering education still struggles to implement curricula that engage a diverse range of students. Engineering for US All (e4usa) aims to fill this gap through a course that demystifies engineering while catering to a broad range of students. This paper examines the influence of the e4usa course on students’ engagement with engineering design, and their understanding of engineering as a potential future educational and career pathway. Focus group sessions were conducted with students from 12 participating schools during the 2020-21 school year to examine how their interests and understanding of engineering were influenced by the course. There were four main question categories for the focus groups, including: (1) students’ perceptions of engineering, (2) engagement in the e4usa course, (3) influences of the e4usa course, and (4) experiences as a female in engineering. Focus group data were analyzed using open coding and constant comparison methods. Themes emerged from each of the main question categories, giving insight into students’ experiences in the e4usa course. Understanding student experiences in the e4usa course has the potential to impact the future design of pre-college engineering experiences that can lead to a more diverse engineering workforce. 
AU  - Rachel Figard
AU  - Medha Dalal
AU  - Jacob Roarty
AU  - Samantha Nieto
AU  - Adam Carberry
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Understanding High School Student Experiences in an Engineering Course Designed For All (Fundamental, Diversity)
UR  - https://peer.asee.org/40476
DO  - 10.18260/1-2--40476
ER  -