Relevant bibliographies by topics / High school coach

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'High school coach'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "High school coach"

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Lackey, Donald. "The High School Coach." Journal of Physical Education, Recreation & Dance 57, no. 3 (1986): 28–32. http://dx.doi.org/10.1080/07303084.1986.10606063.

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Wilson, Kelley Miller. "When the High School Coach Is a Bully." NASN School Nurse 32, no. 1 (2016): 33–35. http://dx.doi.org/10.1177/1942602x16665909.

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Though it is known that a minority of bully coaches exist, statistics regarding the actual prevalence of bully coaches in high schools are not well researched. School nurses may be placed in a consultative role with student athletes and their family members. Resource availability and suggestions for a plan of action are important for the school nurse. Support and encouragement for student athletes is critical for the development of positive mental health for young adults; therefore, families, peers, school personnel, and school nurses must all work together to produce positive sports experiences for high school age students.
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Barnes, Michael. "HIGH SCHOOL CORNER: Educational Tools for the High School Coach." Strength and Conditioning Journal 24, no. 3 (2002): 30. http://dx.doi.org/10.1519/1533-4295(2002)024<0030:etfths>2.0.co;2.

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Gilbert, Wade, Luke Lichtenwaldt, Jenelle Gilbert, Lynnette Zelezny, and Jean Côté. "Developmental Profiles of Successful High School Coaches." International Journal of Sports Science & Coaching 4, no. 3 (2009): 415–31. http://dx.doi.org/10.1260/174795409789623928.

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The purpose of this exploratory study was to compare the developmental profiles of successful high-school sport coaches, and to determine if elements of a coach's developmental profile were associated with coaching success. Sixteen high-school coaches in the United States – nine who coach basketball and seven cross-country running – participated in structured retrospective quantitative interviews. All coaches had accumulated extensive experience as an athlete ( M = 19.6 seasons; 2,428.8 hours) and were better than average athletes in relation to their peers. Positive significant relationships were found between time (seasons and hours) spent as an athlete in the sport that the participants now coach and five measures of coaching success. The results are discussed in relation to the ongoing dialogue about coach development, coaching effectiveness, and coach education.
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Barnes, Michael. "Educational Tools for the High School Coach." Strength and Conditioning Journal 24, no. 3 (2002): 30–31. http://dx.doi.org/10.1519/00126548-200206000-00007.

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Camiré, Martin, Meredith Rocchi, and Kelsey Kendellen. "Profiling the Canadian High School Teacher-Coach: A National Survey." International Sport Coaching Journal 3, no. 2 (2016): 145–55. http://dx.doi.org/10.1123/iscj.2015-0110.

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Each academic year, a large number of teachers voluntarily assume coaching positions in Canadian high schools and thus undertake the dual role of teacher-coach. To date, much of the scholarship on teacher-coaches has been conducted with small samples of participants and as such, the conclusions that can be drawn about the status of the Canadian teacher-coach are limited. The purpose of the current study was to profile the Canadian high school teacher-coach using a national sample. A total of 3062 teacher-coaches (males = 2046, 67%) emanating from all Canadian provinces and territories completed a questionnaire examining personal background and work conditions. Results indicated that aspects of teacher-coaches’ personal background significantly influenced the benefits and challenges they perceived from coaching as well as the recommendations they suggested to improve their coaching experience. The recommendations put forth by the teacher-coaches to improve their work conditions must be earnestly considered by school administrators to ensure the long-term viability of the Canadian high school sport system, which is largely sustained by dedicated volunteers.
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Hastie, Peter A. "Coaching Preferences of High School Girl Volleyball Players." Perceptual and Motor Skills 77, no. 3_suppl (1993): 1309–10. http://dx.doi.org/10.2466/pms.1993.77.3f.1309.

