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Building a Framework to Evaluate the Inclusion of Engineering in State K-12 STEM Education Academic Standards

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2012 ASEE Annual Conference & Exposition


San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012



Conference Session

Standards and K-12 Engineering

Tagged Division

K-12 & Pre-College Engineering

Page Count


Page Numbers

25.276.1 - 25.276.22



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Paper Authors


Tamara J. Moore University of Minnesota, Twin Cities Orcid 16x16

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Tamara J. Moore is the Co-director of the University of Minnesota’s STEM Education Center and an Assistant Professor of mathematics and engineering education in the Department of Curriculum and Instruction. Her research is centered on the integration of STEM concepts in K-12 and higher education mathematics and engineering classrooms. Her research agenda focuses on models and modeling as a curricular approach and working with educators to shift their expectations and instructional practice to facilitate effective STEM integration.

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Micah S. Stohlmann University of Minnesota

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Micah Stohlmann is a math education doctoral candidate in Curriculum and Instruction at the University of Minnesota where he also received his M.Ed. in math education. He also is minoring in statistics education. Previously, he taught high school math in California and Minnesota. His research interests include STEM integration, cooperative learning, elementary education, and the effective use of technology.

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Jennifer A. Kersten University of Minnesota

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Kristina Maruyama Tank University of Minnesota

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Aran W. Glancy University of Minnesota

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Building a Framework to Evaluate the Inclusion of Engineering in State K-12 STEM Education Academic StandardsOver the past several years, the increased energy behind the STEM integration movement hasinspired the addition of more and more engineering related content to the K-12 landscape.National standards for engineering are also just now coming into the landscape. As states beginto add engineering to their standards, the question becomes, “What constitutes a qualityengineering education at the K-12 level?” Whether within a core math or science course, or asa stand alone program, certain approaches, problem solving strategies, and ethical or socialconsiderations are unique to engineering and set it apart from those other subjects. Identifyingthose characteristics necessary for success in engineering education, will help states, districts,schools, and teachers to evaluate the engineering skills and knowledge that they will beimplementing in the classroom.The purpose of this paper is to present the development of a framework to be used to assessacademic standards related to engineering. Using the ABET Program Outcomes (Criteria 3 a-k)as our starting point, we examined the literature and national documents in the field related toeach outcome, with particular focus on related K-12 literature. From this, we developed a rubricfor evaluating engineering content standards at the primary and secondary level. This paper willdescribe the development of the rubric and include how the rubric can be used to assess STEMeducation academic standards at the state level.

Moore, T. J., & Stohlmann, M. S., & Kersten, J. A., & Tank, K. M., & Glancy, A. W. (2012, June), Building a Framework to Evaluate the Inclusion of Engineering in State K-12 STEM Education Academic Standards Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21034

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