Richards, L. G. (2015, June), Using Engineering Design Challenges to Foster Integrative STEM Education  Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington. 10.18260/1-2--17117

\bibitem{asee_peer_17117}
  Richards, L. G. (2015, June), \emph{Using Engineering Design Challenges to Foster Integrative STEM Education}
  Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington.
  10.18260/1-2--17117

Larry G. Richards.  "Using Engineering Design Challenges to Foster Integrative STEM Education".  2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/17117 Internet.  19 May, 2024

\bibitem{asee_peer_17117}
  Larry G. Richards.
  "Using Engineering Design Challenges to Foster Integrative STEM Education".
  \emph{2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/17117 Internet.  19 May, 2024

@INPROCEEDINGS{asee_peer_17117
author = "Larry G. Richards"
title = "Using Engineering Design Challenges to Foster Integrative STEM Education"
booktitle = "2015 ASEE Workshop on K-12 Engineering Education"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17117}
number = {10.18260/1-2--17117}
}

TY  - CPAPER
AB  -                       WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                        Saturday, June 13, 2015                                        8:00 A.M. – 5:00 P.M.                                     Sheraton Seattle | Seattle | WAPlease complete this form, save it as a PDF file only and upload it through the ASEE PaperManagement system as shown in the K12 Workshop Presenter’s Kit.All notifications will be by email from the ASEE Paper Management system.NOTE: To ensure that emails are not obstructed by spam blockers, please make sure toWHITELIST the email addresses: monolith@asee.org and conferences@asee.org ands.harrington-hurd@asee.org.Direct questions to Stephanie Harrington-Hurd, ASEE K-12 Activities Manager, at s.harrington-hurd@asee.org.        Additional       workshop     details      are     available         at:http://www.asee.org/K12Workshop. Thank you!                                                 Deadline                              Friday, January 23, 2015 by 5:00PM EST                      Presenters will be notified of acceptance status by March 14.                                 Late submissions will not be accepted.                     Advanced Workshop Registration will open December 6, 2013.                                SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 2Presenter Name(s):1) Last Richards       First Larry       Affiliation University of VirginiaContact Person’s Name: Larry G. RichardsContact Person’s Email: lgr@virginia.eduContact Person’s Phone: 434.924.3191Contact Person’s Alternate Phone: 434.806.84412015-ASEE-K12-Proposal-lgr-skd-1.docx      Page 1 of 9                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WAPlease provide a one-paragraph bio for each presenter (in the order listed above). The bio shouldnot exceed 70 words and should be written as you would want it to appear on the ASEE websiteand program materials.   1) Larry Richards is a Professor in the Department of Mechanical and Aerospace      Engineering at the University of Virginia. He leads the Virginia Middle School      Engineering Education Initiative, and is active in K 12 outreach and professional      development activities locally and nationally. Larry’s research interests include      creativity, entrepreneurship, engineering design, innovation, and K-12 engineering      education. He is a founding member of the K-12 Division and is a Fellow of ASEE.   2) Susan Donohue is a lecturer in the School of Engineering and Applied Science at the      University of Virginia. She works with the Virginia Middle School Engineering      Education Initiative on developing and disseminating Engineering Teaching Kits, with a      focus on P-5 and developing engineering challenge materials for parents and teachers      who do not have an engineering background. She was the K-12 and Pre-College      Division's Program Chair for ASEE 2013.                                 WORKSHOP INFORMATIONProposed Title:        Using Engineering Design Challenges to Foster Integrative STEM EducationAbstract: Please provide a concise description that includes the workshop’s learning objectives(maximum 750 characters). The abstract is used on the ASEE website, program materials, andother K-12 Workshop promotional activities.We will emphasize the "E" in STEM by demonstrating the inherently integrative nature ofengineering design and how that nature promotes learning in science and mathematics whiledeveloping man-made artifacts, the core process of technology. By working through designchallenges from several popular Engineering Teaching Kits, participants will gain experiencewith the engineering design process, observe how the design challenges incorporate learning ofrelevant scientific and mathematics principles, and learn the concepts and tools that will enablethem to develop and incorporate engineering design challenges into their own curriculum. Theselearning objectives will be addressed through team-based design activities. While appropriate forK-12, the focus will be on grades 6 – 8 (middle school).2015-ASEE-K12-Proposal-lgr-skd-1.docx    Page 2 of 9                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WAWorkshop Description. Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters):         a. Learning objectives         b. Hands-on activities and interactive exercises         c. Materials that participants can take with them         d. Practical application for teachers and outreach staffThe primary goal of this workshop is to introduce participants to pedagogies for creating trulyintegrative STEM curricula for K 12 students through hands-on, participatory exercises andactivities based in the engineering design process. The interdisciplinary design activities arebased on Engineering Teaching Kits (ETKs), self-contained standards-based units grounded inthe constructivist philosophy of education and the principles of guided inquiry and activelearning. ETKs were initially developed in conjunction with the Virginia Middle SchoolEngineering Education Initiative (VMSEEI) for students in grades 6 – 8, but have been provenscalable for use by students throughout the pre-K – 12 pipelines. Over 60 ETKs have beendeveloped and used in classrooms throughout the US and abroad.By the end of the workshop, participants will be introduced to engineering habits of mind, theengineering design process, and the educational promise and strength found in aninterdisciplinary approach to STEM subjects; be able to identify methods for integratingengineering design, social science, and humanities into STEM studies; and gain experience inusing interdisciplinary design activities to promote the development of creativity, systemsthinking, collaboration, and communication. Participants will have the opportunity to workthrough design activities from Surf's Up and Movers and Shakers ETKs. The activities includestories from the Northwest Tribes regarding their responses to tsunami and earthquakes, and willaddress diversity and inclusiveness in engineering education and practice. Participants willdesign and build structures that can withstand the forces of tsunami and earthquakes.The instructors will provide discussion notes, appropriate references, and materials. Participantswill be registered with the ETK Collaborative web site and The Engineer's Way Facebook pageto facilitate access to additional materials. They will be able to take home ETK teacher/parentguides for the ETKs used in the workshop.This workshop will be of interest to faculty and program staff involved in P-12 outreachactivities. It will also be of interest to P-12 teachers who use, or would like to use, hands-onengineering design activities in their classroom. The interdisciplinary nature of engineeringdesign, with its emphasis on critical thinking and problem solving, results in an experience thatwill be appealing to teachers in all fields.2015-ASEE-K12-Proposal-lgr-skd-1.docx    Page 3 of 9                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WAThe workshop is structured as follows:•   Welcome and IntroductionsA reverse engineering exercise will kick off the workshop, energize participants, and provide anintroduction to the engineering habits of mind, especially systems thinking and creativity,targeted in this workshop.•   ETK introduction and activitiesAfter a brief introduction to Engineering Teaching Kits, participants will work in groups onseveral engineering design challenges and activities. Periodically, we will hold status checksincorporating discussions on how the activities can be adapted to various grade levels. Thisdiscussion will include a review of expectations as to cognitive development and skill levels forstudents in those grades. Teams will report out on their experiences at the end of the workshop.•   Concluding activities and discussionsParticipants will reflect on how these activities and materials can be used in their classes. Wewill review "engineering habits of mind" and 21st Century skills; how the engineering designprocess can integrate topics from science, math, history, and communication arts, and engagestudents via project-based learning.StandardsApplicable national standards for the selected ETKs appear at the end of this application as percommunication with Ms. Hurd. Please note that all of the ETKs are grounded in Virginia'sStandards of Learning in math and science; many also match to standards in other states(Massachusetts), national initiatives (i.e., NextGen and Common Core), and nationalorganizations (i.e., ITEEA, NCTM, and NSTA)2015-ASEE-K12-Proposal-lgr-skd-1.docx    Page 4 of 9                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WAAuthentic Engineering Connection. Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields. At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply:          Use of an engineering design process that has at least one iteration/improvement          Attention to specific engineering habits of mind          Attention to engineering practices (as described in the NGSS/Framework and as          practiced by engineers)          Attention to specific engineering careers or fields related to the lesson/activity          Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):We will explicitly address the authentic engineering experience in our workshop in the followingways:Iterative nature of engineering design: we will have at least two design-build-test cycles in thedesign challenge. Participants will be asked to debrief each other on their experiences, lessonslearned, and what they will do during the next cycle.Specific engineering habits of mind: strategies for the discovery and nurturing of a creativeframe of mind that embraces innovation and recognizes both states of natural and manufacturedinterdependence will be introduced in the design challenges. Participants will also be introducedto pedagogies for nurturing critical "engineering habits of mind" - creativity, systems thinking,collaboration, and communication as well as practice these habits of mind during the workshop.Attention to engineering practices: Design is the core activity of engineering; William Wulf,former president of the National Academy of Engineering and Professor Emeritus at Universityof Virginia, characterizes engineering as ‘design under constraints’. Technical learning will bepromoted through testing the participants' structures, with an emphasis on the various types ofstresses, forces, and loads engineering designers take into account when designing and building astructure.Attention to specific engineering careers: the design challenges incorporate learning about andexposure to civil, mechanical, and systems engineering and materials science.Examples of prominent engineers: participants will learn about diverse engineers and their majoraccomplishments.2015-ASEE-K12-Proposal-lgr-skd-1.docx    Page 5 of 9                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WADiversity. This year is the American Society for Engineering Education’s “Year of Action onDiversity.” It is essential that we have a diverse engineering workforce to solve diverseproblems. To do that and to have an engineering-literate public, it is essential that we reach everypreK-12 student with high-quality engineering education, drawing on issues of access and equityin the classroom and in the curriculum. Reviewers would like to know how your proposedworkshop will address diversity.Provide a description of how you will explicitly address diversity – e.g., diversity with respect togender/sex, ethnicity or race, special education inclusion, socio-economic status, or LGBT status– in your workshop (maximum 2,000 characters):Since design is not performed in a vacuum and student knowledge and experience often areconstraints, it is important to provide sufficient background to provide a non-judgmental comfortzone for students to design. This zone will support design work from students of all ethnic andsocio-economic backgrounds. Also important to the development of the comfort zone is thefostering of resilience and creativity among students to help prepare them for the designchallenges through carefully structured exercises. The materials provided to build the structureswill be very varied so that there will be something that everyone can use. This variety ofmaterials will take into account different motor and spatial abilities.Our ETKs have been used by students from all ethnic backgrounds. They have been designed toappeal to diverse audiences and have been successfully used in a variety of contexts (public andprivate schools, regular classrooms during school, after school Boys and Girls club, summerenrichment programs for minority students, and summer camps for students from aroundVirginia). We have worked with schools covering the range of socioeconomic levels, mixed andsingle gender schools, ELS classes, and ability levels.As a unique feature for the workshop in Seattle, we will use stories from the Northwest Tribesthat explain tsunamis and earthquakes in easily understandable terms as part of the backgroundintroducing the design challenges.Our examples of significant engineers represent diverse backgrounds, ethnicities, gender andsexual orientation, and mobility status.Are there any online components to the proposal or presentation? (Note that these onlinecomponents may only be available to presenters or those who have their wireless subscriptions,since wireless may not be available during the workshop sessions.)          No          Yes2015-ASEE-K12-Proposal-lgr-skd-1.docx    Page 6 of 9                       WORKSHOP PROPOSAL FORM                    2015 Annual ASEE K-12 Workshop on Engineering Education                 “Authentic Engineering: Representing & Emphasizing the E in STEM”                                   Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WA      Please describe:      Although we have a website and a Facebook page, all the activities and materials for thisworkshop will be loaded on our personal computers.Grade Level Target Audience (check all that apply):  Primary (EC–2)  Elementary (3–5)  Middle School (6-8)  High School (9-12)Maximum Number of Participants:25     If this number is greater than 25, please describe how your workshop will equally engage     all participants.     