2026 ASEE Annual Conference & Exposition

One Letter at a Time: Integrating Microelectronics in Pre-College Classrooms Using Client Letters (Resource Exchange)

Presented at Pre-College Engineering Education Curriculum and Resource Exchange

This resource exchange presents a set of integrated STEM curriculum units developed using the Conceptual Framework for Client Letter Development, which uses client letters as instructional and narrative tools to create guided learning environments that foster student engagement while scaffolding learning through engineering design-based STEM integration curricula. The paper provides an overview of five curricular efforts designed to introduce microelectronics concepts, contexts, and careers across grades K-12 through authentic, standards-aligned classroom experiences. Four collaboratively developed units for grades 6-12 engage students in topics such as cleanroom contamination, circuit prototyping, semiconductor manufacturing, and computer memory systems through disciplines including science, chemistry, computer science, engineering, business, and technology education. In addition, ten elementary teachers used the framework to design novel engineering units that integrate literacy, engineering, and microelectronics through book-based contexts and client-centered design challenges. The paper also describes how the framework centers knowledge building as the core curricular objective while using engineering design processes and narrative structures to support interdisciplinary learning. All curricular materials are freely available electronically with links provided.

Authors

Prof. Tamara J Moore http://orcid.org/0000-0002-7956-4479 Purdue University – West Lafayette (College of Engineering) [biography]

Tamara J. Moore, Ph.D., is the Crowley Family Professor of Engineering Education at Purdue University. Dr. Moore's research is focused on the integration of STEM concepts in K-12 and postsecondary classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her work investigates engineering design-based STEM integration, computational thinking, and integration of high-level content in K-14 spaces. She is creating and testing innovative, interdisciplinary curricular approaches that engage students in developing models of real-world problems and their solutions.
Siddika Selcen Guzey Purdue University – West Lafayette (College of Engineering) [biography]

Dr. Guzey is an assistant professor of science education at Purdue University. Her research and teaching focus on integrated STEM Education.
Dr. Morgan M Hynes Purdue University – West Lafayette (College of Engineering) [biography]

Dr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue University and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 cla
Dr. Greg J Strimel http://orcid.org/0000-0002-4847-4526 Purdue University [biography]

Greg J. Strimel, Ph.D., is an associate professor and interim department head in the Department of Technology Leadership and Innovation at Purdue University, where he coordinates the Design and Innovation Minor, prepares future K–12 Engineering Technology Teachers, and supports the graduate student program in STEM education leadership.
Dr. Molly H Goldstein http://orcid.org/0000-0002-2382-4745 University of Illinois at Urbana - Champaign [biography]

Dr. Molly H. Goldstein is a Teaching Assistant Professor and Product Design Lab Director in Industrial and Enterprise Systems Engineering at the Grainger College at the University of Illinois. She is also courtesy faculty in Mechanical Science and Engineering, Curriculum & Instruction (College of Education) and Industrial Design (School of Fine and Applied Arts). Dr. Goldstein’s research focuses on student designers through the study of their design actions and thinking.
Dr. Rick Hill University of Detroit Mercy [biography]

Dr. Richard Hill is a Professor and Assistant Dean in the College of Engineering & Science at University of Detroit Mercy. Dr. Hill received a B.S. degree in Mechanical Engineering from the University of Southern California in 1998, and an M.S. degree in Mechanical Engineering from the University of California, Berkeley in 2000. He joined the faculty of Detroit Mercy in 2008 after receiving a Ph.D. degree in Mechanical Engineering and an M.S. degree in Applied Mathematics from the University of Michigan, Ann Arbor. His research interests lie in the areas of vehicle control, control and diagnosis of discrete-event systems, modular and hierarchical control, and engineering education. Dr. Hill also has a strong interest in diversifying the STEM pipeline and leads the innovating Detroit’s Robotics Agile Workforce (iDRAW) program in partnership with underserved Detroit-area high schools.
Imani Adams Purdue University – West Lafayette (College of Engineering) [biography]

Imani Adams is a Ph.D. candidate at Purdue University in Engineering Education. Prior to starting her Ph.D., Imani worked in industry for ten years after completing her M.S. in Mechanical Engineering from The Ohio State University and B.S. in Mechanical Engineering from North Carolina Agricultural and Technical State University. Imani’s research interest is in African American youth engagement with engineering in formal and informal spaces.
Amiah Clevenger http://orcid.org/0009-0007-5252-3638
Yash Ajay Garje Purdue University – West Lafayette (College of Engineering) [biography]

