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A Professional Development Model To Infuse Engineering Design Content Into The High School Curriculum

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2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

Engineering Professional Development for K-12 Teachers – II

Tagged Division

K-12 & Pre-College Engineering

Page Count


Page Numbers

12.98.1 - 12.98.10



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Paper Authors

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Mark Tufenkjian California State University-Los Angeles

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Ethan Lipton California State University-Los Angeles

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

A Professional Development Model to Infuse Engineering Design Content into the High School Curriculum


This paper discusses the development, implementation, and assessment of a professional development model for high school teachers that focuses on their ability to integrate the analytical nature of design and problem solving needed to deliver technological as well as engineering concepts. This professional development model is built around delivery of an “engineering design challenge” to the participating teachers. The engineering design challenge provides a means with which the engineering design process can be used by the teachers to infuse engineering content and analysis into their curriculum. The design challenge discussed here was delivered through more than 80 hours of professional development sessions to 12 math, science, and technology educators from the Long Beach Unified School District during the spring and summers of 2005 and 2006. A survey of teacher participants used to assess the program indicated that all of the teachers either increased or greatly increased their interest and ability to infuse the engineering material into their teaching. Most indicated that they have changed or plan to change their curriculum to incorporate the engineering concepts they learned and the majority will use the engineering design challenge in their curriculum.

Introduction and Background

An increasing and significant number of business, academic, and political leaders, professional associations and coalitions continue to express their growing concern that our nation’s deficiency in K-12 Science, Technology, Engineering, and Mathematics (STEM) Education is approaching a crisis level. Their numbers represent all areas of the engineering, technology, science, mathematics, business and political communities. A sampling presents an overview of current sentiment.

The American Society for Engineering Education (ASEE) has expressed significant concern about our nation’s ability to maintain its leadership position in engineering and technology related research required to sustain the highly trained and technologically literate workforce required for economic growth, maintenance of national security, improved healthcare and to safeguard our environment1. ASEE and educators are now working to facilitate the development of a lifelong love for STEM subjects early in their educational careers. Likewise, several other organizations across the country are making similar recommendations related to the importance of STEM education (e.g. American Society of Mechanical Engineers2; International Technology Education Association3).

As has been identified by several sources, including those previously cited, essential ingredients for successful K-12 STEM learning experiences include the recruitment, training and mentoring of highly qualified teachers. This paper presents one model that addresses these issues by providing professional development designed to increase participants’ awareness and appreciation of engineering design and problem solving, increase their knowledge, appreciation and use of appropriate math and science knowledge, and provide a model for them to infuse their

Tufenkjian, M., & Lipton, E. (2007, June), A Professional Development Model To Infuse Engineering Design Content Into The High School Curriculum Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2836

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2007 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015