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A Collaborative Process For K 12 Engineering Curriculum Development

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Conference

2003 Annual Conference

Location

Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003

ISSN

2153-5965

Conference Session

K-12 Outreach Initiatives

Page Count

12

Page Numbers

8.21.1 - 8.21.12

Permanent URL

https://peer.asee.org/11489

Download Count

31

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Paper Authors

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Malinda Zarske

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Denise Carlson

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Janet Yowell

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Jacquelyn Sullivan

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2530

A Collaborative Process for K-12 Engineering Curriculum Development

Malinda R. Schaefer, Jacquelyn F. Sullivan, Janet L Yowell and Denise W. Carlson

Integrated Teaching and Learning Program College of Engineering and Applied Science University of Colorado at Boulder Boulder, Colorado 80309-0522

Abstract

Bringing engineering and technology curricula into the K-12 classroom as a vehicle for the integration of math and science can be accomplished with well-developed, interactive engineering lesson plans that incorporate hands-on activities. Through real classroom interactions in elementary, middle and high schools, graduate engineering Fellows successfully bridge engineering subject-area content to age-appropriate education pedagogy. Supported by National Science Foundation (NSF) and Department of Education (DOE)1 grants, the Integrated Teaching and Learning (ITL) Program has developed extensive and innovative hands-on engineering curricula focused on topics universal to K-12 science, technology and math classes.

Graduate engineering Fellows are key to the successful creation of K-12 engineering curricula, through researching and writing engineering-focused lessons on a wide range of topics, such as energy, laws of motion, and electricity and magnetism. Comprehensive curricular units, comprised of up to 10 stand-alone lessons incorporating low-cost, hands-on activities, are standards-based at the state and national levels. Each curricular unit also contains math components, lesson background concepts, anticipated student outcomes and assessment suggestions.

The collaborative development of engineering curricula that impact K-12 students involves contributions from multiple professionals in the education community, including: research of background and activities by engineering graduate students and K-12 teachers; activity testing by engineering undergraduate students; content review by engineering faculty; math and embedded 1 The contents of this paper were developed under a grant from the Fund for Improvement of Postsecondary Education, (FIPSE), U.S. Department of Education and do not necessarily represent the policy of the Department of Education. This material is also based upon work supported by the National Science Foundation under grant #9979567. Any opinions, findings, conclusions or recommendations expressed in this paper ar e those of the authors and do not necessarily reflect NSF or Dept. of Education views. Endorsement by the federal government should not be assumed.

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

Zarske, M., & Carlson, D., & Yowell, J., & Sullivan, J. (2003, June), A Collaborative Process For K 12 Engineering Curriculum Development Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11489

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