Yash is a Ph.D. student at the School of Engineering Education at Purdue University. His research aims at broadening student participation in STEM through robotics education. His research focuses on enhancing STEM participation through robotics education, employing learning technologies and storytelling to craft inclusive educational experiences that foster student belonging.
Emily M. Haluschak Purdue University – West Lafayette (College of Engineering) [biography]

Emily M. Haluschak is a PhD candidate in the school of Engineering Education at Purdue University. Her research focuses on student and teacher troubleshooting of physical computing systems. Emily is interested in leveraging integrated curriculum development in K-12 settings to positively impact underserved populations in the field of engineering. She utilizes past experiences in STEM program evaluation, education policy, and chemical engineering research.
Dr. Rachel E. Higbee http://orcid.org/0000-0002-6011-9279 Purdue University – West Lafayette (College of Engineering) [biography]

Dr. Rachel Higbee is a postdoctoral scholar in the School of Engineering Education at Purdue University. She holds a BS in Civil Engineering, MS in Environmental Engineering, and PhD in Engineering Education, during which she was an NSF Graduate Research Fellow. Rachel's current research focuses on integrating microelectronics content into K-12 classrooms as part of the SCALE K-12 project. She also has experience researching curriculum development and assessment, photochemistry, and PFAS remediation.
Joshua E. Katz http://orcid.org/0009-0001-3320-2536 University of Illinois at Urbana - Champaign [biography]

Joshua E. Katz is a Ph.D. candidate in the Department of Curriculum and Instruction, DELTA program, at UIUC, where his research centers on collaborative learning in engineering education and other STEM disciplines. He obtained his B.S. in Technology and Engineering Education in 2019 and his M.S. in STEM Education and Leadership in 2021 from Illinois State University. Additionally, he holds a professional educator license for secondary education in Technology and Engineering Education in Illinois.
Yubin Lee Purdue University at West Lafayette (COE) [biography]

Yubin Lee is a Ph.D. student at Purdue University.
Deana Lucas http://orcid.org/0009-0007-2588-1245 Purdue University at West Lafayette [biography]

Deana M. Lucas is a PhD candidate in the Technology Leadership and Innovation Department at Purdue University. Deana’s background in Technology and Engineering Education drives her passion for working in spaces where disciplinary content converges. Her research spans both K-12 and higher education environments.
Christine H. McDonnell Purdue University – West Lafayette (College of Engineering) [biography]

Christine H. McDonnell is a PhD candidate in the school of Engineering Education at Purdue University. Christine is interested in exploring the connections between integrated STEM education in K-12 classroom settings and the impact on student learning, career interests, and reducing premature departure from STEM pathways.
Silas Owen Purdue University at West Lafayette (COE)
Ms. Azizi Penn Purdue Engineering Education [biography]

Azizi Penn is a professional software engineer, a professor at California State University, Sacramento, and an engineering education Ph.D. student. Prior to and during her graduate work, she developed a passion for providing engineering practice experiences to pre-college students.
Mr. Bruce E Wellman Purdue University – West Lafayette (College of Engineering) [biography]

Bruce Wellman is a National Board Certified Teacher (NBCT, Chemistry) who taught high school chemistry and engineering for 22 years. He is currently a doctoral student in the Engineering Education Department at Purdue University
Tugba Abanoz Purdue University – West Lafayette (College of Engineering)
JaKobi Burton Purdue University – West Lafayette (College of Engineering)
Anne DeLion Purdue Engineering Education
Jennifer Heap Purdue Engineering Education [biography]

Jennifer Heap is the Communications Lead for SCALE K-12 at Purdue University’s School of Engineering Education. With a background in education, she is passionate about leveraging her experience to enhance STEM learning in K-12 classrooms. Jennifer is dedicated to fostering innovative approaches that inspire the next generation of learners and educators in the STEM fields.
Rena Sterrett Purdue Engineering Education [biography]

Rena Sterrett is the Lead Project Manager for SCALE K–12 at Purdue University. With a BS in Elementary Education and a Master of Education, Rena brings more than two decades of experience across K–12 education, community-based programming, and higher education. Her work focuses on translating research into practice through large-scale professional development, curriculum design, and cross-sector partnerships. A former classroom teacher, she remains committed to supporting educators and expanding student access to engaging, high-quality learning experiences.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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