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The Cleveland State University Minority Engineering Program Pipeline consist of programs which foster engineering career awareness, academic enrichment, and professional development for historically underrepresented minority studies. The programs involved are the Access to Careers in Engineering (ACE) Program for high school pre-engineering students: the LINK Program for undergraduate students pursuing degree which include engineering; and the PEP (Pre-calculus Enrichment Program) and EPIC (Enrichment Program in Calculus) mathematics programs for undergraduate academic enrichment. The pipeline is such that high school graduates from the ACE Program who enroll at Cleveland State University in pursuit of engineering degrees are admitted to the LINK Program for undergraduate level support. LINK Program students are among the minority participants who receive mathematics enrichment through the PEP and EPIC Programs for successful completion of their engineering required math courses. THese programs are interdependent and share the goal of preparing minority students for engineering careers by enabling them to achieve academically and obtain college degree and career related experience.

The Cleveland State University Minority Engineering Program Pipeline consist of programs which foster engineering career awareness, academic enrichment, and professional development for historically underrepresented minority studies. The programs involved are the Access to Careers in Engineering (ACE) Program for high school pre-engineering students: the LINK Program for undergraduate students pursuing degree which include engineering; and the PEP (Pre-calculus Enrichment Program) and EPIC (Enrichment Program in Calculus) mathematics programs for undergraduate academic enrichment. The pipeline is such that high school graduates from the ACE Program who enroll at Cleveland State University in pursuit of engineering degrees are admitted to the LINK Program for undergraduate level support. LINK Program students are among the minority participants who receive mathematics enrichment through the PEP and EPIC Programs for successful completion of their engineering required math courses. THese programs are interdependent and share the goal of preparing minority students for engineering careers by enabling them to achieve academically and obtain college degree and career related experience.

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The Cleveland State University Minority Engineering Program Pipeline consist of programs which foster engineering career awareness, academic enrichment, and professional development for historically underrepresented minority studies. The programs involved are the Access to Careers in Engineering (ACE) Program for high school pre-engineering students: the LINK Program for undergraduate students pursuing degree which include engineering; and the PEP (Pre-calculus Enrichment Program) and EPIC (Enrichment Program in Calculus) mathematics programs for undergraduate academic enrichment. The pipeline is such that high school graduates from the ACE Program who enroll at Cleveland State University in pursuit of engineering degrees are admitted to the LINK Program for undergraduate level support. LINK Program students are among the minority participants who receive mathematics enrichment through the PEP and EPIC Programs for successful completion of their engineering required math courses. THese programs are interdependent and share the goal of preparing minority students for engineering careers by enabling them to achieve academically and obtain college degree and career related experience.

The three-year research project had two general objectives: 1) to systematically obtain data on selected highway, airfield and pipeline workpad test sites and adjacent terrain to establish the rates and types of modifications in permafrost-dominated regions, and 2) to provide the basis for improved design critieria and specifications governing road, airfield and workpad construction and restoration in permafrost zones that are influenced by many different seasonal climatic requires. This report presents the results of 14 test areas not covered in CRREL Report 80-19, Environmental Engineering and Ecological Baseline Investigations along the Yukon River-Prudhoe Bay Haul Road(Brown and Berg 1980). The data presented here will be utilized for improving road, workpad and airfield design and construction, and for developing methods of minimizing the impacts on the environment in Alaska. The results show that thaw depths adjacent to the test sites increased each year from 1976 to 1978, causing continued settlement along the embankments. The depths of thaw beneath the gravel surface road sideslopes has caused the trafficked surface to become narrower as the sideslopes become wider and flatter. Since the rate of permafrost degradation and resulting thaw settlement has decreased annually, the thermal regime appears to be stabilizing. When the gravel workpads, roadways and runways are graded, any edge berms that would inhibit lateral runoff of water must be removed. Runoff water that ponds on the tundra adjacent to the roadway or workpad or airfield embankments should be avoided to eliminate subsidence caused by heat absorption.

