Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
NSF Grantees Poster Session
Engineering is emerging as an important topic in US K–12 education and is finding its way into standards, instructional materials, and assessments. As the landscape continues to grow and evolve, educators, administrators, and policymakers must consider the capacity of the education system to meet current and anticipated needs for K–12 teachers of engineering. What do they need to know and be able to do in order to be effective, and where and how might they develop such expertise? To help answer these and related questions, INSTITUTION convened an expert committee to conduct extensive data gathering and analysis. The goal of the project was to understand current and anticipated future needs for engineering-literate K–12 educators and suggest how to meet these needs. The committee charge included eight questions in three areas:
The Preparation of K–12 Engineering Educators 1. What is known from education and learning sciences research about effective preparation of K–12 educators to teach about engineering? 2. What appear to be the most promising educator-preparation practices currently in use? 3. What additional research is needed to improve and expand effective approaches for preparing K–12 engineering educators?
Professional Pathways for K–12 Engineering Educators 4. What formal (e.g., state certification) and informal (e.g., “badging”) mechanisms are being used to recognize expertise and support career pathway options for K–12 teachers of engineering? 5. What formal and informal credentialing mechanisms from domains other than education might be adapted or adopted to recognize expertise and support career pathway options for K–12 teachers of engineering? 6. What are the practical and policy impediments to instituting effective credentialing for K–12 engineering educators, and how they might be addressed?
The Role of Higher Education 7. What roles do or might postsecondary institutions, including but not limited to four-year engineering and engineering technology programs, play in the preparation of K–12 engineering educators? 8. What are the practical and policy impediments to involving higher education in the preparation of K–12 engineering educators, and how might they be addressed?
The report will be released in early 2020. The full paper and poster will provide the conclusions and recommendations from the committee’s work. This work is supported by the National Science Foundation (NSF) Division of Engineering Education & Centers (ENG/EEC).
Cady, E., & Pearson, G. (2020, June), Building Educator Capacity in K-12 Engineering Education Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34239
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