2026 ASEE Annual Conference & Exposition

This poster presents outcomes from the Circuit Board Classrooms (CBC): Microelectronics for Teachers professional development program, designed to support middle and high school STEM teachers in integrating microelectronics into their classroom instruction. The program was developed in response to the CHIPS and Science Act to develop the future microelectronics workforce and serves as a supplement to the National Science Foundation's Noyce Master Teaching Fellowship program, under the directorate of Undergraduate Education. By providing middle and high school teachers with a deeper understanding of circuits and the semiconductor industry, the program aims to engage and prepare students for careers in these fields

Twelve teachers participated in the program, which was structured around two core components: (1) development of content knowledge in microelectronics and (2) pedagogical strategies for classroom implementation. The University faculty who teach the undergraduate microelectronics laboratory courses led workshops that covered fundamental concepts, including microelectronics, circuit diagram interpretation, basic coding, and troubleshooting, all anchored in hands-on exploration with Arduino microcontrollers. Complementing this, curriculum specialists guided participants in adapting these tools to their existing curricula. Additionally, teacher participants designed new lessons using the engineering design framework, and they will continue to design the lessons in the fall semester.

As part of the summer experience, teacher participants also visited the Rice University’s Cleanroom facility, which provided them with direct exposure to research-standard environments and protocols and deepened their understanding of real-world applications. At the conclusion of the summer program, each participant received a set of 12 Arduino microcontrollers, equipped with a range of sensors for classroom use, as well as an additional unit for instructional modeling.

Post-program evaluations indicated that 100% of participants “agreed” or “strongly agreed” that they gained practical experience in semiconductor manufacturing and cleanroom practices. Moreover, 100% of participants “agreed” or “strongly agreed” that they felt confident incorporating microelectronics into their teaching practice. Lastly, 92% of teachers felt they had a solid understanding of microelectronic fundamentals (i.e., microcontrollers, sensors, and circuits). These findings suggest that targeted professional development combining technical content with pedagogical support can significantly enhance teacher readiness for integrating emerging technologies into STEM education.