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As the popularity of makerspaces in higher education continues to grow, we seek to understand how students perceive these spaces as tools to prepare them for future engineering careers. Introduced in engineering education in early 2000’s, makerspaces have the potential to foster development of 21st century and technical skills through hands-on constructionist learning. The core tenants of the maker mindset include: Growth Through Failure, Collaborative Learning, Creativity and Innovation, and Student Agency
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This content will become publicly available on June 24, 2026
NSF ATE: Improving Electrical Engineering Education Structure by Bridging CTE, Community College, and University Programs through Hands-on Skills Integration: Year 1
This project focuses on developing three technical courses for lower-division electrical engineering education to bridge the gap between Career and Technical Education (CTE) programs in high schools, engineering programs at community colleges, and lower-division electrical engineering courses at four-year universities. The primary goal of the project is to create a seamless academic transition by providing electrical engineering students with the necessary foundational knowledge in analog and digital systems, as well as hands-on experience with laboratory measurement tools. The courses utilize industry-relevant technologies such as LabView, MATLAB, PLC programming, and ready-to-use microcontroller boards to facilitate experiential learning at lower division courses. Early exposure to these tools and systems equips students with practical skills that not only prepare them for further academic pursuits but also align them with workforce demands in industries that increasingly rely on automation, data acquisition, and real-time system controls. The success of this project is attributed to its emphasis on design and project-based learning, which fosters critical thinking and problem-solving skills essential for real-world applications. By integrating design principles early in students' educational experiences, they are better prepared to tackle complex engineering problems as they progress through their academic careers. The use of project-based learning allows students to apply theoretical knowledge to tangible, real-world projects, improving their engagement and deepening their understanding of electrical engineering concepts. Practical tools like MATLAB and microcontroller boards in entry-level courses not only motivates students to pursue engineering but also increases retention rates in STEM fields, a key metric for academic success. This project is also advocating for early exposure to hands-on technical skills as a way to better prepare students for the workforce. By focusing on skill development in both CTE programs and early college courses, students are equipped with a stronger foundation for electrical engineering careers and are more likely to succeed in upper-division coursework and beyond. The seamless integration of high school, community college, and university programs ensures that students acquire both the theoretical and practical skills necessary to be successful in an increasingly technology-driven economy. Moreover, the project's use of industry-standard tools, coupled with its focus on bridging academic gaps, provides a sustainable model for developing a skilled and versatile workforce, addressing the growing need for engineers proficient in both design and system implementation.
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- Award ID(s):
- 2400983
- PAR ID:
- 10610144
- Publisher / Repository:
- ASEE Annual Conference
- Date Published:
- Format(s):
- Medium: X
- Location:
- Montreal, Canada
- Sponsoring Org:
- National Science Foundation
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