Frequently asked questions

How much does it cost for a school to offer e4usa, and what is included?

The first-year program fee is $3,800. This includes the e4usa curriculum, new-teacher professional development, coaching and professional learning throughout the school year, and full access to the e4usa Hub and Community of Practice.
After the first year, the annual fee is $500 to maintain full access to the curriculum, e4usa Hub, Community of Practice, and ongoing resources and support.
Scholarship funding is available. For information about scholarships and other funding options, contact info@e4usa.org. 
Schools should also budget for course materials and supplies. Costs vary by course and by the engineering design challenges students pursue. Materials for e4usa+Making and e4usa Legacy are typically about $500 for Units 1 and 2, though your costs may be lower if you already have basic supplies.  The costs vary across Units for the remaining units in e4usa+Making, and e4usa Legacy vary depending on the problems being solved. The e4usa+Design material needs depend on the problems students choose to address. Teachers can set project constraints that reflect the equipment, materials, and resources already available in their classrooms.
e4usa+Programming has separate technology and material considerations. A MATLAB® Online license is available through e4usa at no cost. Schools may alternatively purchase a $500 MATLAB® license that provides access on school and home devices. Some projects may involve additional costs for prototype materials or Arduino boards, although Arduinos are not required.

Does e4usa compensate teachers for participating?

e4usa does not currently compensate teachers for participating in the program. Teachers should check with their school or district to determine whether local stipends or other compensation are available for professional learning.

Can students earn college credit or placement for completing an e4usa course? 

Yes. Students who complete an e4usa course may be eligible for college credit, advanced placement, or both at participating colleges and universities.
Opportunities and eligibility requirements vary by institution and e4usa course. Students should review the participating institution’s requirements on the e4usa College Credit page or contact info@e4usa.org for assistance.
 

What is the framework of the e4usa curriculum?

Every e4usa course is built around four signature threads:

1. Connect with Engineering
2. Engineering in Society
3. Engineering Professional Skills
4. Engineering Design

A fifth, course-specific thread focuses on Technical Content. For example, e4usa+Making develops hands-on making, CAD, modeling, and prototyping skills, while e4usa+Programming develops computing fluency and applies MATLAB, programming, and computational thinking to engineering.
Schools can choose from four yearlong courses based on their students, goals, and resources: e4usa+Making, e4usa+Programming, e4usa+Design, and e4usa Legacy.
 

What software, hardware, or equipment is needed to teach e4usa?

Requirements vary by course. Students need access to computers and the internet to use digital curriculum resources, create design portfolios, and work with course-specific technology.

e4usa+Making can be taught with or without CAD. When a school chooses to include CAD, the curriculum is CAD-agnostic, so teachers may use the platform their school already supports. For schools without an existing CAD platform, e4usa recommends Onshape because it is cloud-based and does not require software installation. Students also use basic tools and supplies to build and test prototypes.

In e4usa+Programming, students use MATLAB Online, so no local software installation is required. Some learning experiences may also use Arduino boards and sensors.

Requirements for e4usa+Design and e4usa Legacy depend on the projects students pursue. e4usa is designed to be affordable and does not require a fully equipped engineering lab. Partner teachers receive course-specific materials lists and implementation guidance, and projects can be adapted to the resources available at their schools.

Is the e4usa curriculum aligned with national or state standards?

Yes. The e4usa curriculum is aligned with the Next Generation Science Standards (NGSS) and the International Technology and Engineering Educators Association’s Standards for Technological and Engineering Literacy (ITEEA STEL).

e4usa+Programming also aligns with Computer Science Teachers Association (CSTA) standards and the AP® Computer Science Principles course framework.

Because standards and course requirements vary by state, we are happy to work with schools and districts to create a course crosswalk identifying the e4usa lessons and units that align most closely with their current state standards. Contact info@e4usa.org to get started.

Which students are e4usa courses designed for? Is any prior experience required?

e4usa courses are designed for students in grades 9–12. They are intentionally accessible to students with a wide range of interests, experiences, and learning needs. No prior engineering, CAD, or programming experience is required. Students should have completed Algebra I or take it concurrently with their e4usa course.

e4usa has been taught in many types of learning environments, including general education, STEM, CTE, and inclusive classrooms with neurodivergent learners. Teachers can adapt instructional supports and pacing while maintaining the course’s core learning goals.