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80 Australian and 100 Canadian high school girl volleyball players reported a significant difference by nationality on “democratic behavior” and by age, and by sex of the coach on “positive feedback” on Chelladurai and Saleh's Leadership Scale for Sports. No significant main effects were found between nationality groups, players' age, or sex of the coach on any of the other variables of the scale.
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Griffin, Linda L., Daryl Siedentop, and Deborah Tannehill. "Instructional Ecology of a High School Volleyball Team." Journal of Teaching in Physical Education 17, no. 4 (1998): 404–20. http://dx.doi.org/10.1123/jtpe.17.4.404.

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This study describes the instructional ecology of a high school sport setting involving 4 players from a 10-player team and their coach. Systematic observation strategies were used to detail 44 practices. Post-season focus group interviews were conducted with the team and, individually, with the coach. The managerial, instructional, and student social systems in this volleyball setting interacted intimately. The quiet practice expectations, the posting of fast-paced practice tasks, and the coach clearly “in charge” all speak to orderly management. This system supports the explicitness and specificity of tasks and the clear, differentiated expectations of players by role and responsibility within the instructional task system. Both systems were interwoven and operated jointly to increase player cooperation and practice involvement. Complex levels of the accountability system related to a player’s position and role on the team. Practice effort and quality of match play time produced a secondary accountability system related to competition.
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Sleigh, Merry J., Donna Webster Nelson, Alyssa M. Nelson, and Darren R. Ritzer. "Predictors of Motivation to Coach in High School Students and Adult Coaches." International Journal of Physical Education, Fitness and Sports 8, no. 4 (2019): 1–17. http://dx.doi.org/10.26524/ijpefs1941.

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We conducted two studies to investigate predictors of coaching motivation. In Study One, we focused on variables linked to coaching motivation and burnout in adult sports coaches. We examined high school extracurricular experiences, and coaching engagement. Positive interpersonal events experienced during high school predicted coaching motivation and a motivation. Positive interpersonal and performance events in high school predicted feelings of reduced accomplishment, while negative interpersonal and performance events in high school predicted physical exhaustion. Two aspects of coaching engagement, vigor and absorption predicted coaching motivation. Thus, coaches’ motivation was predicted by both high school and current coaching events. In Study Two, we examined whether the same high school events predicted a desire to coach in recent high school graduates. Participants retrospectively reported participation in high school sports or heavy investment in alternate activities (e.g., marching band). For both groups, identification with the activity and dedication to the activity predicted a desire to coach. A desire to coach was not predicted by high school extracurricular events. Our findings indicate that high school experiences exerted differential effects on recent graduates versus adult coaches in terms of attitudes toward coaching.
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Stevens, Nancy L. "The High School Literacy Coach: Searching for an Identity." Journal of Education 191, no. 3 (2011): 19–25. http://dx.doi.org/10.1177/002205741119100304.

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Dissertations / Theses on the topic "High school coach"

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Iverson, Dewey Rachel Marie. "High School Coach Nutrition Confidence and Skill." Thesis, North Dakota State University, 2017. https://hdl.handle.net/10365/28700.

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High school athletes obtain nutritional information from their coaches, yet high school coaches? capability in this area may be lacking. Therefore, the aim of this study was to examine both confidence and skill level regarding nutrition among Midwest high school coaches. Out of an estimated 2,700 possible invited coaches from two Midwest states in the US, 113 coaches completed the questionnaire. The questionnaire?s first two sections consisted of demographics, and questions concerning confidence in nutritional knowledge. The third section 81 nutrition knowledge questions separated into categories: nutrient content, recovery, fluid, weight maintenance, and supplements. Coaches reported moderate overall confidence in their ability to give nutritional advice (P=.0016). The overall knowledge score was 58.7% (?9.7). The highest score was obtained in the recovery subcategory, and the lowest score was in the supplements category. In conclusion, Midwest high school coaches would benefit from creating a working relationship with a dietitian.
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Winchester, Geoff. "Understanding How High School Teacher-Coaches Learn to Coach." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28759.

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Camiré, Martin. "Facilitating Positive Youth Development Through High School Sport." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22903.

