Rehmat, A., & Towner, A., & Alemdar, M., & Moore, R., & Helms, M., & Rosen, J., & Varnedoe, J., & Weissburg, M. (2022, August), Biologically Inspired Design for Engineering Education: A Multiple Year Evaluation of Teachers’ Professional Learning Experiences (Evaluation)  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40918

\bibitem{asee_peer_40918}
  Rehmat, A., \& Towner, A., \& Alemdar, M., \& Moore, R., \& Helms, M., \& Rosen, J., \& Varnedoe, J., \& Weissburg, M. (2022, August), \emph{Biologically Inspired Design for Engineering Education: A Multiple Year Evaluation of Teachers’ Professional Learning Experiences (Evaluation)}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40918

Abeera Rehmat, Alexandra Towner, Meltem Alemdar, Roxanne Moore, Michael Helms, Jeffrey Rosen, Julia Varnedoe, and Marc Weissburg.  "Biologically Inspired Design for Engineering Education: A Multiple Year Evaluation of Teachers’ Professional Learning Experiences (Evaluation)".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40918 Internet.  16 Dec, 2024

\bibitem{asee_peer_40918}
  Abeera Rehmat, Alexandra Towner, Meltem Alemdar, Roxanne Moore, Michael Helms, Jeffrey Rosen, Julia Varnedoe, and Marc Weissburg.
  "Biologically Inspired Design for Engineering Education: A Multiple Year Evaluation of Teachers’ Professional Learning Experiences (Evaluation)".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40918 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_40918
author = "Abeera Rehmat, Alexandra Towner, Meltem Alemdar, Roxanne Moore, Michael Helms, Jeffrey Rosen, Julia Varnedoe, and Marc Weissburg"
title = "Biologically Inspired Design for Engineering Education: A Multiple Year Evaluation of Teachers’ Professional Learning Experiences (Evaluation)"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40918}
number = {10.18260/1-2--40918}
}

TY  - CPAPER
AB  - This evaluation paper focuses on how high school engineering teachers' professional learning experiences advance their understanding of bio-inspired design integration into engineering as a result of the professional learning environment. Participants included engineering teachers from local school districts, who participated in professional learning (PL) in the summer of 2020 and summer of 2021. Design-based research (DBR) methodology guided the development and refinement of the PL experiences across the two summers, and conjecture maps were developed to reflect our high-level conjectures (overall goals of the PL), the embodiment of the learning design (the PL experience), the mediating processes, and the outcomes associated with the PL. The findings illustrate that during the 2020 PL, teachers' overall experiential learning promoted exploration fostering conceptual understanding of BID integration into engineering. However, the specifics of drawing inspiration from nature, such as identifying structure, function, and mechanism (SFM) of biological entities were points of confusion. Challenges were potentially compounded by the virtual PL learning environment, which negatively impacted teachers due to lack of personal interaction and limited hands-on activities. Comparatively, the 2021 PL offered an experientially more enjoyable hybrid platform, through which teachers were able to master detailed SFM analysis. However, due to the emphasis on SFM and specific curriculum activities, the guiding theme that biology can serve as inspiration for engineering design was diminished.
AU  - Abeera Rehmat
AU  - Alexandra Towner
AU  - Meltem Alemdar
AU  - Roxanne Moore
AU  - Michael Helms
AU  - Jeffrey Rosen
AU  - Julia Varnedoe
AU  - Marc Weissburg
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Biologically Inspired Design for Engineering Education: A Multiple Year Evaluation of Teachers’ Professional Learning Experiences (Evaluation)
UR  - https://peer.asee.org/40918
DO  - 10.18260/1-2--40918
ER  -