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Session 2793

Design, Engineering, and Technological Expansion for K-12 Teachers

Mary R. Anderson-Rowland, Dale R. Baker, Debra L. Banks, Peter E. Crouch, D. L. Evans, Antonio A. Garcia, Cheryl G. Gengler, Stephen J. Krause, Sharon E. Robinson Kurpius, James A. Middleton, Chell A. Roberts, Senay Yasar

Arizona State University

Abstract

The mission for this National Science Foundation supported project is to design education programs that prepare pre-service and in-service (undergraduate and graduate) teachers to understand and incorporate Design, Engineering & Technological (DET) concepts into science and mathematics curricula in ways that meet the science and technological standards. The vision for the post-planning and implementation phase is for teachers to understand more about the designed (i.e., technological) world and how it is created. With this knowledge, we submit that teachers will be better able to engage their students through project-based learning that concurrently builds their understanding of science and mathematics, as well as engineering/technology. The object is to plan ways to ultimately institutionalize the ideas being pursued so that DET- intensive courses co-taught by both education faculty and engineering faculty are sustainable. This program is aimed at increasing the scientific and technological literacy of all students, with particular emphasis on underrepresented minorities and women.

Arizona State University has had several programs aimed at in-service training of teachers, counselors, and administrators to better understand DET and to teach to the standards, particularly those standards that involve DET concepts. However, the institution currently offers no pre-service or graduate courses for education majors that address DET concepts and processes. This project is intended to remedy that situation, using the knowledge and interest of faculty in both the College of Engineering and the College of Education. To facilitate the transition to sustainability, we have 1) conducted a needs assessment so that what is developed will meet the needs of schools, teachers, curricula, and the university, and 2) involved all of the stakeholders in the design of the DET courses so that there is acceptance by all parties involved. Success will be demonstrated through the existence and sustainability of the educational courses and modules in pre-service and graduate education programs, the numbers and knowledge of new teachers emerging from these programs, and the impact on their students’ understanding of science, mathematics, and DET. A set of recommendations for a comprehensive plan for bridging engineering and education will be developed.

This paper will report on the analysis of the needs assessment, the course development, and plans for integrating DET in pre-service teacher education.

Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education

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Middleton, J., & Gengler, C., & Garciq, A., & Evans, D. L., & Robinson Kurpius, S., & Crouch, P., & Baker, D., & Anderson-Rowland, M., & Roberts, C., & Krause, S. (2003, June), Design, Engineering, And Technological Expansion For K 12 Teachers Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11559