Engineering for US All-E4USA: A National Pilot High School Engineering Course and Database

美国 All-E4USA 工程：国家试点高中工程课程和数据库

• 批准号: 2120746
• 负责人: Samuel Graham
• 金额: $ 400.74万
• 依托单位: University of Maryland, College Park
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-10-01 至 2024-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2120746&HistoricalAwards=false
• 关键词: Engineering; US; E4USA; National; Pilot

The aim of the Engineering for US All (e4usa): A National Pilot Program for High School Engineering Course and Database project is to demystify and democratize engineering through a program targeting high school students and teachers that will by nature benefit society and advance the desire for a more diverse future engineering workforce. The program expands the pool of teachers capable of teaching engineering and the number of students considering further education and/or a career in engineering. The knowledge taught by empowered teachers will provide a broader understanding of engineering intended to excite an interest in pursuing additional engineering education. Specific efforts to collaborate with a diverse group of schools (urban, suburban, rural, private, public, parochial, single gender, etc.) will ensure that this program reaches those who have previously been unable to offer engineering and/or traditionally underrepresented in engineering. Partnerships with post-secondary institutions will also create and facilitate pathways for students to explore possible engineering careers. Scaling and sustaining e4usa will allow the project to address the desired societal outcome of a more educated citizenry and increased numbers and diversity of students joining the future engineering workforce. Continued support for e4usa will establish the program as major contributor in the field of engineering and technological literacy, while bringing engineering truly to all.Engineering for US All (e4usa): A National Pilot Program for High School Engineering Course and Database’s primary goal is to demystify and democratize the learning and practice of engineering by engaging high school students and teachers in a project-based engineering curriculum. e4usa will increase engineering literacy for all and expand opportunities for those traditionally underserved and underrepresented in engineering to pursue careers as engineers. Current NSF funding has led to the creation of the e4usa curriculum, teacher professional learning (e.g., professional development workshops and community of practice), and additional supporting resources (e.g., MyDesign®). This first of its kind program presents the engineering field using four big ideas: 1) discover engineering, 2) engineering in society, 3) engineering professional skills, and 4) engineering design. This Design and Development grant is intended to support efforts to scale, study, and sustain e4usa over the next three years. School settings will be broadened by expanding the reach of e4usa to 50 teachers and approximately 5,000 students nationwide. Design-Based Implementation Research (DBIR) capturing participating student and teacher data will continue and expand to include five in-depth case studies. Knowledge gained will inform central components of e4usa intended to improve developed resources, expand partnerships, garner insights into the impacts of e4usa, and increase pathways for credit and placement These insights, in conjunction with the creation of an oversight and advocacy agency, will provide the foundation for e4usa becoming a self-sustaining, independent entity supported by key partners like TeachEngineering.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

全民工程（e4usa）：一项针对高中工程课程和数据库项目的国家试点计划的目标是通过一项针对高中学生和教师的计划来消除工程的神秘性和民主化，这将从本质上造福社会，并促进对未来更多样化的工程劳动力的渴望。该计划扩大了有能力教授工程的教师和考虑继续教育和/或从事工程职业的学生的数量。被授权的教师所教授的知识将提供对工程更广泛的理解，旨在激发追求更多工程教育的兴趣。与不同学校群体（城市、郊区、农村、私立、公立、教区、单性别等）合作的具体努力将确保该计划能够覆盖那些以前无法提供工程和/或传统上在工程方面代表性不足的人。与专上院校的合作也将为学生探索可能的工程职业创造和便利途径。扩大和维持e4usa将使该项目能够解决更多受教育的公民和更多的学生加入未来工程劳动力的数量和多样性的预期社会结果。对e4usa的持续支持将使该项目成为工程和技术素养领域的主要贡献者，同时将工程真正带给所有人。全民工程（e4usa）：一项针对高中工程课程和数据库的国家试点计划，其主要目标是通过让高中学生和教师参与基于项目的工程课程，使工程的学习和实践变得非神秘化和民主化。E4usa将提高所有人的工程素养，并为那些传统上在工程领域缺乏服务和代表性的人提供更多机会，让他们成为工程师。目前，美国国家科学基金会资助创建了e4usa课程，教师专业学习（例如，专业发展研讨会和实践社区）和额外的支持资源（例如，MyDesign®）。这是首个这样的项目，用四大理念来展示工程领域：1)发现工程，2)社会工程，3)工程专业技能，4)工程设计。这项设计和开发拨款旨在支持在未来三年内扩大、研究和维持e4usa的努力。e4usa将扩大到全国50名教师和5000多名学生，从而扩大学校环境。基于设计的实施研究（DBIR）将继续收集参与的学生和教师数据，并扩大到包括五个深入的案例研究。获得的知识将为e4usa的核心组成部分提供信息，旨在改善已开发资源，扩大合作伙伴关系，获得对e4usa影响的见解，并增加信贷和安置途径。这些见解与建立监督和倡导机构相结合，将为e4usa成为一个由TeachEngineering等主要合作伙伴支持的自我维持的独立实体奠定基础。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Evaluating a High School Engineering Community of Practice: The Perspective of University Liaisons (Evaluation)

评估高中工程实践社区：大学联络人的视角（评估）

• 发表时间: 2023
• 期刊: 2023 ASEE Annual Conference & Exposition
• 作者: Schill, S. A.;Klein-Gardner, S. S.
• 通讯作者: Klein-Gardner, S. S.

Assessing the Reactionary Response of High School Engineering Teachers Offering a Novel Pre-College Engineering Curriculum: Lessons Learned from the COVID-19 Pandemic

评估高中工程教师对提供新颖的大学预科工程课程的反应：从 COVID-19 大流行中吸取的教训

• DOI: 10.3390/educsci13050427
• 发表时间: 2023
• 期刊: Education Sciences
• 影响因子: 3
• 作者: Griesinger, Tina;Olawale, David;Saqib, Najmus;Reid, Kenneth
• 通讯作者: Reid, Kenneth

Understanding high school student experiences in an engineering course designed for all

了解高中生在专为所有人设计的工程课程中的体验

• 发表时间: 2022
• 期刊: American Society for Engineering Education Conference & Exposition
• 作者: Figard, R.

The Engineering Design Process Portfolio Scoring Rubric (EDPPSR): Initial Validity and Reliability

工程设计过程组合评分标准 (EDPPSR)：初始有效性和可靠性

• 发表时间: 2022
• 期刊: American Society for Engineering Education (ASEE
• 作者: Klein-Gardner, S.

Supporting Students with an Autism Spectrum Disorder in Engineering: K-12 and Beyond

支持工程领域患有自闭症谱系障碍的学生：K-12 及以后

• DOI: 10.14448/jsesd.13.0011
• 发表时间: 2021
• 期刊: Journal of Science Education for Students with Disabilities
• 作者: Kouo, Jennifer L.;Hahn, Alexis E.;Morton, Sarah;Gregorio, Jay
• 通讯作者: Gregorio, Jay