Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Jodi Cullum, Utah State University; Christine Hailey, Utah State University; Daniel Householder, Utah State University; Chris Merrill, Illinois State University; James Dorward, Utah State University

Tagged Divisions

K-12 & Pre-College Engineering

year-long PD experience.Given the exploratory nature of these programs, only a small number of teachers could beselected for participation. The five sites delivered professional development to a total of 115teachers, 24 of whom were female and 17 of whom represented ethnic minorities (6 werefemale, ethnic minorities).In the summer of 2007, a one-week workshop involving professional developmentproviders, exemplary teachers who had experienced one of the NCETE site-specific PDprograms, beginning teachers, high school students and evaluators reflected on theirexperiences in an attempt establish the characteristics of an effective PD program for highschool teachers who are seeking to infuse engineering design concepts into STEMclassroom. This

Conference Session

Engineering Professional Development for K-12 Teac

Collection

2008 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Robert Culbertson, Arizona State University; Marilyn Carlson, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

solving, and engineering design is promoted usingteam-based, inquiry learning pedagogy with contextualized content in MSP-created modules.The unifying concept of function, developed in the initial Functions and Modeling course, isintegrated into science and engineering topics in the subsequent courses. Professional learning Page 13.241.2communities are supporting teachers in adapting their new knowledge and instructionalapproaches to their own classroom practice by engaging them in deep reflections on theirinstruction and their students' learning. Math, science and engineering are connected byknowledge and use of function. The concept of function

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia; Susan Donohue, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

2:30 Robotics 2:30 Day 2 - Line Final Presos Following and Demos 3:00 3:00 3:30 3:30 Reflection Reflection Reflection Reflection Recognition Pick-up Pick-up Pick-up Pick-up Pick-up 4:00 4:00

Conference Session

Engineering in the Elementary School

Collection

2008 Annual Conference & Exposition

Authors

Christine Cunningham, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

has worked, what has not, and ongoing challenges. Constructive, critical team andindividual reflection and critique have helped us to distill some successful strategies. The paperbelow captures some of what we have begun to understand. It outlines some of the organizingprinciples and structures that guide our professional development programs, challenges that weencounter, opportunities that arise, and differences that we have observed between elementaryand secondary professional development. However, we still have much more to learn! The EiEteam is continually tweaking our existing programs or experimenting with new professionaldevelopment offerings as we seek to improve and expand our knowledge, programs, andresources

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

Darryl Morrell, Arizona State University; Chell Roberts, Arizona State University; Dale Baker, Arizona State University; Tirupalavanam Ganesh, Arizona State University; Annapurna Ganesh, Mesa Community College; Rachelle Beard, Arizona State University; Janel White-Taylor, Arizona State University; Neeru Khosla, CK12 Foundation; Murugan Pal, CK12 Foundation; John Kobara, CK12 Foundation; Stephen Krause, Arizona State University; Meera Vaidyanathan, CK12 Foundation

Tagged Divisions

K-12 & Pre-College Engineering

differently. The education group primarily incorporatedthe learning cycle into activities for which the text provided necessary factual material. Theengineering group attempted to develop content modules that have a highly interactive format thatsupports the learning cycle. Again, this reflected the differences in culture and understanding ofhow textbook materials would be used. To some extent, the modular structure described in Section 4provided a means to unify the different concepts of how the text should function. Within thisstructure, content modules are paired with one or more activity modules based on the learning cycle.The education faculty also brought issues of readability and reader friendly text, new vocabu-lary, prior conceptions

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Austin Talley, University of Texas at Austin; Kathy Schmidt, University of Texas at Austin; Kristin Wood, University of Texas at Austin; Richard Crawford, University of Texas at Austin

Tagged Divisions

K-12 & Pre-College Engineering

participants and used to structurethe training. This lack of recognition of the method is an unexpected finding, deserving offurther investigation. The results of the study also revealed that the teachers who took theDTEACh training workshop three or more years before the survey showed very similarresponses to teachers who attended the workshop more recently, thus indicating that use oftechniques presented in the training workshop is not diminishing significantly with time.IntroductionActive Learning is an approach developed to improve learning, and typically consists oftechniques requiring students (as the name implies) to be actively engaged in learning throughspecially designed activities, followed by reflection upon what they have done1. This

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Brian Howell, Western Carolina University; Robert Houghton, Western Carolina University; Elaine Franklin, Western Carolina University

