June 24, 2007
June 24, 2007
June 27, 2007
K-12 & Pre-College Engineering
12.135.1 - 12.135.16
A Successful Professional Development Activity to Infuse Engineering Content for Utah 9-12 Teachers
Steven Shumway, Jared Berrett, Andrew G Swapp, Thomas L. Erekson, and Ronald E. Terry
As part of the National Science Foundation funded National Center for Engineering and Technology Education (NCETE), faculty at Brigham Young University have been conducting professional development activities for Utah 9-12 grade teachers.
The paper discusses two years of professional development activities. Lessons learned from the first year helped build a successful activity that the second-year participants found to be extremely engaging. The paper discusses these lessons learned and reports on how the teachers are implementing the content of the professional development in their courses. A model for engineering design using a problem-solving cycle developed at Dartmouth was taught to the 9-12 grade teachers to help infuse engineering design content in their courses. Specific examples are provided in the paper of how one of the teachers has used the problem-solving cycle in his high school classes.
A key-activity during the second-year professional development was the use of a capstone-like project. This project was to build an electrically powered vehicle to be used in the Electrathon America competition. The participants used the problem-solving cycle to help design and build the vehicle.
The National Center for Engineering and Technology Education (NCETE) is one of 17 National Science Foundation (NSF) funded Centers for Learning and Teaching. It is the only one of the 17 addressing engineering and technology education. The ultimate goal of the center is to infuse engineering design, problem solving, and analytical skills into the K-12 schools. NCETE is made up of 9 partner universities, one of which is Brigham Young University (BYU), Provo, Utah. As part of NCETE, BYU and 4 other partner institutions are responsible to conduct professional development activities for K-12 teachers. The goals of the professional development effort are to: • develop teachers’ instructional decision making so that it focuses on the analytical nature of design and problem solving needed to deliver technological as well as engineering concepts. • facilitate teacher initiated change in program design, curricular choices, programmatic and student assessment, and other areas that will impact learning related to technology and engineering. • develop teachers’ capabilities as learners so that they assume leadership for their professional development activities, and recruit and mentor their colleagues.
Shumway, S., & Berrett, J., & Swapp, A., & Terry, R., & Erekson, T. (2007, June), A Successful Professional Development Activity To Infuse Engineering Content For Utah 9 12 Teachers Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. https://peer.asee.org/2716
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