n/aAll Seating is Classroom (tables and chairs).Audio Visual Equipment Requests:Note: An LCD projector, screen and podium with attached microphone are provided. Requestsfor additional equipment or resources (e.g., internet connection or laptops) will incur extracharges. If you do not have additional requests, please indicate with “Not applicable.”Not applicable                                        Reminder:Presenters must register and pay the registration fee to support their workshop attendance                                  and audio/video costs.                       Thank you for completing this proposal form!  Please review this document prior to submitting it to ensure that all items are complete.                                          ASEE USE ONLYDate Received:Received By:Proposal ID Number:2015-ASEE-K12-Proposal-lgr-skd-1.docx    Page 7 of 9                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                      Saturday, June 13, 2015                                      8:00 A.M. – 5:00 P.M.                                   Sheraton Seattle | Seattle | WASince ETKs cover a wide range of topics, we can provide, in general, a list of standards that areaddressed by ETK core and common activities.       Applicable ITEEA Standards are:       1. Students will develop an understanding of the characteristics and scope of technology       2. Students will develop an understanding of the core concepts of technology       4. Students will develop an understanding of the cultural, social, economic, and political       effects of technology       5. Students will develop an understanding of the effects of technology on the       environment       8. Students will develop an understanding of the attributes of design       9. Students will develop an understanding of engineering design       10. Students will develop an understanding of the role of troubleshooting, research and       development, invention and innovation, and experimentation in problem solving       11. Students will develop the abilities to apply the design process       13. Students will develop the abilities to assess the impact of products and systems.       The applicability of ITEEA standards 14 - 20 depends on the ETK topic.       Applicable NCTM Standards are:       Geometry (use visualization, spatial reasoning, and geometric modeling to solve       problems)       Measurement (understand measurable attributes of objects and the units, systems, and       processes of measurements; apply appropriate techniques, tools, and formulas to       determine measurements)       Process/Problem Solving (build new mathematical knowledge through problem solving;       solve problems that arise in mathematics and in other contexts; apply and adapt a variety       of appropriate strategies to solve problems; and monitor and reflect on the process of       mathematical problem solving).2015-ASEE-K12-Proposal-lgr-skd-1.docx    Page 8 of 9                         WORKSHOP PROPOSAL FORM                  2015 Annual ASEE K-12 Workshop on Engineering Education               “Authentic Engineering: Representing & Emphasizing the E in STEM”                                 Presented by Dassault Systems                                            Saturday, June 13, 2015                                            8:00 A.M. – 5:00 P.M.                                         Sheraton Seattle | Seattle | WA          Applicable Next Generation Science Standards:          Engineering Design (3 - 5 and Middle School) 3-5-     Define a simple design problem reflecting a need or a want that includes specified criteria for success andETS1-1.   constraints on materials, time, or cost. 3-5-     Generate and compare multiple possible solutions to a problem based on how well each is likely to meetETS1-2.   the criteria and constraints of the problem. 3-5-     Plan and carry out fair tests in which variables are controlled and failure points are considered to identifyETS1-3.   aspects of a model or prototype that can be improved.          Define the criteria and constraints of a design problem with sufficient precision to ensure a successful MS-          solution, taking into account relevant scientific principles and potential impacts on people and the naturalETS1-1.          environment that may limit possible solutions. MS-      Evaluate competing design solutions using a systematic process to determine how well they meet theETS1-2.   criteria and constraints of the problem.          Analyze data from tests to determine similarities and differences among several design solutions to MS-          identify the best characteristics of each that can be combined into a new solution to better meet the criteriaETS1-3.          for success. MS-      Develop a model to generate data for iterative testing and modification of a proposed object, tool, orETS1-4.   process such that an optimal design can be achieved.2015-ASEE-K12-Proposal-lgr-skd-1.docx            Page 9 of 9
AU  - Larry G. Richards
CY  - Seattle, Washington
DA  - 2015/06/13
PB  - ASEE Conferences
TI  - Using Engineering Design Challenges to Foster Integrative STEM Education
UR  - https://peer.asee.org/17117
DO  - 10.18260/1-2--17117
ER  -