Tagged Divisions

K-12 & Pre-College Engineering

levels of learning,beyond basic technology instruction3, 4. The goals would be to: 1, Help teachers learn the features and operation of the LEGO® Mindstorms® and NXT-G programming system 2, Help teachers apply the tool for robotics projects and data logging applications 3, Reflect with teachers daily on the applicability of the technology to specific classroom requirements 4, Reflect with teachers daily on the requirements imposed by the North Carolina (NC) standard course of study 5, Brainstorm with teachers the best practices to integrate the technology with not just robotics competitions, but also in math, science, and other areas and, 6 Have senior undergraduates in engineering technology and education take a

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Brant Miller, University Of Minnesota; Tamara Moore, University Of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

graduate course work ancillary to the research experience, participants were askedto make predictions. Many of the efforts outside of the core charge of research revolved aroundthe transferability piece, which took on the form of an instructional unit. This instructional unitwas to capture the essence of the participants experience within a research facility. To gaugeparticipant sentiment, reflection was requested according to two writing prompts. The first,"make an in-depth prediction of success for the proposed instructional unit,” gets participantsthinking about some of the unplanned difficulties that may arise during the course of theinstructional unit. The second had participants "complete a 1-2 page paper reflecting on thetransferability of

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

Lynn Albers, North Carolina State University; Althea Smith, North Carolina State University; Kate Caldwell, North Carolina State University; Jessica McCoy, North Carolina State University; Laura Bottomley, North Carolina State University; Elizabeth Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

categories. The first categoryreflects the impact of the OST Clubs on the students’ and teachers’ knowledge andgrowth in science, technology, engineering, and math (STEM) fields (Figure 5). Thesecond category reflects the impact of the OST Clubs on the students’ and teachers’relationships in the academic environment (Figure 6). Does Participation in an OST Club Positively Affect the Students or Teachers... (1=Not at all, 2=not much, 3=some, 4=a little, 5=a lot) 5.00

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Zbigniew Pasek, University of Windsor

Tagged Divisions

K-12 & Pre-College Engineering

understanding in a consumer societycreates a need to educate general public about manufacturing - the backbone of a strongeconomy. This paper describes development of a museum exhibit: a visitor-centered informaleducation experience highlighting the principles of modern manufacturing. The exhibitarchitecture reflects three principal engineering activities involved in creating consumerproducts: product design, manufacturing, and marketing/business. It explains how these fieldsinterrelate on an example of a well understood product – customizable pen. Each activity isimplemented via two components: an interactive computer game and a physical displayenvironment, which complement each other. The results of an observational study and analysisof the data

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

Mitchell Nathan, University of Wisconsin - Madison; Natalie Tran, University of Wisconsin - Madison; Allen Phelps, University of Wisconsin - Madison; Amy Prevost, University of Wisconsin - Madison

Tagged Divisions

K-12 & Pre-College Engineering

mathematics are distributed across grade-level groupings. In contrast, the sixhighest-achieving countries’ topics are sequenced to reflect the hierarchical and logical structuresof the mathematics discipline14.Analyses of secondary mathematics textbooks used in TIMSS also showed variation in content,presentation, and task. The variation found in the textbooks suggests that textbook content maynot be compatible with students’ mathematical conceptions, and this may hamper learning6.Studies have even shown that textbooks can have organizational structures that are at odds withwhat is empirically known about students’ mathematical development. For example, in algebraeducation “textbooks organized around the principle of symbol precedence,” which

Conference Session

Topics in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Matthew Miller, Society of Automotive Engineers International; Elizabeth Bachrach, Goodman Research Group, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

rewarding. In fact, volunteers reported they had workedwith the same school for three to four years, on average, suggesting that strong and sustainablerelationships are formed through the AWIM program.Volunteers perceived positive student reactions to their involvement in the AWIM activities,from their interest in the activities to their interest in learning more about STEM topics in thefuture. Table 4 shows mean ratings of the extent to which volunteers believed several statements(i.e., AWIM’s intended outcomes) accurately reflected students’ reactions to their participationwith the AWIM Challenges. Ratings were made on a scale from 1 (Not at all) to 5 (Quite a bit).Table 4Volunteers’ Perceptions of Students’ Reactions to their Participation

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Shannon Davis, University of Arkansas; Bryan Hill, University of Arkansas; Carol Gattis, University of Arkansas; Bradley Dearing, Illinois State University; Edgar Clausen, University of Arkansas

Tagged Divisions

K-12 & Pre-College Engineering

surveyresponses of the participating science teachers.12 Participating schools and teachers committedto full participation in the three-year program. 13, 14Follow-up activities during the academic year, including observations by UA mentors andparticipating science teachers, were designed to provide additional time for inquiry, reflection,and mentoring and to sustain the long-term practice of including hands-on laboratory activitiesaligned with the Science Frameworks.Year One Workshop ActivitiesThe year one Summer Institute was focused on providing engineering hands-on activitiesteachers could subsequently conduct in their classrooms. For each activity, the Instituteprovided: 1) a presentation and discussion of the topic background; 2) time to perform

