Pruet, S. A., & Van Haneghan, J., & Dean, M. D. (2013, June), Using the E in STEM as a Catalyst for Science and Mathematics Curriculum Reform in a Large School District  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22727

\bibitem{asee_peer_22727}
  Pruet, S. A., \& Van Haneghan, J., \& Dean, M. D. (2013, June), \emph{Using the E in STEM as a Catalyst for Science and Mathematics Curriculum Reform in a Large School District}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22727

Susan A. Pruet, James Van Haneghan, and Melissa Divonne Dean.  "Using the E in STEM as a Catalyst for Science and Mathematics Curriculum Reform in a Large School District".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/22727 Internet.  25 Apr, 2024

\bibitem{asee_peer_22727}
  Susan A. Pruet, James Van Haneghan, and Melissa Divonne Dean.
  "Using the E in STEM as a Catalyst for Science and Mathematics Curriculum Reform in a Large School District".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/22727 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_22727
author = "Susan A. Pruet, James Van Haneghan, and Melissa Divonne Dean"
title = "Using the E in STEM as a Catalyst for Science and Mathematics Curriculum Reform in a Large School District"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22727}
number = {10.18260/1-2--22727}
}

TY  - CPAPER
AB  -    Using the E in STEM as a Catalyst for Science and Mathematics            Curriculum Reform in a Large School DistrictThe Engaging Youth through Engineering (EYE) Modules are being developed as part ofa current DR K-12 award to meet a community’s 21st century workforce needs. TheModules have been designed to increase the number and diversity of middle gradesstudents eager and able to pursue STEM careers and who choose to take more highschool mathematics and science courses in preparation for high demand STEM-dependent jobs. The 8 EYE Modules are designed for grades 6, 7 and 8; each requires 6to 8 hours of class time, involves collaboration of both mathematics and science classes,and uses an engineering design challenge to engage students, bringing relevance andrigor to required mathematics and science content. The modules include a specialemphasis on mathematics.One purpose of the EYE Modules is to serve as a catalyst for district level STEM reform.“STEM reform” related to the EYE Modules is defined as local curriculum standards thatrequire using engineering design challenges and the design process to integrate requiredmathematics and science content for all middle grades students. Engineering is defined“to mean any engagement in a systematic practice of design to achieve solutions toparticular human problems.” [1]The inquiry-based EYE Modules are written by a team of STEM professionals, includingsupport from engineers and engineering education professionals. The theoreticalfoundation of the EYE Modules is built on the four components of the “How PeopleLearn” model [2, 3]. General design principles guide the development of each EYEModule, e.g., learning outcomes and a driving question, coupled with Wiggins andMcTighe’s “backwards design” process [4, 5]. An engineering design challengefeaturing industry and social issues of relevance to students provides the unifying themeand “hook” for each module, highlighting the “why bother” of learning of mathematicsand science. Modules systematically develop team work/communication skills. Theengineering design challenges involve technology, equipment and materials in theapplications of mathematics and science content, promoting an integrated STEMcurriculum. [6]A longitudinal comparison study of the impact of the EYE Modules on students, teachersand the school district will be completed in 2014. Initial data, using draft editions of theModules, indicate EYE students know more about engineering, are more receptive toscience labs and other hands on activities, and are more likely to have had a teacher orcounselor talk about STEM fields than those in a matched comparison school.Standardized achievement test data are showing that EYE appears to also be having agreater impact on groups underrepresented in STEM.To date one of the most impressive results is the impact of the Modules on the large,diverse school district (65,000 students, 100 schools, 70% poverty, 50% AfricanAmerican) and its science and mathematics curriculum. The district has developed andincorporated STEM standards into the district’s middle grades science and mathematicscurricula. Middle school teachers are required to use engineering design challenges andthe engineering design process each quarter in required math and science classes to helpstudents see the relevance of math and science and develop an engineering “habit ofmind,” and to motivate students to take more mathematics and science.[1] (NRC, 2011, p. 4).[2] Bransford, Brown, & Cocking., 2000[3] National Research Council, 2000[4] ] Krajcik, et al., 2006[5] Wiggins and McTighe, 2005[6] Shymansky, 1996
AU  - Susan A. Pruet
AU  - James Van Haneghan
AU  - Melissa Divonne Dean
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Using the E in STEM as a Catalyst for Science and Mathematics Curriculum Reform in a Large School District
UR  - https://peer.asee.org/22727
DO  - 10.18260/1-2--22727
ER  -