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The purpose of this doctoral dissertation was to examine how high school sport can be framed as a context that facilitates positive youth development. Data were collected in two phases. In phase one, a case study of a high school ice hockey program recognised for focusing on youth development was conducted. One article was written, documenting the design of the program and its impact on student development. Results indicate that participants believed students were learning a wide range of life skills and values but that administrators and coaches faced many challenges in sustaining the program. In phase two, interviews were conducted with model high school coaches and their athletes and three articles were written (articles two, three, and four). The second article examines how model high school coaches teach students life skills and how to transfer these skills to other life domains. Results demonstrate that the model coaches prioritised development and had specifically designed strategies to help students learn and transfer life skills. The third article investigates how model high school coaches learn to facilitate positive youth development through sport. Results indicate that these coaches were lifelong learners who took advantage of learning situations in order to refine their skills and use sport as a tool for development. The fourth article examines the characteristics athletes prefer in high school coaches. Results indicate that most athletes prefer coaches who are supportive, knowledgeable, good motivators, and prioritise athlete development. Based on the results of the two phases of data collection, an article was written with the objective of providing coaches with strategies on how to facilitate positive youth development through sport. Strategies consist of: (a) developing a coaching philosophy, (b) developing relationships with athletes, (c) having developmental strategies, (d) making athletes practice life skills, and (e) teaching athletes about the transferability of life skills.
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Miller, Anya V. "Graduation Coach Program Effects on High School Attendance and Graduation Rate." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3049.

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The rise in the number of students who drop out of high school has gained national attention. High school dropout rates in the state of Louisiana are a primary concern to school administrators in the state. The Graduation Coach Program is an intervention implemented in several high schools across Louisiana to assist students with completing their high school education. Many of the programs' attributes are based on Maslow's hierarchy of needs, students' needs, and the presence of positive adult relationships that might improve student achievement. The purpose of this study was to compare archival attendance and graduation rates among independent groups from years before and after the implementation of the Graduation Coach Program in 4 Louisiana public high schools. Attendance rates included data from 5 years before and 7 years after the program (n = 48), and due to limitations in the archival records, graduation rates included data from 2 years before and 7 years after the program (n = 36). Two independent-samples t tests were conducted, and no significant differences were found between the groups for both measures. Due to power limitations in the group sizes, further research is recommended to include additional campuses that implement the program. Positive social change implications include providing these initial research findings to the study districts' administration to assist with decision making and planning for the Graduation Coach Program used at their campuses. Through continued efforts and research, high school administrators may ultimately improve high school attendance and graduation rates to address the high school dropout problem in Louisiana.
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Anthony, LaLisa. "Reducing Sport-related Injuries: Perspectives from NFL High School Coach of the Year Recipients." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5052.

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American football sport-related injuries have negatively affected millions of high school students' quality of life. Although there are studies about types, conditions, and psychological effects of injuries, a gap remained in the literature that involved injury prevention from the head coach's perspective. The purpose of this qualitative phenomenological study was to fill this gap by exploring how head coaches perceive their role and responsibility in reducing sport-related injury occurrences. Sabatier and Weible's advocacy coalition, Diener and Dweck's achievement goal theory, and Fishbein and Ajzen's theory of reasoned action framed this study. The research questions focused on the lived experiences from high school American football head coaches that will advance effective policy to reduce sport-related injuries. Criterion sampling was used to select 12 head coaches who received the NFL High School Coach of the Year award. Semi structured interviews were analyzed and interpreted according to Moustakas' data analysis methods. Key findings revealed there is an absence of national sport health and safety policy and support for high school American football head coaches as principal contributors and advocates for advancing effective policy to reduce sport-related injury occurrences. Recommendations from the research participants include implementation of standard policies by all state athletic associations to adopt minimum coach qualifications, injury and emergency protocols, and the presence of an athletic trainer/medical personnel at all sport activities. The implications for social change target advancing national policy focused on coach training, development, and monitoring processes for all high schools throughout the United States to support making American football safer.
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Gragg, Gayle A. "Lived Experiences of Six High School Graduates Who Received Assistance from Graduation Coach Facilitation." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2502.