Conference Session

Engineering in High Schools

Collection

2008 Annual Conference & Exposition

Authors

Nicholas Oswald, Oklahoma State University; Charlie Huddleston, Oklahoma State University; Alan Cheville, Oklahoma State University

Tagged Divisions

K-12 & Pre-College Engineering

describe an engineer.Description of the Engineering Design ProjectSince a project-based approach was used, it is necessary to first describe the project to provideneeded context to understand the format and structure of the six week summer intervention.Prior to the beginning of the summer course, two electrical engineering graduate studentsdesigned a custom radio control (RC) car. The design goals of the car were to have a systemsimple enough for high school students to build during the 11 contact hours per week for sixweeks. The design project reflects, to the extent possible, as many possible steps of theengineering design cycle 20. A critical criterion was developing an accessible design project thatallowed students to make choices and also to

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board; Isla Young, Maui Economic Development Board, Inc.

Tagged Divisions

K-12 & Pre-College Engineering

with this extramural funding model the cost per school is substantial -- close to $100,000.In return for the technology and program infrastructure, EAST schools must comply with anumber of program requirements. Of these, most impressive from an equity standpoint, is therequirement that student participants reflect the demographics of their school’s student body by Page 13.1075.3age, gender, race/ethnicity, socioeconomic status, and academic status. This stipulation ensuresthat all students at the school receive equal access to what EAST has to offer, and that EASTProject resources are allocated equitably to all students. It not only makes

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

Mark Sanders, Virginia Polytechnic Institute and State University

Tagged Divisions

K-12 & Pre-College Engineering

; Transportation; and Manufacturing—fiveof which are reflected in the Standards for Technological Literacy10. The conceptual frameworklaid out in this paper and its widespread dissemination by Epsilon Pi Tau were important steps inthe transition to Technology Education.Delmar Olson, one of Warner’s doctoral advisees, took the profession a step closer to the“curriculum to reflect technology, with his 1957 doctoral thesis, Technology and IA: Derivationof Subject Matter from Technology with Implications for IA11, later published by Prentice-Hall(Olson, 1963). Olson described a curriculum grounded in “technology” and reiterated the“general education” goals in the six “functions” he identified as the technical, occupational,consumer, recreation, cultural, and

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Michael Khoo, University of Southern California; Ellis Meng, University of Southern California; Joseph Cocozza, University of Southern California

Tagged Divisions

K-12 & Pre-College Engineering

described.Teacher Related ResultsScience Teaching EfficacyThe Science Teaching Efficacy Beliefs Instrument (STEBI) is an instrument based onBandura’s definition of self-efficacy as a situation-specific construct. The instrument wasdeveloped by Riggs and Enochs 7 to measure efficacy of teaching science. The STEBIconsists of 23 statements which are divided to provide two sub-scores, which are randomlyembedded in the instrument. Thirteen of the statements yield scores for the PersonalScience Teaching Efficacy (PSTE) subscale, which reflect science teachers’ confidence intheir ability to teach science. The remaining ten statements yield scores for ScienceTeaching Outcome Expectancy (STOE) subscale, which reflect science teachers’ beliefsthat student learning

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Marilyn Barger, University of South Florida; Robin Little, Douglas L. Jamerson Jr. Elementary School; Richard Gilbert, University of South Florida; Charles Parsons, Douglas L. Jamerson, Jr. Elementary School; Debbie O'Hare, Douglas L. Jamerson Jr. Elementary School; Pat Van Driessche, Douglas L. Jamerson, Jr. Elementary School; Kim Parsons, Pinellas County School District

Tagged Divisions

K-12 & Pre-College Engineering

characteristic of a magnet school is the employment of an educational theme thatattracts a broad spectrum of students. By their nature, academy models focus instruction arounda “theme” or academic discipline. Magnet schools use an academic model to motivate students tostay in school, make learning relevant and fun, and to focus students on their futures (eitheracademic or employment). In addition to developing qualified faculty and rigorous and relevantcurriculum that supports the magnet “theme”, the school’s physical appearance needs to beenhanced to reflect the theme. This visual and sometimes tactile alteration of the school servesas a constant reminder to students, teachers, parents and visitors that the school’s curriculum isanchored to its

Conference Session

Engineering Student Involvement in K12 Programs

Collection

2008 Annual Conference & Exposition

Authors

Malinda Zarske, University of Colorado at Boulder; Jacquelyn Sullivan, University of Colorado at Boulder; Daniel Knight, University of Colorado at Boulder; Janet Yowell, University of Colorado at Boulder