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While engineering educators have engaged in many endeavors aimed at advancing engineering education and practice, much of this work has focused on broad curricular issues. Few studies focus on what it means to be an engineer or the process of what it takes to learn to engineer. In the last decade engineering educators have begun to focus on developing the research base with an emphasis on engineering student learning. The Academic Pathways Study (APS) was designed to build on and add to prior and ongoing research to investigate the engineering undergraduate learning experience and the transition to work. The APS is an extensive, multi-institution research project that is looking at how people become engineers over the course of their undergraduate educations and upon entry into the engineering workplace. Initial findings reported in this paper effectively challenge the long-held notion of the engineering education pipeline. The results in this paper have shown that the Academic Pathways Study is providing compelling data that paint a picture of the undergraduate engineering student learning experience not only with a human face, but with a multi-faceted understanding that comes from a rich triangulation of data types and sources.

Presented at the Annual Meeting of the American Educational Research Association (AERA) in New Orleans, LA in April 2011. The first study evaluated the level of interest in engineering as students approached the end of high school and explored the degree to which the academic preparation of these students shaped the engineering pipeline over a tenyear period. The second analyzed a recent graduating class in order to understand various pathways that students took toward or away from engineering as they progressed through high school. Several paths emerged, including students who demonstrated stable interest across time, students who became interested in engineering, and students who turned toward other majors by the end of high school. Groups differed with regard to demographic characteristics, test scores, academic background, and math and science self-efficacy.

The Urban Institute conducted an implementation and participant-outcomes evaluation of the Alaska Native Science & Engineering Program (ANSEP). ANSEP is a multi-stage initiative designed to prepare and support Alaska Native students from middle school through graduate school to succeed in science, technology, engineering, and math (STEM) careers. ANSEP offers intensive academic support, exposure to industry, and the opportunity to participate in a learning community incorporating Alaska Native cultural identity. In addition to supporting individual students, the ANSEP model is also designed to effect systemic change to improve the climate for Alaska Natives in the Alaska kindergarten through 12th grade (K-12) educational system, the University of Alaska, and Alaska's STEM industries. This document provides an overview of the major takeaways from the evaluation project. The findings inform ANSEP's programming and provide lessons for other STEM education programs that serve underrepresented minorities nationwide. [This project was funded by The Alaska Native Science & Engineering Program (ANSEP).]

The K-16 Engineering Pipeline: Engineering Success in STEM (K-16) project is a one-year project funded by the Office of Naval Research (ONR) to develop an engineering pathway of high school courses and requirements within the Hawai'i Department of Education (HIDOE) that leads directly to acceptance into the College of Engineering, University of Hawai'i at Manoa (UHM) or other STEM-related technical training in Hawai'i. This project addresses the need for a rigorous statewide Engineering Pathway of core courses and requisite teacher training support services within the HIDOE to increase the number of home grown engineers and technicians who will remain in Hawai'i for employment at Pearl Harbor, NAFAC, SPAWAR, and other non-DoD STEM-based companies. A process evaluation examined the capacity of the K-16 to meet objectives and outcomes that establish and institutionalize an engineering pathway between the HI DOE and the UHM. The K-16 also provided additional supports in the final year of the Engineering Success in Stem (ESS) project to high school teachers in six complex areas: Castle, Kaimuki , Kealakehe, Leilehua,Moanalua, and Pearl City high schools. This report summarizes the K-16 project's progress toward meeting the objectives and outcomes at the end of Year 1.

The K-16 Engineering Pipeline: Engineering Success in STEM (K-16) project is a one-year project funded by the Office of Naval Research (ONR) to develop an engineering pathway of high school courses and requirements within the Hawai'i Department of Education (HIDOE) that leads directly to acceptance into the College of Engineering, University of Hawai'i at Manoa (UHM) or other STEM-related technical training in Hawai'i. This project addresses the need for a rigorous statewide Engineering Pathway of core courses and requisite teacher training support services within the HIDOE to increase the number of home grown engineers and technicians who will remain in Hawai'i for employment at Pearl Harbor, NAFAC, SPAWAR, and other non-DoD STEM-based companies. A process evaluation examined the capacity of the K-16 to meet objectives and outcomes that establish and institutionalize an engineering pathway between the HI DOE and the UHM. The K-16 also provided additional supports in the final year of the Engineering Success in Stem (ESS) project to high school teachers in six complex areas: Castle, Kaimuki , Kealakehe, Leilehua,Moanalua, and Pearl City high schools. This report summarizes the K-16 project's progress toward meeting the objectives and outcomes at the end of Year 1.