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The purpose of this study was to understand the obstacles faced as well as strategies used by 6 graduates of a small rural high school in Southern Middle Tennessee. Specifically, this study was an examination of the life experiences of 6 graduates, identifying the major obstacles faced and the successful strategies used to complete the requirements for a high school diploma. Qualitative methodology guided this study. This approach allowed for the lived experiences to be examined and the voices of 6 participants be heard. Data collected included participant stories using semistructured interviews conducted using an interview protocol, drawing of a concept map, and prioritization of influences according to their perspective regarding their diploma completion. Other valuable data included researcher field notes and graduation coach file notes. Findings are presented in 6 themes pertaining directly to the interview questions regarding key elements—circumstances leading to a relationship with a graduation coach, discussions during grad coach sessions, nongrad parent influences, parent expectations, grade retention, and strategies implemented by the graduation coach. After the collection and analysis of all data, the researcher coded the data to determine emerging themes. Much of the researcher’s work consisted of processing the data to discover categories and patterns among the stories told by the 6 graduate participants, as presented in the qualitative narrative analysis methodology. Through the narrative inquiry method of this study, the examination of the stories of 6 graduates reveals that a relationship with at least 1 caring adult in the high school setting is imperative to successful high school completion. This adult may offer assistance through a variety of ways such as developing an academic plan of action, building confidence, arranging tutoring sessions, or tracking progress.
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Leonard, Alyssa L. "A comparative study student-athletes' and non-student athletes' attitudes regarding the influence of the school counselor/athletic coach /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009leonarda.pdf.

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Jang, Siwon. "The Relationship between High School Coaches' Beliefs about Sports Injury and Prevention Practice Readiness." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4694.

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Although sports and other forms of physical activities are associated with numerous health benefits, adolescent sports injury has emerged as an important public health problem. As the most immediate caregivers for athletes, coaches are expected to play an important role in preventing and reducing injuries, -considering that sports medical staff, such as athletic trainers are not always available to care for athletes. However, research on coaches' beliefs and practices related to injury prevention has been limited to coaching competency issues, in which injury prevention is considered only one component. Therefore, the purpose of the study was to describe the coaches' beliefs and knowledge pertaining to sports injury and their readiness for injury prevention practice to be incorporated into high school settings. The research questions are: (1) What are the coaches' beliefs and knowledge related to sports injury and their readiness for injury prevention practice?; (2) What are the relationships between coaches' beliefs and knowledge pertaining to sports injury and readiness for injury prevention practice?; and (3) What are the differences in coach-related factors between the coaches who have medical staff and those who do not? The participants in the study had average to low perceptions regarding injuries on their team. The knowledge score related to sports injury was not high. However, a majority of the coaches showed strong beliefs in favor of implementing injury prevention interventions as an effective way to prevent and reduce sports injuries. Supporting previous studies, the present study revealed strong associations between self-efficacy and the injury prevention behaviors assessed. It was also found that coaches who employed medical staff were approximately four times more likely to provide injury prevention programs to their athletes and have emergency plans. Findings from this study will provide a broader understanding of coaches' perceptions regarding sports injury, injury prevention interventions conducted by coaches, and the implications for developing quality coaching programs and policies to prevent and reduce sports injuries.
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DiSanti, Justin Samuel. "Congruency Between Expectations of High School Coach and Athlete Off-Season Activities: Is Sport Diversification a Realistic Option?" Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1438352791.

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O'Carroll, Valerie Jane. "The provision of social support to injured high school football players: The role of the head coach." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2954.

