2025 ASEE Annual Conference & Exposition

Founded in 2000 with a grant from the National Science Foundation (NSF), this project is a free digital library of peer-reviewed, classroom-tested, standards-aligned K-12 engineering resources created in collaboration with educators across the nation. The goal is to democratize engineering education by reaching formal and informal educators across the country, in both affluent and under-resourced areas, with high-quality, free, design-focused, standards-aligned, hands-on engineering activities that rely upon readily available, inexpensive, simple materials.

To ensure equitability in who learns these critical skills and is thus positioned for future job success, engineering principles must be learned early as research has shown an achievement gap begins building between racial groups in STEM subjects as early as kindergarten [1]. Whether in formal or informal settings, K-12 teachers and influencers need reliable STEM resources and to be trained to bring engineering design into classrooms to increase students’ awareness of engineering, and ultimately, interest in and ability to pursue engineering careers [2].

In this session we will share ways in which higher education faculty and staff can leverage this resource:
1. Use one or more of the nearly 2000 engineering activities, lessons and videos in your outreach efforts with K-12 educators and students.
2. Submit K-12 classroom-tested design-focused engineering activities to be peer reviewed and published.
3. Join the engineering reviewer team to give feedback on submitted content.
4. Participate in webinars specifically designed for NSF RET (Research Experience for Teachers) sites, in order to learn how to translate educators' research experiences into a K-12 engineering curriculum suitable for the collection.
5. Learn more about engineering design, diversity, equity and inclusion(DEI) in engineering, and how to use the digital library through the professional development offerings.

References:
[1] Morgan, P. L., Garkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18-35.

[2] Feder, M., Pearson, G., & Katehi, L. (Eds.). (2009). Engineering in K-12 education: Understanding the status and improving the prospects. National Academies Press.