Chapter 4: Education Programs

4.2.1 Introduction
4.2.2 Strategic Planning
4.2.3 Planning for Sustainability
4.2.4 Understanding Needs, Context, Stakeholders, and Resources
4.2.5 Engaging Engineering Education Specialists and Evaluation and/or Program Assessment Experts as “Intellectual Partners”
4.2.6 Role of Partner Institutions
4.2.7 Developing Partnerships Across the ERCs
4.2.8 Role of NSF
4.2.9 Funding
4.2.10 Program Management

4.3.1 Purposes and Goals
4.3.2 Required Precollege Student Engagement
4.3.3 Precollege Teacher Engagement
4.3.4 Community Engagement
4.3.5 Precollege Education Lessons Learned

4.4.1 Core Students, Academic Year Research
4.4.2 Recruiting Methods
4.4.3 Curriculum Development
4.4.4 Collaboration with Industry
4.4.5 Evaluation and Assessment
4.4.6 Research Experiences for Undergraduates (REU) Program
4.4.7 Community Colleges
4.4.8 Veterans’ Opportunities for Engagement in the ERCs

4.5.1 Recruitment
4.5.2 Student Financial Support
4.5.3 Role of the Student Leadership Council
4.5.4 Mentorship Training
4.5.5 Seminars
4.5.6 Curriculum Development
4.5.7 Industry Mentorship of Graduate Students
4.5.8 Student-led Proposals
4.5.9 International Experiences via Internships and Student Exchanges

4.6.1 Rationale and Definitions for Assessment and Evaluation
4.6.2 General Guidelines
4.6.3 Assessment Design
4.6.4 Suggested Instrumentation
4.6.5 Data Collection and Management
4.6.6 Using Assessment Data
4.6.7 Notes
4.6.8 Selected References

4.7.1 What to Expect: The Big Picture
4.7.2 Strategic Planning for Graduation
4.7.3 Retaining High Value ERC Educational Features
4.7.4 Sustainability Summary
4.7.5 Bibliography: Graduating ERCs and Education Program Sustainability

4.8.1 Engineering Education Program Planning and Direction
4.8.2 Students
4.8.3 Curriculum Development
4.8.4 REU Lessons Learned
4.8.5 Precollege Programs
4.8.6 Sustainability