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Coaches of high school athletes are one potentially important source of athletes' social support. This leads to the possibility that at least some coaches provide little social support to their players and thus could contribute to players' injury rates. I examined the social support high school football coaches provide their players in a specific circumstance where coach social support might be considered forthcoming, the circumstance of injured players. I sent a 21-item, 9-point Likert scale questionnaire to 2,000 California, Texas, Ohio, and Florida high school football coaches, asking about the amount of social support they provided to their injured players. A total of 668 questionnaires were returned. The social support items were reasonably homogeneous (coefficient alpha .84). Mean levels of self-reported coach social support ranged from 3.1 (almost no social support provided) to 9.0 (strong social support, provided consistently), with a mean of 6.9 (median=7.0) and a S.D. of 1.0. I then examined the relationship between the social support reported to be provided and coach-reported numbers of minor and major player injuries in a typical season. Both relationships were low and negative, but significant (r = -.14 in both cases,p is less than .0005), indicating a weak tendency for the players of low social support coaches to experience more injuries than those of high social support coaches. The results overall suggest that (a) coach social support of athletes is indeed quite low in some cases, and (b) coach social support may be an important element in determining the injury rates of high school athletes.
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Books on the topic "High school coach"

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Porter, David. A coach remembers a career: Indiana high school basketball. Pine Hill Press, 1990.

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Wootten, Morgan. A coach for all seasons. Masters Press, 1997.

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D, Kolba Ellen, ed. The Michigan HSPT writing coach. Educational Design, 1996.

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Conlee, Ralph Burton. Basketball for the volunteer coach, or, Hints for the pre-high school coach and player. R.B. Conlee, 1996.

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Paul, Kenney, ed. A true man for others: The Coach Jim Cotter story. Jetty House, 2009.

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Kleinfelter, Eileen Rose. The perceptions of female high school varsity basketball players toward their coach, and their gender preference for a basketball coach. Microform Publications, College of Human Development and Performance, University of Oregon, 1985.

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Cate, George M. The good ground of Central High: Little Rock Central High School and legendary coach Wilson Matthews : an original nonfiction story about a high school football player and the values he learned from his successful and sometimes difficult coach. Butler Center Books, 2008.

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The good ground of Central High: Little Rock Central High School and legendary coach Wilson Matthews : an original nonfiction story about a high school football player and the values he learned from his successful and sometimes difficult coach. Butler Center Books, 2008.

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Cate, George M. The good ground of Central High: Little Rock Central High School and legendary coach Wilson Matthews : an original nonfiction story about a high school football player and the values he learned from his successful and sometimes difficult coach. Butler Center Books, 2008.

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One shot at forever: A small town, an unlikely coach, and a magical baseball season. Hyperion, 2012.

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Book chapters on the topic "High school coach"

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Hall, Joe B., Marianne Walker, and Rick Bozich. "Football." In Coach Hall. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178561.003.0007.

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Hall, Joe B., Marianne Walker, and Rick Bozich. "My Early Influences and Role Models." In Coach Hall. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178561.003.0008.

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Fabricius, Daniel. "High School Rhythm Section." In Teaching School Jazz. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190462574.003.0011.

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Today, music educators and students have many resources available to study the specifics of playing any instrument. However, as educators it should be our job to guide students to use their ears along with all of the other resources. This chapter focuses on ways that the jazz ensemble conductor can coach high-school-level rhythm section players to make rehearsals more beneficial to all and to attain more authentic performances. The chapter includes details on various jazz styles, instrument-specific tips, and remedies for common issues within the rhythm section. It is divided into six main sections: (a) player profiles, (b) teaching jazz ensemble concepts, (c) awareness of other players, (d) improvisation, (e) chart reading, and (f) self-directed learning. Readers should find the information in this chapter helpful in developing their own rehearsal techniques that will fit their specific teaching situations.
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Hall, Joe B., Marianne Walker, and Rick Bozich. "Shepherdsville." In Coach Hall. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178561.003.0017.

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Joe B. discusses his career at the rural high school in Shepherdsville, where he coached basketball, baseball, and football. He talks about his first coaching mistakes and the successful conditioning program he developed.
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Hall, Joe B., Marianne Walker, and Rick Bozich. "About Working." In Coach Hall. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178561.003.0009.

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Hall, Joe B., Marianne Walker, and Rick Bozich. "Katharine." In Coach Hall. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178561.003.0016.

