Developing Elementary Engineering Schools:   From Planning to Practice and Results

Elizabeth A. Parry; Emily George Hardee; Lizette D. Day

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Focus on Elementary
Tagged Division: K-12 & Pre-College Engineering
Page Count: 14
Page Numbers: 25.429.1 - 25.429.14
DOI: 10.18260/1-2--21187
Permanent URL: https://peer.asee.org/21187
Download Count: 397

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Paper Authors

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Elizabeth A. Parry North Carolina State University

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Elizabeth Parry is an engineer and consultant in K-12 STEM (science, technology, engineering, and mathematics) Curriculum and Professional Development and the Coordinator of K-20 STEM Partnership Development at the College of Engineering at North Carolina State University. For the past 15 years, she has worked extensively with students from kindergarten to graduate school, parents, and pre-service and in-service teachers to both educate and excite them about engineering. As the Co-PI and Project Director of a National Science Foundation GK-12 grant, Parry developed a highly effective tiered mentoring model for graduate and undergraduate engineering and education teams, as well as a popular Family STEM event offering for both elementary and middle school communities.
Current projects include providing comprehensive professional development and program consulting for multiple K-8 STEM using engineering schools, serving as a regional partner for the Museum of Science, Boston’s Engineering is Elementary curriculum program, and participating in the Family Engineering project. She currently serves as the Chair of the American Society for Engineering Education K-12 and Pre-college Division. Other professional affiliations include the International Technology Education Association, the National Council of Teachers of Mathematics and the National Science Teachers Association and serving on the Board of Directors for the Triangle Coalition for STEM Education. Prior to joining NCSU, Parry worked in engineering and management positions at IBM Corporation for ten years and co-owned an informal science education business.

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Emily George Hardee Brentwood Magnet Elementary School of Engineering

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WCPSS

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Lizette D. Day Rachel Freeman School of Engineering

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Lizette Day is the STEM Coordinator at Rachel Freeman School of Engineering in Wilmington, N.C. She has more than 17 years of experience working with at-risk students in K-12 public education.

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Abstract

Developing Elementary Engineering Schools: From Planning to Practice and Results In XXXX, YYYY University has established a network of elementary schools in whichevery teacher and every student is experiencing integrated STEM through implementingengineering principles. For five years, the lead author has worked with partner schools and theirteachers, students, administrators and parents to provide professional development, materialssupport, co-teaching experiences, university outreach and extension, out of school opportunitiessuch as afterschool clubs and parent events and industry liaison assistance to support the visionof using engineering as the approach to instruction to develop age-level appropriate engineeringand technological literacy and overall student achievement in K-5 students. Co-authors are theSTEM coordinators from the two senior partner schools, who have been instrumental in thedevelopment and implementation of this collaborative effort. To date six schools, all Title I andmajority of students who are normally underrepresented in STEM, have partnered with theauthor and YYYY University. This paper will report the current status of implementation, modeldefinition, results and next steps of this five year effort. In early November, 2011, twenty four administrators, teachers and STEM coordinatorsfrom the partner schools will meet in XXXX, XX at YYYY University to begin to document theprogress to date, including: • Identification of common bodies of practice and implementation • Definition of adaptations/additions to the model for school specific needs • Compilation/comparison of results, including standardized testing and benchmark assessments as well as qualitative evaluations and assessments, including STEM notebooks • Development of a road map to integrated STEM using engineering • Documentation of lessons learned and new opportunities for moving forward in partner schools and replicating the model • Identification of barriers: outstanding or missing perspectives, measures, tools, etc.This meeting will provide the basis for the paper and the final effort will be a result ofcollaboration between the partner schools and the lead author to present a realistic, measurableand effective model for schools interested in integrated STEM using engineering at theelementary level.

Citation
Format

Parry, E. A., & Hardee, E. G., & Day, L. D. (2012, June), Developing Elementary Engineering Schools: From Planning to Practice and Results Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21187

TY  - CPAPER
AB  -                     Developing Elementary Engineering Schools:                         From Planning to Practice and Results        In XXXX, YYYY University has established a network of elementary schools in whichevery teacher and every student is experiencing integrated STEM through implementingengineering principles. For five years, the lead author has worked with partner schools and theirteachers, students, administrators and parents to provide professional development, materialssupport, co-teaching experiences, university outreach and extension, out of school opportunitiessuch as afterschool clubs and parent events and industry liaison assistance to support the visionof using engineering as the approach to instruction to develop age-level appropriate engineeringand technological literacy and overall student achievement in K-5 students. Co-authors are theSTEM coordinators from the two senior partner schools, who have been instrumental in thedevelopment and implementation of this collaborative effort. To date six schools, all Title I andmajority of students who are normally underrepresented in STEM, have partnered with theauthor and YYYY University. This paper will report the current status of implementation, modeldefinition, results and next steps of this five year effort.       In early November, 2011, twenty four administrators, teachers and STEM coordinatorsfrom the partner schools will meet in XXXX, XX at YYYY University to begin to document theprogress to date, including:           •   Identification of common bodies of practice and implementation           •   Definition of adaptations/additions to the model for school specific needs           •   Compilation/comparison of results, including standardized testing and benchmark               assessments as well as qualitative evaluations and assessments, including STEM               notebooks           •   Development of a road map to integrated STEM using engineering           •   Documentation of lessons learned and new opportunities for moving forward in               partner schools and replicating the model           •   Identification of barriers: outstanding or missing perspectives, measures, tools,               etc.This meeting will provide the basis for the paper and the final effort will be a result ofcollaboration between the partner schools and the lead author to present a realistic, measurableand effective model for schools interested in integrated STEM using engineering at theelementary level.
AU  - Elizabeth A. Parry
AU  - Emily George Hardee
AU  - Lizette D. Day
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Developing Elementary Engineering Schools:   From Planning to Practice and Results
UR  - https://peer.asee.org/21187
DO  - 10.18260/1-2--21187
ER  -