Tagged Divisions

K-12 & Pre-College Engineering

to judging their overall successes, as well as validating program continuations. Asindividual initiatives mature and researchers reflect upon their university/school district modelsand accomplishments, analyses of long-term program effects are expected to surface in theliterature.The TEAMS (Tomorrow’s Engineers… creAte. iMagine. Succeed.) Program2 is one such K-12engineering initiative that has been underway for nine years — long enough to permit analysis ofsignificant patterns of impact on graduate student participants. Evaluation of the TEAMSProgram includes the effects of the K-12 engineering program on graduate student development(their evolving attitudes and skills), as well as the long-term residual impact on students’ post-graduation

Conference Session

Engineering Professional Development for K12 Teachers

Collection

2008 Annual Conference & Exposition

Authors

Michael Pelletier, Northern Essex Community College; Lori Heymans, Northern Essex Community College; Paul Chanley, Northern Essex Community College

Tagged Divisions

K-12 & Pre-College Engineering

energy was alsodiscussed. The participants dedicated some time to reflect upon and discuss feelings(negative and positive) that people may have about conserving electrical energy.Conservation often takes willpower, the development of new habits and lifestyle changes.Following the fundamentals of both AC and DC electricity, the course moved to thestorage and distribution of electricity. This concept is important with respect toalternative energy. Both photovoltaic (solar power) and wind turbines can generateelectricity, with the generated electricity used directly or stored by charging batteries.Several systems can be implemented, depending on the application. Therefore, a basicunderstanding of how electricity is distributed from the power plant

Conference Session

Gender & Minority Issues in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Marion Usselman, Georgia Institute of Technology; Jeff Davis, Georgia Institute of Technology; Jeff Rosen, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

% 5%teams that functioned as part of thecurriculum, compared with 24% for non-minorities. This likely reflects transportationissues for urban minority students that limitthe students’ ability to participate inextracurricular clubs, as well as the tendencyin even highly integrated schools for the after- Public School 70%school clubs to self-segregate in ways that donot occur in class. We are analyzing casestudies of integrated schools that are successful in encouraging minority FLL participation to Figure 12a--FLL Curricular Integration for Minorities (2006

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Christine Schnittka, University of Virginia; Larry Richards, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

atechnologically literate person is one who recognizes technology, understands the differencebetween science and technology, knows some basic concepts about technology, understands thegoals and trade-offs implicit in the engineering design process, recognizes how technology hasinfluenced society through the ages, and as well recognizes how society has also shapedtechnological advances, understands that using technology entails risks, and that all technologyhas both benefits and costs. A technologically literate person understands that technologies areneither inherently good nor evil, and that the values of a culture or society are reflected in thetechnologies that the culture or society embraces. A technologically literate person should havesome hands-on

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Paul Crips, Laramie Middle School; William Parker, Laramie County School District 1; Steven Barrett, University of Wyoming; Jerry Hamann, University of Wyoming

Tagged Divisions

K-12 & Pre-College Engineering

given the fact that the team participants were teachers who had previous commitments during the summer break period. Regardless of this limitation, however, and to the credit of the team participants, the quality of the finished seventh grade boxes was first-rate. In no way should this delay in development reflect negatively on the development team, and while the classroom evaluation time was limited to the end of the 2007 spring semester, sufficient resources remained in the seventh grade boxes to enable another year of evaluation during the 2007-2008 LCSD#1 school year. o Recommendation: As long as the box resources exist, the seventh grade boxes should continued to be evaluated in the classroom one more

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Regina Middleton, University of Massachusetts, Amherst; Shelly Perdomo, University of Massachusetts Amherst

Tagged Divisions

K-12 & Pre-College Engineering

accounting for this success? What are someof the challenges that we continue to face? This paper will discuss accomplishments andchallenges faced by institutions seeking to outreach to underrepresented constituencies.IntroductionThe under representation of women in the field of engineering is not a new phenomenon toresearch. The imbalance of men and women appears most dramatically in computer science,information technology and engineering [1]. In the case of Massachusetts, “with respect togender, the state reflects the national trends with 58% of young adults in college comprised ofwomen. However, on a national scale only 12% of students choosing to major in computerscience/IT were women, while in the state of Massachusetts this was 9%” [2]. “In

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Bruce Gehrig, University of North Carolina at Charlotte; Deborah Sharer, University of North Carolina at Charlotte; Stephen Kuyath, University of North Carolina at Charlotte; Anthony Brizendine, University of North Carolina at Charlotte

