June 2020 Newsletter

Hello, and we welcome you to our monthly newsletter! This is our first issue, and we appreciate your attention. Receive this newsletter as a forward from a friend and want to subscribe? Click here. On the last Monday of every month, you can look forward to information on Engineering For US All (e4usa). We appreciate any feedback or suggestions you may have for our newsletter.

You have been signed up due to your connection or previous interest in our project, but you can unsubscribe at anytime by clicking the link at the bottom of the email. However, we hope that you will find value in our student and teacher perspectives, partnerships with schools and universities, current research, and opportunities to get involved. Look for us on social media platforms with the hashtag #e4usa.
What is e4usa?
e4usa is a national pilot program for a high school engineering course. e4usa provides a standardized educational curriculum for pre-college students to learn and demonstrate engineering principles, skills and practices. The curriculum incorporates an authentic, design-based experience and affords students the opportunity to earn college credit at participating colleges and universities.

e4usa Social Justice Reform Statement

Engineering For US All stands with the Black American community and others impacted by police brutality, as well as other forms of systemic injustices. We are committed to intentionally introducing underrepresented and minoritized populations to the field of engineering. 

We acknowledge that our discipline developed in the U.S. via hegemonic systems of power and racism, and has for far too long failed to redress inequities perpetuated by many engineering advances. It is the responsibility of engineers and engineering educators everywhere to fully engage in promoting social justice. Engineering, by its very nature, has the power to be transformative for professionals in the field, as well as those communities impacted by engineering solutions. The field will be well-served by the results of a commitment to actively challenge racism and all forms of oppression, while embracing diversity, equity, and inclusion. Such a commitment will lead to greater innovation and overall will have a positive impact on humanity.

Starting today, we call on all engineering and all STEM scholars to join us in holding one another accountable to continually developing culturally relevant pedagogy to promote social justice. 
"Culture eats strategy for breakfast. Structure eats culture for lunch.  Engineers are constructing the structure.  If Ghandi said, 'be the change' you want to see in the world, then I've always believed engineers are responsible for building the change we want to see in the world."
-Ethan Eagle, e4usa Team Member
Recent Changes in e4usa
Image depicting e4usa schools across the nation by flags on a map
e4usa has high school and university partners in 12 states as well as Washington, DC and the US Virgin Islands. This is an increase from 5 states and Washington, DC during the 2019-2020 school year!

In December 2018, e4usa officially launched with a workshop held in College Park.  We invited representatives from engineering schools all around the country along with high school teachers.  The purposes included finalizing the framework for the course and kickstarting participation and excitement.  One of the biggest things we heard from this group is that we couldn’t start by writing an advanced level high school course before we wrote the introductory level.  So, we went back to NSF with this information and were given permission to switch the focus of the entire grant to writing an introductory course.  We aim to add the more advanced level course in the near future, but are focusing on the introductory course now. 

Congratulations to these e4usa instructors!

Dave Eisenberg
Eleanor Roosevelt High School in Greenbelt, MD

Sharon Ball 
Patterson High School in Baltimore, MD

Hear it from the e4usa classroom

Name: Avinash Patri 
Hometown: Nashville, TN
e4usa High School: Brentwood High School

What are your plans for next academic year?
"Next year, I will be attending the First-Year Engineering (FYE) program for all prospective engineering students at Purdue University. From there, I intend to major in mechanical engineering."

Why would you encourage more schools to get involved with e4usa?
I would encourage more schools to get involved with e4usa due to the potential lack of education on the field. For instance, I started the course knowing relatively little about engineering, and many of my peers felt the same way. By the end of the course, we felt more informed about engineering as a whole and why it is one of the most pursued majors in the world."

Hear more from Avinash
Name:  Sharon Ball
Hometown:  Baltimore City, MD
e4usa High School:  Patterson High School

Did you have any students that didn’t know anything about engineering when they enrolled but completed the course with a thirst for more? Tell us about one of those students.
"Many of the students did not know much about engineering before they took the e4usa course.  In the beginning, when I introduced them to the project activities, they were very apprehensive to work in teams to do a project.  But the more we ventured through the course, the more engaged they became with doing the projects.  Four of the students in the class joined my afterschool STEM club so they could design & build projects for competition.  That says it all about what a course’s activities can do to inspire students."
Hear more from Sharon

New in the research

Initial Investigation of Effective Teacher Professional Development among Experienced and Non-Experienced Engineering Teachers (Work in Progress)

On June 25th, we presented a research paper at the annual conference of the American Society for Engineering Education (ASEE). The study, using multiple datasets, examined perspectives of four teachers who participated in the summer 2019 e4usa professional development. The results speak to the past experience or inexperience of teachers with engineering and engineering education and highlight how the veteran teachers supported the novice. Building on this exploration, future studies will inform efforts to broaden the pool of teachers capable of teaching pre-college engineering classes. 
Find Out More
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Copyright © 2020 University of Maryland Engineering For Us All (e4usa), All rights reserved.

Engineering for US All (e4usa) is supported by the National Science Foundation under NSF Award Number 1849430. Any opinions, findings, conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect those of the National Science Foundation and the National Academy of Engineering.

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