2026 ASEE Annual Conference & Exposition

Pioneering Engineering Pathways: Sustaining High School–University Partnerships Through University Engineering Experiences (Evaluation)

Presented at Pre-College Engineering Education Division (PCEE) Poster Session

This paper is an evaluation that reports on the continued development of a collaborative outreach model designed to align high school engineering curricula with university-based laboratory activities. It consists of three (3) consecutive interventions over the course of three (3) years. National efforts to broaden participation in engineering emphasize the importance of sustained partnerships between K–12 schools and universities that connect classroom instruction with authentic engineering experiences. Building on our prior work, Pioneering Pathways for High School Students in STEM Education [1], this study reports on the continued development of a collaborative outreach model designed to align high school engineering curricula with university-based laboratory activities. As a longitudinal study spanning multiple semesters and iterations, this work captures the evolving impact of repeated high school–university engagements over time.

In the fall of 2023, a local public high school’s engineering program brought 15 students to campus for a Sensors and Displays laboratory focused on sensor integration and data visualization. The students engaged in hands-on activities mentored by undergraduate engineering students and connected these experiences to their classroom learning.

The success of this pilot informed a broader implementation in spring 2025, when nearly 80 high school juniors across six sections of a Digital Electronics course participated in a university-hosted Digital Logic laboratory. Students explored binary counting, Karnaugh mapping, and microcontroller-based display design while gaining exposure to college-level laboratory environments. Providing logistical and transportation support enabled the partnering teacher to concentrate on curricular connections, greatly expanding student participation and instructional alignment.

In fall 2025, a second high school partner implemented the Sensors and Displays laboratory with 30 sophomores enrolled in a Principles of Engineering course, embedding the experience earlier in the engineering sequence. This iterative collaboration furthered the breadth of the work while continuing to emphasize integration with the existent high school curriculum while continuing to partner closely with the teacher.

Overall, this work demonstrates how structured, scalable outreach can enhance both teacher capacity and student engagement by bridging formal classroom learning with a practical university-level engineering experience. The results of these ongoing partnerships show a sustainable framework for integrating outreach, instruction, and curricular relevance and offers a replicable approach for universities and schools seeking to strengthen local curricular outreach efforts.

Authors

Dr. Kip D. Coonley Duke University [biography]

Kip D. Coonley received the Ph.D. degree in Electrical and Computer Engineering from Duke University, Durham, NC in 2023, the M.S. degree in Electrical Engineering from Dartmouth College, Hanover, NH, in 1999 and the B.S. degree in Physics from Bates College, Lewiston, ME, in 1997. Following graduation from Dartmouth, he developed electronically controlled dimmers for fluorescent and incandescent lamps at Lutron Electronics, Coopersburg, PA. From 2001 to 2005, he was a Research Engineer at RTI International, where he designed high-efficiency thermoelectrics using epitaxially grown superlattice thin-film structures. Since 2005, he has been the Undergraduate Laboratory Manager in the Department of Electrical and Computer Engineering at Duke University, Durham, NC earning the doctoral degree in 2023. His research interests include undergraduate engineering education, energy harvesting, RFID, power electronics, plasma physics, and thin films.
Adam W Davidson Duke University [biography]

Adam is a seasoned educator and Senior Laboratory Administrator for the Electrical & Computer Engineering (ECE) department at Duke University's Pratt School of Engineering. With a degree in Technology Education from NC State University, his journey in education began as a Technology Education teacher at Penn-Griffin School for the Arts and later as a PLTW Engineering Instructor and Fab Lab Manager at Riverside High School and Technology Equipment Coordinator for Durham Public Schools. His contributions to the field have earned him recognition as an Ultimaker Pioneer, National Board Certified Teacher, STEM Educator of the Year, and PLTW Outstanding Teacher of the Year.

Adam's dedication to STEM education extends beyond the classroom. He has repeatedly presented at Construct3d conferences, and presented at the STEM in the Park Industry Summit. He's also a contributing author, sharing his expertise in self-regulated learning and performance. His passion for education has led to the establishment of makerspaces in Durham Public Schools and the early adoption of 3D printing technology in DPS classrooms.

Outside of his professional life, Adam is a gaming enthusiast, Lego builder, artist, and an ardent reader and writer. He and his wife shares their home with two disabled cats and a dog, sharing their love for pets and prosthesis.

Looking ahead, Adam is committed to enhancing undergraduate lab spaces and curriculum, facilitating the transition from secondary to post-secondary education in STEM, and improving Undergraduate Teaching Assistant (UTA) training. His mentorship and guidance continue to impact individuals, educators, and STEM enthusiasts, solidifying his role as a leader in the field.

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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Broadening Participation in Engineering and Engineering Technology
engineering
engineering technology
Faculty
Pre-College
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