For most schools, e4usa+Making is the recommended starting point because it establishes a strong foundation in engineering and the e4usa engineering design process. Schools interested in beginning with e4usa+Programming should contact the e4usa team. We will discuss course sequencing, student preparation, and implementation considerations and help the school develop an appropriate plan.

e4usa+Design builds on e4usa+Making and provides more advanced, self-directed design experiences. e4usa Legacy offers an accelerated, comprehensive engineering experience in a single course.
 

Can e4usa be used at the middle school level?

e4usa courses are specifically designed for students in grades 9–12. For preschool through grade 8, we recommend Youth Engineering Solutions (YES), an e4usa strategic partner that offers engaging, standards-aligned engineering curricula developed for younger learners.

Together, YES and e4usa provide schools and districts with a connected PreK–12 engineering education pathway that builds students’ engineering knowledge and problem-solving skills over time.

Learn more about the YES + e4usa pathway.

What ongoing support is available to teachers implementing e4usa?

e4usa support continues throughout the school year. Teachers have access to:

• A trained e4usa Coach who provides collaborative support and guidance
• The e4usa Hub, which houses the curriculum, professional learning content, teacher resources, and community events
• e4usa Connect, where educators can ask questions, exchange ideas, and share resources
• Ongoing professional learning opportunities, office hours, and support from the e4usa team
• A national Community of Practice that includes fellow teachers, coaches, school leaders, university and industry partners, and e4usa staff

Teachers may also be paired with a university or industry liaison who can provide engineering expertise, project guidance, and connections to real-world practice. Teachers implementing e4usa Legacy receive liaison support during their first year. Teachers following another e4usa course pathway receive liaison support beginning in their second year.

Teachers become part of a supportive network and do not have to implement the curriculum on their own.

Do teachers need an engineering or technical background to teach e4usa?

No. e4usa is designed to be taught by high school educators from a variety of subject areas. Teachers do not need prior experience in engineering, CAD, or programming.

The most important qualities are a willingness to learn alongside students, guide teams through open-ended problems, and support collaboration, communication, creativity, and perseverance. e4usa’s course-specific professional learning, curriculum resources, coaching, and Community of Practice prepare teachers to implement the program successfully.

Teacher licensure, certification, and course-assignment requirements vary by state and school district. e4usa does not determine these requirements, so schools should confirm their local credentialing requirements before assigning an educator to teach the course.

Do students need internet access at home to participate in e4usa?

Students need access to an internet-connected device during the school day to use e4usa’s digital resources and course-specific platforms. However, internet access at home should not be a prerequisite for participating in the course.

Some activities or assignments may use online resources. When students do not have reliable internet access outside school, teachers should provide time to complete the work at school or offer an accessible alternative.

Is the e4usa curriculum designed to be followed exactly, or is it flexible?

e4usa provides a complete, structured curriculum with flexibility for teachers to respond to their students and local context. Teachers should maintain the course’s core learning objectives and essential engineering design experiences, but they may adapt pacing, instructional supports, examples, project contexts, and materials to fit their students, schedules, communities, and available resources. Beginning with Unit 3, teachers and students also have greater flexibility in selecting the contexts and problems that shape their engineering design projects.

Course sequence should also be considered when planning adaptations. In particular, e4usa+Design builds on the learning experiences in e4usa+Making. Teachers considering significant changes to course content or sequence are encouraged to consult their e4usa Coach or the Curriculum Team.

Schools offering a course for AP® designation or preparing students for an industry-recognized credential should also follow the applicable external requirements.

How much instructional time is needed for an e4usa course?

All four e4usa courses are designed as full-year high school courses. The recommended schedule provides approximately 200 minutes of instructional time per week for at least 30 weeks.

Schools using a semester block schedule may be able to offer an e4usa course in one semester when longer class periods provide comparable instructional time.

Schools considering a different schedule should contact info@e4usa.org to discuss an implementation plan.

Have another curriculum question? Contact the e4usa Curriculum Team at info@e4usa.org. We are happy to help.

Do I have to have an engineering background to become an e4usa teacher?

No, you do not need an engineering background to teach the e4usa curriculum. The e4usa curriculum is designed to be taught by high school teachers from a variety of subject areas, even if they don’t have prior experience in engineering. Our curriculum provides teachers with the tools and support they need to teach engineering concepts effectively and guide students through hands-on, real-world engineering design experiences. We provide professional development and resources to help all teachers succeed in delivering this exciting content.

