Proceedings of the WEPAN 2007 Conference, Copyright 2007, WEPAN-Women in Engineering Programs and Advocates Network Engineering Clinics for Middle School Teachers Kauser Jahan 1 , Kathleen Sernak 2 Rowan University, Glassboro, New Jersey, U.S.A. / 1 College of Engineering/ 2 College of Education Abstract— The ECT (Engineering Clinics for Teachers) Program is a partnership between Rowan University’s Colleges of Engineering and Education to provide an Engineering Clinic experience for middle school teachers and guidance counselors. The workshop is modeled after the unique Rowan Freshman Engineering Clinics that faculty have developed for exciting and retaining incoming freshman in our engineering programs. This is the first Rowan initiative to integrate engineering content in the middle school curriculum and train teachers regarding engineering concepts as well as the identification of students with potential to become engineers. It is also the first official effort between two Colleges instrumental in the preparation of future teachers and engineers. The ECT program is being funded by a generous grant from the Martinson Foundation. The first ECT was offered in the Summer of 2006 with successful outcome. Modifications have been also made from the 2006 assessment to improve the workshop for 2007. Introduction Engineering is still a mysterious profession. It is surprising to hear students in year 2007 state that engineers work only for the railroad. Furthermore students have no role model engineers (both male and female) that they typically come across during regular television programs, movies or other public media gatherings. Math and science textbooks also do not reflect this adequately. Therefore there is a dire need to promote engineering as a viable career option for both men and women. This can only be achieved by proper exposure of engineering throughout K-12 education. Despite the high record of students attending college today, there is still an acute shortage of engineering graduates [1]. There is a growing interest among engineering faculty that science and math education needs to be connected to engineering in the K-12 years. Enhanced engineering education in our K-12 classrooms can provide students at an earlier age with a more specific understanding of what a technical career entails. Exposure of K-12 students to engineering can only occur if the K-12 educators can be exposed to engineering concepts. James B. Conant [2] stated that "We shall have rapid or slow advance on any scientific frontier depending on the number of highly qualified and trained scientists exploring it...So in the last analysis, the future of science in this country will be determined by our basic education policy." Thus, changes in the delivery of math and science throughout the K-12 years need to be impacted now if we want qualified engineers in the future.