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ENGINEERING EMPOWERMENT IS MATHEMATICIANS COLLABORATING FOR CHILDREN: E2=MC2 Abstract

This study describes the development, implementation and evaluation of the first year of a three- year partnership between the Purdue School of Engineering and Technology at Indiana University Purdue University Indianapolis and the Metropolitan School District of Washington Township (MSDWT) located in Indianapolis, Indiana. Engineering Empowerment is Mathematicians Collaborating for Children (E2=MC2) is designed to improve mathematics instruction at the kindergarten through ninth grade level (K-9). A one-week intensive Summer Math Academy facilitated by faculty from the Purdue School of Engineering and Technology, MSDWT school district administrators, MSDWT lead teachers and guest presenters from the Institute of Electrical and Electronics Engineers (IEEE) is offered to a cohort of up to thirty MSDWT K-9 faculty. Monthly follow-up seminars are offered throughout the school year to teachers enrolled in the program to assist in supporting teachers in the creation of improved lessons and continued discourse in topics related to mathematics and engineering. This program is designed to increase teacher content knowledge of mathematics, increase teacher use of research-based instructional practices in mathematics, increase teacher understanding of how engineering and engineering technology concepts can be incorporated into lessons to improve student learning, increase the mathematics connections made to real life with a focus on a better understanding of engineering principals, and finally, to develop a partnership between higher education and a public school district so that resources and knowledge can be shared and applied with young students. In addition to a pre-post Teacher Self-Assessment Survey, the IEEE created and delivered a Teacher In-Service Presentation Questionnaire that contains demographic information, program question results and a comment section to all study participants who participated in the Summer Workshops. Results of these surveys are discussed and MSDWT student achievement data are provided and analyzed to determine if goals of the program were met. Finally, preliminary results of an independent evaluation of the E2=MC2 initiative is discussed and analyzed.

Introduction

Recently, the American Society for Engineering Education (ASEE) has embarked on an ambitious effort to promote and improve K-12 engineering and engineering technology education. Since 2003, the ASEE has created a new K-12 division dedicated to K-12 engineering education, created a guidebook for high school students called Engineering, Go for It! that has been distributed to almost 1 million secondary students, created an e-newsletter that reaches 10,000 secondary teachers, guidance counselors, and outreach program leaders, created the EngineeringK12 Center to gather in one place the most effective engineering education resources available to the K-12 community, and created a survey to understand what secondary teachers think of engineering as an academic and career pathway for their students.1 Finally, ASEE brought together leaders from industry and higher education along with K-12 teachers for a Leadership Workshop on K-12 Engineering Outreach, held just before the ASEE 2004 Annual Conference and Exposition in Salt Lake City, Utah. A paper detailing the results of that

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Feldhaus, C., & Reid, K., & Hylton, P., & Hart, M., & Rieke, K., & Gorham, D. (2007, June), Engineering Empowerment Is Mathematicians Collaborating For Children: E2 = Mc2 Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2268