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Developing Resources For Aligning K 12 Engineering Education To State Education Standards In Texas

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2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Emerging Trends in Engineering Education Poster Session

Page Count


Page Numbers

10.441.1 - 10.441.14



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Paper Authors

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John R. Chandler

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A. Dean Fontenot

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2005-2109

Developing Resources for Aligning K-12 Engineering Education to State Education Standards in Texas A. Dean Fontenot, John R. Chandler, Robert Waller, Betsy O. Carpenter, Malli Travis and Marti Smith College of Engineering, Texas Tech University/ Birdville Independent School District/ Lubbock Independent School District.


This article discusses the efforts of the Texas Tech University College of Engineering to provide engineering resources, content, and training for K-12 teachers that meet standards mandated by the Texas Education Agency. In the summer of 2004, we brought in a consultant to work with nine area public school teachers (elementary through high school) to align our Pre-College Engineering/Architecture Academy (PEAP) curriculum with the Texas Essential Knowledge and Skills (TEKS). One result of the workshop is an eight volume set of Engineering Resources for the TEKS and a plan to vertically and horizontally align engineering curriculum within a group of schools in area of Lubbock with predominate populations of low-income African-American and Hispanic students. To support this Engineering Resource Guide and to help teachers introduce engineering concepts and skills to their students, TTU Engineering students act as mentors and facilitators in the K-12 classrooms. These student mentors work in the classrooms of teachers that have participated in a Pre-college Engineering/Architecture Academy Program (PEAP) professional development workshop. The benefits are three-fold: 1) The teacher has someone with engineering knowledge and TTU Engineering faculty contacts, in the classroom; 2) The K-12 students have role models they can relate to; and 3) The University students get mentoring experience, community service experience, and the satisfaction of making a positive contribution as role models to students who otherwise rarely have an opportunity to interact with the college community. This paper will be coauthored by members of the team that participated in this program, and will look at the development of the K-12 Engineering Resources from the perspectives of the public school teachers, the student-mentors, and from program administrators in the TTU Engineering Dean’s Office.


A significant emphasis that emerged from the 2004 Leadership Workshop on K-12 Engineering Outreach, hosted by ASEE, was the need for states to adopt standards for engineering education. Massachusetts’s Department of Education has led the way by being the first state to adopt engineering into the core curriculum for K-12 education by enacting state standards for engineering1; and although other state education departments have engineering listed as part of their curriculum inventory—Texas Department of Education (TEA) lists Engineering Principals I and II—the classes are traditionally instructional technology courses that do not necessarily include concepts and skills that Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005 American Society for Engineering Education

Chandler, J. R., & Fontenot, A. D. (2005, June), Developing Resources For Aligning K 12 Engineering Education To State Education Standards In Texas Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14829

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