Tagged Divisions

K-12 & Pre-College Engineering

high school NCJETS summer camps. Prior to the workshops, workshop materials willbe revised to reflect the feedback and results generated for the recently completed 2007 workshop. As aproof-of-concept project, the TECT project will be evaluated to determine its potential effectiveness andlong-term viability. If the workshop proves effective, strategies for expanding the project and developingits sustainability after NSF funding has expired will be explored. However, pending the results, webelieve the integrated mix of diversity awareness based teacher and counselor professional developmenttraining and the summer engineering camps will provide a necessary foundation to increase the numberand diversity of students entering STEM related

Conference Session

Innovative K-12 Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Elisabeth McGrath, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Peiyi Lin, Teachers College, Columbia University; Jason Sayres, Stevens Institute of Technology; Liesl Hotaling, The Beacon Institute; Rustam Stolkin, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

students took over the projects.As noted above, time had been spent during the summer institutes discussing issues surroundinggroup work and this was reflected in the organization of the curriculum in the classroom. Whenasked if their experience with group work during the summer institute had led them to make anychanges in how they organized or facilitated their students' group work, nine of the ten teachersreported that they had done at least one (and generally most) of the following: reduced the size ofthe groups in the early challenges to allow for more students to engage in hands-on work;assigned roles so that all students had work to do; chose the group members carefully to balancepersonalities and academic strengths; and intervened quickly

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Tris West, Lewisburg Area School District; Abe Feuerstein, Bucknell University; Steven Shooter, Bucknell University

Tagged Divisions

K-12 & Pre-College Engineering

AnthropologistsThe unit ends with a visit from a mechanical engineering professor from a local university who 7discusses the engineering careers and places engineering in context with archeology,anthropology and history. The WebQuest includes a teacher section that provides a script for thelesson for other teachers to use in their classrooms.Section 3: MethodologyParticipantsChildren from six sections of a sixth grade combined social studies/technology class participatedin this study. There were 18 to 25 students in each section of the class and 116 studentsparticipated overall. The demographics of the children in this sample reflect the demographics ofthe middle school which they attend which is mostly white

Conference Session

Topics in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

William Lee, University of South Florida

Tagged Divisions

K-12 & Pre-College Engineering

that analyzed the influence of television on theresulting negative images that viewers (particularly white viewers) developed as relatedto various minority groups, including race, gender, and ethnicity. Once classic exampleof such an analysis is the study of the image of race (focusing on African-Americans)during the early days of television (the 1950s). MacDonald7 notes that blacks portrayedduring the 1950s were typically cast as inferior, lazy, dumb, and dishonest individuals.Negro doctors were presented as quacks; Negro lawyers were cast as unethical cowardswho did not understand their own profession. Even in the 1970s, it was noted that blackchildren had few positive role models on television8 . Reflecting more recent portrayals(mainly the

Conference Session

Successful K-12 Programs for Girls & Minorities

Collection

2008 Annual Conference & Exposition

Authors

Stan Komacek, California University of Pennsylvania; Carol Adukaitis, PA State System of Higher Education

Tagged Divisions

K-12 & Pre-College Engineering

-raising…, and student engagement in meaningful, active activities that produce positive attitudes… and higher achievement in some of the critical skills essential in advanced manufacturing: teamwork, problem-solving, communications, project management, mathematics, and critical thinking.During the next two years of the NSF-ATE project funding, the team will continue to seekfunding to upgrade other middle school classrooms/ labs to reflect the equipment used inmanufacturing industries. The team will also continue to organize the numerous activitiesmentioned, and many others not listed in this paper, to engage students, parents, educators andthe community in general to manufacturing career opportunities.Bibliography 1

Conference Session

Engineering in the Elementary School

Collection

2008 Annual Conference & Exposition

Authors

Mercedes McKay, Stevens Institute of Technology; Augusto Macalalag, Stevens Institute of Technology; Carol Shields, Stevens Institute of Technology; Debra Brockway, Stevens Institute of Technology; Beth McGrath, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

create STEM Learning Modules thatthey planned to use during the 2007-08 school year. Teachers designed their SLM around one ofthe EiE modules. The SLMs contain key science concepts and unit plan activities that teachersshared with each other and planned to implement in their classrooms. They were created andwritten using the 5E Model (Engage, Explore, Explain, Elaborate, and Evaluate) and reflect thescience and engineering content and pedagogy that the participants learned in the summerworkshops. Overall, the SLMs that the teachers created incorporated: (a) active student learning,(b) team-based approaches to teaching, (c) computer-based technology in the lesson, (d) theengineering design process, and/or (e) inquiry approach to teaching and