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Engineering Implementation In Grades 6 12: Evaluation Of The Effectiveness Of A Workshop Model

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Inservice Teacher Engineering Education

Page Count

8

Page Numbers

10.552.1 - 10.552.8

Permanent URL

https://peer.asee.org/14445

Download Count

9

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Paper Authors

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Sudepta Shabhag

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Martha Cyr

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Bonniejean Boettcher

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Bree Carlson

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

Engineering Implementation in Grades 6-12: Evaluation of the Effectiveness of a Workshop Model

Bonniejean Boettcher, Bree Carlson, Martha Cyr, Sudeepta Shanbhag Worcester Polytechnic Institute, Worcester MA / University of Massachusetts Amherst, Amherst MA

Abstract

In order to assist math, science, and technology education teachers learn engineering design based content they can use in their classrooms, the Pre-College Engineering for Teachers (PCET) program [1] was developed to provide teachers with professional development training. Through this program, teachers can participate as Mentor teachers who attend a two week workshop called Tufts Engineering Mentor Institute (TEMI), or they can participate in the Satellite programs developed and run by the Mentor teachers the following year. After the introductory workshops, these cohorts of teachers return to their classrooms and implement engineering design projects with their students. One of four participating universities provides faculty and graduate student support to the Mentor teachers throughout the school year. These teachers then provide similar assistance to the participants of the satellite workshop. Thus far, the program has been completed at the high school level, and is in progress at the middle school level. This paper provides a review of the effectiveness of this workshop model at these first two levels.

Introduction

In Massachusetts, many middle school and high school educators need to increase their technical background in engineering and ability to integrate the engineering design process into their classrooms. This need is driven by the statewide curricula [2] and a high stakes testing system implemented throughout the Massachusetts public pre-college educational system [3]. The testing system assesses student knowledge in various areas of the state based curriculum frameworks and is known as the Massachusetts Comprehensive Assessment System (MCAS). The MCAS tests include a technology/engineering section that is presently assessed for students in grades 5, 8 and 10.

In an effort to support this need, a program entitled Pre-college Engineering for Teachers was started in 2002 by Tufts University with a grant from the National Science Foundation. The program will be completed in the summer of 2007, and its goal is to educate K-12 teachers about the engineering design process and to support them during the implementation of this content in their classrooms. The program creates partners between the teachers and the closest of four participating universities: Tufts University, the University of Massachusetts at Lowell, the University of Massachusetts at Amherst, and Worcester Polytechnic Institute.

“Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”

Shabhag, S., & Cyr, M., & Boettcher, B., & Carlson, B. (2005, June), Engineering Implementation In Grades 6 12: Evaluation Of The Effectiveness Of A Workshop Model Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14445

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