Reid, K. J., & Griesinger, T. M. (2021, July), Effect of COVID on a High School Engineering Curriculum (Work in Progress)  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37007

\bibitem{asee_peer_37007}
  Reid, K. J., \& Griesinger, T. M. (2021, July), \emph{Effect of COVID on a High School Engineering Curriculum (Work in Progress)}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37007

Kenneth J. Reid and Tina Marie Griesinger.  "Effect of COVID on a High School Engineering Curriculum (Work in Progress)".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37007 Internet.  22 Apr, 2024

\bibitem{asee_peer_37007}
  Kenneth J. Reid and Tina Marie Griesinger.
  "Effect of COVID on a High School Engineering Curriculum (Work in Progress)".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37007 Internet.  22 Apr, 2024

@INPROCEEDINGS{asee_peer_37007
author = "Kenneth J. Reid and Tina Marie Griesinger"
title = "Effect of COVID on a High School Engineering Curriculum (Work in Progress)"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37007}
number = {10.18260/1-2--37007}
}

TY  - CPAPER
AB  - The COVID-19 pandemic disrupted education on all fronts with no warning. The response
from K-12 education’s transition has not been as straight forward. Existing issues of equity,
access, and inclusion required school districts, schools, and teachers to adopt a variety of
solutions, including no instruction, online instruction, and shipping materials/supplies to
students at home. The pilot cohort of [program name] teachers provides a unique
opportunity to understand how teachers had to transition, especially when implementing a
new and innovative engineering curriculum.
An anonymous social media post had some interesting insight:
“We gave educators almost no notice. We asked them to completely redesign what school
looks like, and in about 24 hours, local teachers and administrations fixed it. No state or
national agency did this, the local educators fixed it in HOURS. In the midst of a global
crisis. In fact, state and national policies actually created roadblocks. Local schools figured
out how to work around these. No complaining, no handwringing, just solutions and
amazingly clever plans. Get out of the way of a teacher and watch with amazement at what
really happens.”
We know that high schools adapted quickly. This work-in-progress discusses initial findings
from teacher interviews on what happened during this unforeseen and unique transition.
Teacher interviews were supplemented with data from teacher focus groups, with data
analyzed to examine the impact of the COVID-19 disruption from the perspective of a
teacher new to an engineering curriculum.
Specifically, we will examine the following research question: How did the pilot year
[program name] teachers adapt and deliver the curriculum during the COVID-19 disruption?
We are exploring teacher delivery of the [program name] curriculum through a variety of
levels to capture the drivers that prompted decisions, identify pedagogical adjustments, and
identify drivers behind the chosen changes.
AU  - Kenneth J. Reid
AU  - Tina Marie Griesinger
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Effect of COVID on a High School Engineering Curriculum (Work in Progress)
UR  - https://peer.asee.org/37007
DO  - 10.18260/1-2--37007
ER  -