Harlan, J. M., & Pruet, S. A., & Van Haneghan, J., & Dean, M. D. (2014, June), Using Curriculum-Integrated Engineering Modules to Improve Understanding of Math and Science Content and STEM Attitudes in Middle Grade Students  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23258

\bibitem{asee_peer_23258}
  Harlan, J. M., \& Pruet, S. A., \& Van Haneghan, J., \& Dean, M. D. (2014, June), \emph{Using Curriculum-Integrated Engineering Modules to Improve Understanding of Math and Science Content and STEM Attitudes in Middle Grade Students}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--23258

Jessica M. Harlan, Susan A. Pruet, James Van Haneghan, and Melissa Divonne Dean.  "Using Curriculum-Integrated Engineering Modules to Improve Understanding of Math and Science Content and STEM Attitudes in Middle Grade Students".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/23258 Internet.  15 Dec, 2024

\bibitem{asee_peer_23258}
  Jessica M. Harlan, Susan A. Pruet, James Van Haneghan, and Melissa Divonne Dean.
  "Using Curriculum-Integrated Engineering Modules to Improve Understanding of Math and Science Content and STEM Attitudes in Middle Grade Students".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/23258 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_23258
author = "Jessica M. Harlan, Susan A. Pruet, James Van Haneghan, and Melissa Divonne Dean"
title = "Using Curriculum-Integrated Engineering Modules to Improve Understanding of Math and Science Content and STEM Attitudes in Middle Grade Students"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23258}
number = {10.18260/1-2--23258}
}

TY  - CPAPER
AB  -         Using Curriculum-Integrated Engineering Modules to Improve       Understanding of Math and Science Content and STEM Attitudes                         in Middle Grade StudentsThe XXX Modules are being developed as part of a current DR K-12 award to meet acommunity’s 21st century workforce needs. The Modules have been designed to increase thenumber and diversity of middle grades students eager and able to pursue STEM careers and whochoose to take more high school mathematics and science courses in preparation for highdemand STEM-dependent jobs. The 8 XXX Modules are designed for grades 6, 7 and 8; eachrequires 6 to 8 hours of class time, involves collaboration of both mathematics and scienceclasses, and uses an engineering design challenge to engage students, bringing relevance andrigor to required mathematics and science content. The modules include a special emphasis onmathematics.The inquiry-based XXX Modules are written by a team of STEM professionals, includingsupport from engineers and engineering education professionals. The theoretical foundation ofthe XXX Modules is built on the four components of the “How People Learn” model [2, 3].General design principles guide the development of each XXX Module, e.g., learning outcomesand a driving question, coupled with Wiggins and McTighe’s “backwards design” process [4, 5].An engineering design challenge featuring industry and social issues of relevance to studentsprovides the unifying theme and “hook” for each module, highlighting the “why bother” oflearning of mathematics and science. Modules systematically develop team work andcommunication skills. The engineering design challenges involve technology, equipment andmaterials in the applications of mathematics and science content, promoting an integrated STEMcurriculum. [6]A longitudinal comparison study of the impact of the XXX Modules on students, teachers andthe school district will be completed in 2014. As students complete the set of XXX modules,data is showing evidence of XXX impacting multiple areas, including student learning,confidence, and achievement. Students show an increased ability to solve engineering problemsafter completing an XXX module. Self-report data from students show that XXX students havegreater confidence in their STEM skills and see greater value for having STEM skills in a futurecareer than students in a matched comparison school. Additionally, when asked on open-endedassessment items to identify skills and expertise a team would need to solve an engineeringproblem, XXX students are more likely than students in a matched comparison school to listspecific teaming skills. XXX also appears to be positively impacting standardized achievementtest data, especially among groups underrepresented in STEM.
AU  - Jessica M. Harlan
AU  - Susan A. Pruet
AU  - James Van Haneghan
AU  - Melissa Divonne Dean
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Using Curriculum-Integrated Engineering Modules to Improve Understanding of Math and Science Content and STEM Attitudes in Middle Grade Students
UR  - https://peer.asee.org/23258
DO  - 10.18260/1-2--23258
ER  -