2025 ASEE Annual Conference & Exposition

Broadening participation in the skilled technical workforce is a national priority due to the growing demand for engineers and the need to reflect the nation's diverse population. In rural Appalachian communities, improving education access, quality, and workforce development is especially critical. Students in these regions face unique barriers to accessing higher education and pursuing engineering careers. The Appalachian Regional Commission has emphasized the need to invest in preK-12 education, engage youth in community activities, and develop workforce opportunities in fields such as advanced manufacturing. These efforts are essential for enhancing economic resilience in the region and broadening students’ understanding of what engineering is and who can succeed in it.

Developing large-scale engineering and technical career pathways for Appalachian youth remains challenging due to broader systemic issues. While sparking interest in engineering is vital, previous research shows that this alone does not guarantee students will pursue engineering careers. Earlier phases of this project have focused on (1) school-industry partnerships during the COVID-19 pandemic, (2) the development of a conceptual framework for rural engineering education, and (3) a systematic literature review on assessing systems thinking in K-12 education.

In recent work, the team has successfully (1) built relationships with individual teachers through outreach and collaboration, (2) conducted a professional development needs assessment, and (3) designed and implemented a two-day workshop for sixteen K-12 teachers in Southwest Virginia. This workshop focused on ways that teachers could integrate engineering content into their curriculum, covering topics like systems thinking, data science, and artificial intelligence (AI) into curriculum design, helping to prepare students for engineering pathways. Hands-on activities, such as a data science challenge and microcontroller programming, were tailored to various subject areas to support diverse educators.

The current phase now focuses on personalized support for teachers who attended the workshop. Key needs identified by the teachers include resources, curriculum guidance, engineering activities, access to guest speakers from the engineering field, and information on preparing students for college-level engineering programs. To address these needs, the research team is offering customized resources, ongoing collaboration and support, and expanded networks with engineers and educators, ensuring long-term integration of engineering concepts into their classrooms. The goal is to build durable partnerships that enhance educational and career opportunities for Appalachian students in engineering.