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Joe B. describes how he met and fell in love with his wife, Katharine, and tells of the births of their first two children. He talks about his work as a Heinz salesman and then at Kawneer Aluminum Manufacturing, followed by his first coaching job at a small high school in Shepherdsville, Kentucky, where the dilapidated infrastructure needed his personal labor to clean, paint, and repair. He details Katharine’s many responsibilities as the wife of a coach.
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Hall, Joe B., Marianne Walker, and Rick Bozich. "Teenage Years." In Coach Hall. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813178561.003.0006.

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Joe B.’s brother Billy, now a teenager, has friends his own age and no longer wants to spend time with his little brother. Hurt at first, Joe B. goes on to create a life of his own, excelling in sports and in academics. His new prescription eyeglasses improve his life, his studies, and his view of world―for the first time he can see things he didn’t know existed. He works on his uncle’s farm and also lifts weights and runs to get physically stronger. He wants to play on the football team. He buys his first car, an old Model T, and paints it his high school colors.
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Miller, James W. "In Front of the Parade." In Integrated. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169118.003.0012.

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This chapter introduces Arnold Thurman, the basketball coach at all-white Bagdad High School in Shelby County. Thurman had played basketball at Berea College with African American players, and he welcomed black schools into the KHSAA. But Thurman faced resistance from the Bagdad fans and from at least one of his players. Thurman told his principal that if Bagdad were ever to achieve its goal of playing in the state tournament, it would have to play teams with African American players. Thurman became the first white coach to schedule a game with Lincoln Institute. Gilliard began constructing his team along the lines of Tennessee State, whose coach, John McLendon, favored a fast-breaking offense and a pressing defense. The integration of Kentucky's public schools progressed modestly in the 1957–1958 school year and avoided the unrest that erupted elsewhere, such as in Montgomery, Alabama, and Little Rock, Arkansas.
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Miller, James W. "At the Highest Level." In Integrated. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169118.003.0011.

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Principals and coaches from African American high schools in Kentucky began peppering the formerly all-white Kentucky High School Athletic Association (KHSAA) with questions regarding membership. Young acted quickly, and in 1956 Lincoln Institute became one of the first KHSAL members to be accepted into the KHSAA. The KHSAA state tournament had its first African American participants in March 1957, and the KHSAL ceased operations. A dozen African American schools closed after their local school boards submitted plans for integration, and their former students strengthened the teams at some of the newly integrated schools. The Lincoln basketball team faced a rebuilding year in 1955–1956 after John Cunningham and members of the 1955 state championship team graduated. Young hired Walter Gilliard as athletic director, and he succeeded Herbert Garner as head basketball coach the following year.
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Miller, James W. "Epilogue." In Integrated. University Press of Kentucky, 2017. http://dx.doi.org/10.5810/kentucky/9780813169118.003.0020.

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The epilogue discusses the last years of Lincoln Institute's existence as a boarding high school. Gilliard resigned after the 1960 state tournament to launch his own journey as a college administrator and dean. In 1961 Whitney M. Young Jr. was named executive director of the National Urban League and became one of the leading voices for civil rights in America. John N. Cunningham received an honorable discharge from the US Air Force and was hired by IBM in Lexington, where he captained the company basketball team. In a game against University of Kentucky freshmen, the twenty-eight-year-old Cunningham outscored and outrebounded every other player on the floor, drawing the ire of Kentucky's coach Adolph Rupp. The thirty-eight African American schools still operating in 1960 gradually closed over the next several years, and in 1967 only Louisville Central remained, as an integrated high school. Whitney M. Young Sr. retired when Lincoln ceased operations in 1966. He died in 1975 at age seventy-seven.
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Conference papers on the topic "High school coach"

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Birch, John, Paola Jaramillo, Karen Wosczyna-Birch, Ronald Adrezin, and Beth Richards. "Integrating Professional Skills in the 21st Century Engineering and Technical Curriculum." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68811.

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The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.
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