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Building Capacity for Preparing Teacher-Engineers for 21st Century Engineering

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Collection

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

NSF Grantees’ Poster Session

Tagged Division

Division Experimentation & Lab-Oriented Studies

Tagged Topic

NSF Grantees Poster Session

Page Count

5

Page Numbers

24.242.1 - 24.242.5

Permanent URL

https://peer.asee.org/20133

Download Count

37

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Paper Authors

biography

Elsa Q. Villa University of Texas, El Paso

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Elsa Q. Villa, Ph.D., is a research assistant professor at The University of Texas at El Paso (UTEP) in the College of Engineering and is Co-Director of the Center for Research in Engineering and Technology Education (CREaTE). Dr. Villa received her doctoral degree in curriculum and instruction from New Mexico State University; she received a Master of Science degree in Computer Science and a Master of Arts in Education from UTEP. She has led and co-led numerous grants from corporate foundations and state and federal agencies, and has numerous publications in refereed journals and edited books. Her research interests include communities of practice, gender, transformative learning, and identity.

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biography

Peter Golding CPEng University of Texas, El Paso

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Director, Center for Research in Engineering Education and Provost Faculty in Residence at the Center for Excellence in Teaching and Learning at The University of Texas at El Paso.

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Abstract

Building Capacity for Preparing Teacher-Engineers for 21st Century EngineeringIn partnership with colleges of education and science, an engineering college has funding fromthe National Science Foundation to build capacity for successful implementation of anundergraduate program in engineering to produce effective and knowledgeable teacher-engineerswho understand current knowledge of how people learn and who implement pedagogicalapproaches using this understanding.The following goals will achieve this overarching goal: Goal 1: Build the infrastructure for producing effective and knowledgeable teacher- engineers who will teach in K-12 settings. Goal 2: Strengthen partnerships among the university colleges and local school districts to support successful development of teacher-engineers.The program re-designs engineering course curricula with an aim of coupling these re-designedcourses with existing education courses to eventually be integrated with field experiences in K-12 classrooms. Collectively these infuse a practice-based approach to learning to produceteacher-engineers who understand in deep ways the pedagogical and technical content ofteaching, learning, and engineering.The project builds a unique infrastructure incorporating inquiry-based learning both in theoryand in practice. This research-based learning theory deepens students’ conceptual understandingas they explore and make sense of phenomena on their own terms. Relevant education coursesprovide the theoretical underpinnings of inquiry teaching and learning, and the re-design ofengineering course curricula from traditional lecture to problem-based learning (a form ofinquiry) provides the practice of the theory. This theory-informs-practice model provides futureteacher-engineers with the knowledge and experience to teach in such a manner that bothengages K-12 students in their learning and exciting them about engineering as a career option.

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