Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Diversity and NSF Grantees Poster Session
The purpose of the (BLINDED) study is to develop an understanding of the intersection between Navajo culture and engineering design and use it to inform the creation of culturally-relevant engineering design curriculum for middle schools on the Navajo Nation (BLINDED). The initial culturally-relevant curriculum modules piloted in 2017 included (1) an Introduction to Engineering Design, (2) Solution Dissection, (3) Distance Between the Sacred Mountains: A Lesson in Scale and Proportion, and (4) The Great Animal Escape: Portable Livestock Corral Design Project.
This paper reports on the results from the initial curriculum pilot in 2017, and discusses the curriculum modules to be piloted in spring 2018. The curriculum was piloted with 59 students and two teachers across two middle schools on the Navajo Nation. Pilot results showed that students had a better understanding of what engineers do, knew what they needed to learn to become an engineer, are aware of how their Navajo values and teachings can be used to better solve engineering problems, how the engineering process relates to the way that the students think as Navajo, how engineering can provide solutions for future generations of Navajo, and how their experience growing up in the Navajo Nation would be helpful to them as engineers. Some students expressed concern that engineering requires too much paperwork, and therefore they were less interested in pursuing engineering as a career.
In this design-based research study, results from the first pilot were used to create improved versions of the existing curriculum modules and to inform the development of several new curriculum modules that will be piloted in spring 2018. The paper will describe the new curriculum modules and review changes made as a result of the pilot feedback. The results of this paper could inform the creation of culturally-relevant curriculum and showcase best practices.
Jordan, S. S., & Betoney, C. A., & Pangan, T. J. D., & Anderson, I., & Fernandez, J. A. (2018, June), Board 66: Results from the Implementation of Culturally-relevant Engineering Design Curriculum for the Navajo Nation and Future Directions Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30081
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