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.
|Original language||English (US)|
|Journal||ASEE Annual Conference and Exposition, Conference Proceedings|
|State||Published - Aug 23 2022|
|Event||129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022 - Minneapolis, United States|
Duration: Jun 26 2022 → Jun 29 2022
ASJC Scopus subject areas