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

该项目支持一个研讨会，探讨与开发入门工程课程序列相关的问题，确保在科学和数学方面的必要技能得到满足，同时发展学生的相关性，专业知识和所有权。 该研讨会召集了来自团体的约40名参与者，他们在支持代表性不足的学生成功进入高等教育和工程劳动力方面发挥着不同的作用。 该研讨会促进讨论，社区建设，并分享来自社会，教育（初中和高中和高等教育），工程，商业/政府和决策社区的专家之间的最佳实践。 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，包括非洲裔美国学生的成功途径，重点扩大对工程的参与。1）确定的挑战和潜在的方法，以确定关键的能力和功效的性能指标，招聘和监测学生进入一个工程预科课程序列，2）确定挑战和潜在的方法，以确定与工程学前课程序列相关的成果、绩效指标、模式和时间轴，以及3）为这些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的阅读和材料，研讨会期间的互动会议，以及研讨会后的后续互动参与。 也被认为是在中学和中学后设置的学术工作的工程课程的学分转移模型相关的问题。 一个有重点的评估计划，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.