What are the e4usa professional learning opportunities for engineering educators?

Paramount to the success of e4usa is the yearlong professional learning experience and Community of Practice, which prepare and support teachers. This begins with an intensive, hands-on Summer PD. Continued professional learning each fall for new e4usa teachers includes training on scoring design portfolios using the MyDesign Platform and Rubric. Teachers then engage in a Winter Professional Development and an End-of-Year Teacher Celebration.  Helping teachers stay connected with fellow educators and the e4usa team throughout the year, the e4usa Hub serves as the central home for resources, professional development, and the Community of Practice. To learn more, please visit our Professional Learning page.

Are the professional learning opportunities optional for participating engineering educators?

Professional learning offered by e4usa is required of all new participating teachers. This requirement recognizes the importance professional learning plays in supporting educators and helping prepare for the academic year. Returning e4usa teachers are encouraged to engage in a variety of continuing professional development opportunities.

Is professional learning the same for each e4usa course?

The heart of e4usa professional learning is consistent across every course. No matter which course you teach — e4usa+Making, e4usa+Programming, e4usa+Design, or e4usa Legacy — you'll experience the same foundation: an intensive Summer PD, yearlong support through the Community of Practice on the e4usa Hub, coaching, the MyDesign Scoring Rubric, and the shared mission and curriculum threads that define e4usa. What varies is the course-specific content layered on top of that foundation. Professional learning for e4usa+Making introduces the engineering design process and includes a focus on sketching and CAD, while e4usa+Programming centers on MATLAB and computational thinking, and e4usa+Design emphasizes deeper, sustained work through the engineering design process. Whichever course you're preparing to teach, your professional learning is tailored to set you up for success in that classroom. To find the right offering for your course, visit our Professional Learning page.

Once the academic year begins, how do educators remain connected to one another or with the e4usa team?

The e4usa Hub is the central platform that keeps educators connected throughout the school year. Launched in 2024, the Hub brings curriculum, resources, professional development, and the Community of Practice together in one place. Through the Hub’s Community of Practice, educators share resources they’ve created, ask questions of their e4usa peers and the e4usa team, and take part in ongoing discussions. Each new teacher is assigned an e4usa Coach and joins a team of fellow e4usa teachers who meet monthly and stay in touch across the year. Teachers may also be connected with a university and/or industry liaison for additional support. Educators also receive a weekly announcement with information, updates, and event dates, along with a brief survey that helps the e4usa team and coaches provide responsive support. Additional gatherings include the Winter Professional Development and the End-of-Year Teacher Celebration.

Following professional learning for new teachers, how many additional years are required?

While two years of teacher professional learning are strongly recommended, only the first year is required. The second year of professional learning includes more options, including Summer Professional Development, Mini-Professional Development, coaching, and participation in our Community of Practice. Mini-Professional Development topics are specifically developed to be responsive to the needs and interests of educators. The second year of professional development options also focuses heavily on the MyDesign Scoring Rubric, allowing teachers to build upon their first year of using it for instruction and assessment. This rubric provides a standardized method of assessing engineering design portfolios and is the same rubric used to assess student work as part of the e4usa end-of-course assessment. To learn more, visit our Returning Teachers PD page. As educators continue to teach e4usa, we hope they will continue to engage in our vibrant Community of Practice and opt into other professional development opportunities to continually grow as engineering educators.

Will any credit be offered by participating in professional development through e4usa?

Acknowledging that graduate-level, credit-bearing PD is often state-specific, and possibly district- or county-specific, credit is not currently being granted at this time. The team hopes to pursue this effort in the near future as we scale up. A certificate of participation can be provided to educators upon request. Our New Teacher Professional Learning course has also earned the Engineering Teacher Professional Development Endorsement from the American Society for Engineering Education (ASEE).

How does e4usa plan to expand the Professional Learning and Community of Practice to ensure meaningful engagement as the program addresses scaling and sustainability?

Scaling and sustaining the e4usa Professional Learning and Community of Practice are essential to broadening the impact of e4usa. The e4usa Hub anchors this work as a centralized, continually evolving platform, and the team continues to explore innovative, technology-based approaches and partnerships with institutions of higher education. The aim is to scale intentionally so that e4usa Professional Learning remains responsive to educators and students while sustaining a cohesive Community of Practice that provides ongoing support.

