Board # 87 : Employing Applied Creativity and the Engineering Design Process in the Development of K-12 STE(A)M Curriculum (Work in Progress)
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
- Tagged Division
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Pre-College Engineering Education Division
- Page Count
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7
- DOI
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10.18260/1-2--27944
- Permanent URL
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https://peer.asee.org/27944
- Download Count
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505
Paper Authors
Brett Doudican University of Dayton
Brett Doudican is the curriculum coach of the Ohio Miami Valley NSF RET program. He also is a full time math teacher and department chair at the Dayton Early College Academy, an urban school sponsored by the University of Dayton. Brett is involved in multiple levels of education from the Ohio Department of Education to teaching course to new teachers in alternative certification programs to managing a small curriculum and professional development organization.
Margaret Pinnell University of Dayton
Dr. Margaret Pinnell is the Associate Dean for Faculty and Staff Development in the school of engineering and associate professor in the Department of Mechanical and Aerospace Engineering at the University of Dayton. She teaches undergraduate and graduate materials related courses including Introduction to Materials, Materials Laboratory, Engineering Innovation, Biomaterials and Engineering Design and Appropriate Technology (ETHOS). She was director of the (Engineers in Technical Humanitarian Opportunities of Service-Learning) for approximately ten years. She has incorporated service-learning projects into her classes and laboratories since she started teaching in 2000. Her research interests include community engaged learning and pedagogy, K-12 outreach, biomaterials and materials testing and analysis.
Brian Lawrence LaDuca University of Dayton
Brian LaDuca is the creator of the IDA (Ideation-Disruption-AHa!) pedagogy for Applied Creative learning, which is the study of critical theory as creative practice into innovative application across the disciplines of study. As the director of the IACT his mission is focused on empowering a forward-thinking 21st century student with the ability to confidently develop the imaginative and creative skills necessary to excel and impact today’s innovative and global workforce regardless of degree focus. He also serves as the Director/Educator for the Collaboration Accelerator that involves leading the design and creative education and innovative application of an 11-week summer internship that most recently worked with Air Force Research Labs, University of Dayton Research Labs and Emerson Climate Technologies on challenges focusing on connectivity, additive manufacturing and UAS social engineering. He has presented on his research in Applied Creativity, 4D Design and Generational Theory at the Pave Conference (Arizona State University), the Lilly Conference (Miami University-Ohio), AAC&U's Ohio-PKAL, Association of Academic Museums and Galleries conference, Imagining America, KEEN, and at the 10th International Seminar on Integral Education in Mexico City in 2017. Currently, he is finalizing the first national undergraduate certificate in Applied Creativity for Transformation with co-sponsorship with University of Dayton's School of Engineering. Mr. LaDuca holds a BFA with Honors in Performance Studies from the University of Illinois, Urbana-Champaign and a BFA in Directing for the Stage and Screen from the Johnny Carson School of Theatre and Film at the University of Nebraska - Lincoln. His professional experience includes work at both his alma mater institutions, University of Notre Dame, Northwestern University, University of Chicago and most recently the University of Dayton.
Abstract
With the changed focus of science education due to the Next Generation Science Standards (NGSS), K-12 teachers are becoming increasingly more knowledgeable about engineering and the engineering design process. This knowledge comes from a variety of programs and experiences, many of which provide the teachers with an opportunity to develop Science, Technology, Engineering, Art and Mathematics (STE(A)M) curriculum or activities that they can take back and use in their classroom. This paper will describe such a program and explore how an applied creativity mindset could be used to drive process oriented, innovative learning in engineering for teachers and also help them develop highly engaging curriculum. As part of an engineering research program for teachers, K-12 teachers participated in a curriculum ideation day at the PLACE. The goal of the PLACE is to empower participants to confidently develop the imaginative and creative skills necessary for ‘humanity-centered’ innovation that enables humans to flourish, while impacting today’s innovative and global workforce. Central to the PLACE is the use of practices and processes employed across the spectrum of creative identities, such as sculpture, music, creative writing, installation art and more. By having the teachers engage in the ideation process and then later use the engineering design process to create curriculum they were able to engage in the process of engineering design in the context of their normal subject expertise. These experiences helped to create a mindset for collaboration and creativity in problem solving with curriculum design that resulted in curriculum ideas that incorporated creativity, engineering design process, curriculum content depth and subject integration. Qualitative data suggests that the teachers gained a great deal from the ideation process including innovative classroom techniques to inspire creativity and problem definition strategies in the engineering design process.
Doudican, B., & Pinnell, M., & LaDuca, B. L. (2017, June), Board # 87 : Employing Applied Creativity and the Engineering Design Process in the Development of K-12 STE(A)M Curriculum (Work in Progress) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--27944
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