Moving Toward Stronger Communities of Inclusion: Identifying Challenges and Approaches Associated with Introductory Engineering Offerings

这个项目支持一个研讨会，它探讨了与开发入门工程课程序列相关的问题，以确保在培养学生的相关性、专业知识和主人翁精神的同时满足必要的科学和数学技能。讲习班召集了大约40名与会者，他们来自在支持任职人数不足的学生成功进入高等教育和工程工作队伍方面发挥不同作用的团体。研讨会促进了来自社会、教育(初中、高中和高等教育)、工程、企业/政府和政策制定社区的专家之间的讨论、社区建设和最佳实践分享。该项目更广泛的影响是通过支持城市地区代表性不足的群体，包括非裔美国学生，扩大对工程学的参与。研讨会的目标是：1)确定挑战和潜在方法，以确定招收和监测学生进入工程前课程序列的关键能力和效能表现指标；2)确定挑战和潜在方法，以确定与工程前课程序列相关的结果、表现指标、模式和时间表；以及3)为此类努力的可持续性制定路径和模型的建议。研讨会参与者通过研讨会前阅读和材料、研讨会期间的互动会议和研讨会后的后续互动来参与。此外，还考虑了在中学和中学后的环境下，将学分转移到工程项目中用于学术工作的相关问题。有重点的评估计划，包括访谈和调查，以记录项目的影响。

This project supports a workshop that explores issues related to developing an introductory engineering course sequence that ensures that the requisite skills in science and mathematics are met while developing relevancy, expertise, and ownership of the student. The workshop convenes approximately 40 participants from groups who have different roles in the support in the successful entry of underrepresented students into higher education and the engineering workforce. The workshop facilitates discussion, community building, and sharing of best practices among experts from across the social, education (middle and high schools and higher education), engineering, business/government, and policy making communities. The broader impact of this project is the focus on broadening the participation in engineering by supporting pathways to success for underrepresented groups in urban areas, including African American students.The goals of the workshop are to: 1) identify the challenges and the potential ways to identify the critical aptitude and efficacy performance indicators for recruitment and monitoring of students to enter into a pre-engineering course sequence, 2) identify the challenges and the potential ways to identify the outcomes, performance indicators, modalities and the timeline associated with a pre-engineering course sequence, and 3) develop recommendations for pathways and models for the sustainability of such efforts. Workshop participants are engaged through pre-workshop readings and materials, interactive sessions during the workshop, and follow up interactions after the workshop. Issues related to models for transferable credit to engineering programs for academic work in secondary and post-secondary settings also are considered. A focused evaluation plan that includes interviews and surveys to document the impacts of the project.