Whom can I contact if I have additional questions about professional learning?

Please reach out to professional-learning@e4usa.org.

How has research informed the e4usa curriculum and professional learning?

e4usa builds on more than two decades of engineering education research. The curriculum and professional learning have been developed and continuously refined through research on classroom implementation, student learning and experiences, teacher preparation, assessment, accessibility, and the e4usa Community of Practice.

Research findings, classroom data, and feedback from teachers and students help the e4usa team improve course activities, assessments, professional learning, and implementation support over time.

In 2022, e4usa New Teacher Professional Learning received the American Society for Engineering Education’s Engineering Teacher Professional Development Endorsement. The endorsement recognizes alignment with national standards for preparing and supporting teachers of engineering.

Explore e4usa’s research, publications, and presentations on the e4usa Research page.

Can a school have more than one e4usa teacher?

Yes. Schools may have multiple e4usa teachers, and we encourage schools and districts to build pathways that allow more students to experience engineering.

Each teacher must complete e4usa’s professional learning for the course they will teach. The first-year fee is $3,800 per teacher and includes course-specific training, curriculum access, coaching, resources, and participation in the e4usa Community of Practice. After the first year, continued access is $500 per teacher, per course, annually.

Scholarship funding is available. Contact apply@e4usa.org to discuss pricing and support for multiple teachers.

Is there a recommended class size for e4usa courses?

A class size of 15–30 students is recommended, but e4usa does not set a formal enrollment limit. Because students work collaboratively on hands-on design projects, schools should consider available workspace, materials, equipment, teacher capacity, and applicable local safety requirements when determining class size.

Can I apply if an e4usa course has not yet been approved by my school or district?

Yes. You may begin the application process while seeking local course approval. Your school administrator will be asked to acknowledge the application.

The e4usa team is happy to support schools and districts by providing course descriptions, standards alignments, sample materials, and assistance developing course crosswalks or implementation plans. Contact apply@e4usa.org to discuss the approval process at your school or district.

What is expected of participating colleges and universities?

e4usa works with each college or university to develop a partnership that reflects the institution’s interests, expertise, and capacity. Depending on the partnership, an institution may:

• Establish college credit or placement pathways for students who complete e4usa courses
• Identify faculty, staff, students, or alumni who can serve as e4usa Liaisons
• As a liaison, provide technical expertise, mentoring, project feedback, or other support to teachers and students
• Host professional learning, campus visits, student showcases, or other e4usa events
• Help connect e4usa with schools, districts, employers, and community organizations in its region

Not every partner is expected to participate in every activity. The e4usa team works with each institution to define a meaningful and manageable partnership.

What are the benefits of becoming an e4usa college or university partner?

College and university partners can:

• Expand access to engineering education in high schools within their region
• Build stronger relationships with schools, districts, teachers, and community organizations
• Engage faculty, staff, and students in meaningful outreach, mentoring, and service
• Help create college credit and placement pathways that recognize students’ high school engineering learning
• Introduce a broad range of students to their institution, academic programs, and career opportunities
• Support the preparation and professional growth of local engineering educators
• Participate in a national network of schools, universities, industry partners, and engineering education leaders
• Strengthen regional college, career, and workforce pathways

Through these partnerships, institutions can help students develop a strong foundation in engineering while supporting their own goals for access, community engagement, student recruitment, and workforce development.

Our institution already offers an introductory engineering course. How can e4usa complement it?

Colleges and universities can engage with e4usa in several ways. An institution may adopt and adapt the e4usa curriculum for use on its own campus, either within an existing introductory engineering course or as a new course for engineering majors, non-majors, or other student populations.

An institution may also compare its existing course outcomes with the knowledge and skills students develop in high school e4usa courses and establish an appropriate credit or placement pathway. Options may include direct course credit, advanced placement, credit by examination, portfolio review, dual or concurrent enrollment, or elective credit.

The e4usa team is happy to help faculty map learning outcomes, explore implementation options, and learn from institutions that currently teach or recognize e4usa. Contact credit@e4usa.org to begin the conversation.

Can my college/university conduct research on outcomes associated with e4usa without agreeing to support a local high school?

Not at this time. e4usa is primarily focused on ensuring that partners are committed to the goal of supporting high schools with curricular, logistical, and other forms of support.