Brady, P. A., & Chen, J., & Champney, D. (2016, June), Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning Course  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26993

\bibitem{asee_peer_26993}
  Brady, P. A., \& Chen, J., \& Champney, D. (2016, June), \emph{Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning Course}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26993

Pamalee A. Brady, John Chen, and Danielle Champney.  "Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning Course".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26993 Internet.  25 Apr, 2024

\bibitem{asee_peer_26993}
  Pamalee A. Brady, John Chen, and Danielle Champney.
  "Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning Course".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26993 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_26993
author = "Pamalee A. Brady, John Chen, and Danielle Champney"
title = "Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning Course"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26993}
number = {10.18260/p.26993}
}

TY  - CPAPER
AB  - Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning Course (Program/Curriculum Evaluation)
This paper documents new engineering focused curricula for an undergraduate Liberal Studies course directed at future K-12 teacher candidates.  The engineering design process is introduced to students within the context of a Project-Based Learning environment.  Students are presented with engineering design challenges for which they must generate possible solutions, ask questions, seek information, reflect on project directions, and finally develop an artifact representing their design solution.  Course learning objectives are centered on applying the engineering design process, approaching problem solving as an effective team, and becoming more reflective and skilled in providing actionable feedback in team settings while applying K-12 content.  Students exhibited excellent sustained inquiry, experienced the cycles of the engineering design process, added to their previously acquired content knowledge and developed teamwork skills.  The curriculum development and course evaluation contribute to construction of a rigorous Project-Based Learning Framework incorporating engineering design. 

AU  - Pamalee A. Brady
AU  - John Chen
AU  - Danielle Champney
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Future K-12 Teacher Candidates Take on Engineering Challenges in a Project-Based Learning Course
UR  - https://peer.asee.org/26993
DO  - 10.18260/p.26993
ER  -