The K-16 Engineering Pipeline: Engineering Success in STEM (K-16) project is a one-year project funded by the Office of Naval Research (ONR) to develop an engineering pathway of high school courses and requirements within the Hawai'i Department of Education (HIDOE) that leads directly to acceptance into the College of Engineering, University of Hawai'i at Manoa (UHM) or other STEM-related technical training in Hawai'i. This project addresses the need for a rigorous statewide Engineering Pathway of core courses and requisite teacher training support services within the HIDOE to increase the number of home grown engineers and technicians who will remain in Hawai'i for employment at Pearl Harbor, NAFAC, SPAWAR, and other non-DoD STEM-based companies. A process evaluation examined the capacity of the K-16 to meet objectives and outcomes that establish and institutionalize an engineering pathway between the HI DOE and the UHM. The K-16 also provided additional supports in the final year of the Engineering Success in Stem (ESS) project to high school teachers in six complex areas: Castle, Kaimuki , Kealakehe, Leilehua,Moanalua, and Pearl City high schools. This report summarizes the K-16 project's progress toward meeting the objectives and outcomes at the end of Year 1.

The K-16 Engineering Pipeline: Engineering Success in STEM (K-16) project is a one-year project funded by the Office of Naval Research (ONR) to develop an engineering pathway of high school courses and requirements within the Hawai'i Department of Education (HIDOE) that leads directly to acceptance into the College of Engineering, University of Hawai'i at Manoa (UHM) or other STEM-related technical training in Hawai'i. This project addresses the need for a rigorous statewide Engineering Pathway of core courses and requisite teacher training support services within the HIDOE to increase the number of home grown engineers and technicians who will remain in Hawai'i for employment at Pearl Harbor, NAFAC, SPAWAR, and other non-DoD STEM-based companies. A process evaluation examined the capacity of the K-16 to meet objectives and outcomes that establish and institutionalize an engineering pathway between the HI DOE and the UHM. The K-16 also provided additional supports in the final year of the Engineering Success in Stem (ESS) project to high school teachers in six complex areas: Castle, Kaimuki , Kealakehe, Leilehua,Moanalua, and Pearl City high schools. This report summarizes the K-16 project's progress toward meeting the objectives and outcomes at the end of Year 1.

While engineering educators have engaged in many endeavors aimed at advancing engineering education and practice, much of this work has focused on broad curricular issues. Few studies focus on what it means to be an engineer or the process of what it takes to learn to engineer. In

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Over the next ten years, the United States will need to train an additional 1.9 million workers in the sciences. Increased participation of women and minorities is essential in meeting the projected need for Science, Mathematics, and Engineering (SME) workers. Women, who received 56% of B.A.'s overall, comprised 37% of the SME bachelor degrees conferred in 1998, while underrepresented minorities received just 12% of SME degrees awarded. A recent national study examining trends in undergraduate education reveals a steady decline in student interest in the physical sciences and mathematics over the last 30 years. African-Americans, Latinos, and Native Americans possess strong cultural values of group and community membership that may be at odds with the perceived levels of individualism and competition associated with the sciences. For women, perceptions of competition and difficulty with majoring in the sciences are paired with low self-ratings of ability in analytical fields that have traditionally been male-dominated. There are also retention issues that must be addressed. Approximately 50% of students entering college with the intention of majoring in SME change majors within the first two years. This digest reports on some of the innovative programs that are being developed in order to address these problems. Contains 12 references. (NB)

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