Designing the Future: Integrating cutting-edge design and manufacturing tools into 9th and 10th grade STEM education

Ismail Fidan; Julie C Baker

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Teaching - Best Practices
Tagged Division: Manufacturing
Page Count: 10
Page Numbers: 23.383.1 - 23.383.10
DOI: 10.18260/1-2--19397
Permanent URL: https://et.slot31.online/19397
Download Count: 397

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Paper Authors

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Ismail Fidan Ph.D. Tennessee Technological University orcid.org/0000-0002-4233-1049

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Dr. Ismail Fidan is a faculty member at the College of Engineering of Tennessee Technological University. His research and teaching interests are in additive manufacturing, electronics manufacturing, distance learning, and STEM education. Dr. Fidan is a member and active participant of SME, ASME, IEEE, and ASEE. He is also the Associate Editor of IEEE Transactions on Components, Packaging, and Manufacturing Technology.

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Julie C Baker Ph.D. Tennessee Technological University

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Dr. Julie Baker is currently the interim assistant dean in the College of Education at Tennessee Technological University. She has taught graduate research courses as well as secondary education-English courses in Curriculum and Instruction at TTU. Also, she worked as literacy coach and high school English teacher. She holds a Ph.D. in Exceptional Learning with a concentration in Literacy. Dr. Baker's research interests are in adolescent literacy and STEM education.

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Abstract

Designing the Future: Integrating the cutting-edge design and manufacturing tools into 9th and 10th grade STEM education ______________________________ ______________________________ ______________________________Designing the future is a newly funded - - - - (----) Professional Development project targeted to9th and 10th grade STEM teachers, and is focused to Curriculum Development through Project-based Inquiry using Design and Modeling Tools. The content focus of this project is Math,Science, and CTE concepts of engineering, 3D modeling, design, programming, simulation, andadditive manufacturing. The content is aligned with the - Math (CCSS), Science, and CTEstandards for 9th and 10th grades including the embedded student performance standards forengineering and technology. Common Core State Standards in Math, - science and CTEstandards, and the STEM Academy standards are covered/integrated during the PD workshops. --- engineering and education faculty members co-teach the content modules in order to solidifythe content knowledge sets while they increase the learning and engagement of the teachers. Anumber of the state-of-the-art teaching with technology concepts are an essential part of thisproject as such additive manufacturing, remotely accessible rapid prototyping laboratory, 3Dprinting, computer-aided design, and simulation. These tools, along with pedagogical best-practices in secondary education, are modeled for teacher-participants through case studiespaired with problem-based learning and project-based inquiry. The teachers work together oncross-curricular teams to engage each other in the hands-on projects, then design units they cantake back to their own classrooms while aligning lessons to both state standards and the STEMAcademy standards of 3D Modeling. Throughout the professional development, all steps of thedesign process are captured electronically through www.-----.org to create digital instructionalmaterials that secondary teachers may incorporate into their classroom lessons.Project evaluation and analysis will include both qualitative and quantitative data elements.Approval from ----’s Institutional Review Board was secured for the project’s researchcomponent prior to the initial participant meeting. As a quantitative measurement teacher-participants will complete both a pre- and post-test addressing STEM content knowledge andpedagogy. Qualitative methods include participant interviews, discussion boards, journals andreflections.This paper will report the scope of the project, current PD activities, and their findings from thecurrently accomplished workshops.

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Format

Fidan, I., & Baker, J. C. (2013, June), Designing the Future: Integrating cutting-edge design and manufacturing tools into 9th and 10th grade STEM education Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19397

TY  - CPAPER
AB  - Designing the Future: Integrating the cutting-edge design and manufacturing                tools into 9th and 10th grade STEM education                           ______________________________                           ______________________________                           ______________________________Designing the future is a newly funded - - - - (----) Professional Development project targeted to9th and 10th grade STEM teachers, and is focused to Curriculum Development through Project-based Inquiry using Design and Modeling Tools. The content focus of this project is Math,Science, and CTE concepts of engineering, 3D modeling, design, programming, simulation, andadditive manufacturing. The content is aligned with the - Math (CCSS), Science, and CTEstandards for 9th and 10th grades including the embedded student performance standards forengineering and technology. Common Core State Standards in Math, - science and CTEstandards, and the STEM Academy standards are covered/integrated during the PD workshops. --- engineering and education faculty members co-teach the content modules in order to solidifythe content knowledge sets while they increase the learning and engagement of the teachers. Anumber of the state-of-the-art teaching with technology concepts are an essential part of thisproject as such additive manufacturing, remotely accessible rapid prototyping laboratory, 3Dprinting, computer-aided design, and simulation. These tools, along with pedagogical best-practices in secondary education, are modeled for teacher-participants through case studiespaired with problem-based learning and project-based inquiry. The teachers work together oncross-curricular teams to engage each other in the hands-on projects, then design units they cantake back to their own classrooms while aligning lessons to both state standards and the STEMAcademy standards of 3D Modeling. Throughout the professional development, all steps of thedesign process are captured electronically through www.-----.org to create digital instructionalmaterials that secondary teachers may incorporate into their classroom lessons.Project evaluation and analysis will include both qualitative and quantitative data elements.Approval from ----’s Institutional Review Board was secured for the project’s researchcomponent prior to the initial participant meeting. As a quantitative measurement teacher-participants will complete both a pre- and post-test addressing STEM content knowledge andpedagogy. Qualitative methods include participant interviews, discussion boards, journals andreflections.This paper will report the scope of the project, current PD activities, and their findings from thecurrently accomplished workshops.
AU  - Ismail Fidan Ph.D.
AU  - Julie C Baker Ph.D.
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Designing the Future: Integrating cutting-edge design and manufacturing tools into 9th and 10th grade STEM education
UR  - https://et.slot31.online/19397
DO  - 10.18260/1-2--19397
ER  -