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Engineering Teacher Education: Exploring Elementary Teacher Learning in an Online Certificate Program for In-Service Educators in Engineering

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

4

Permanent URL

https://peer.asee.org/37077

Download Count

55

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Paper Authors

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Merredith D. Portsmore Tufts University

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Dr. Merredith Portsmore is the Director for Tufts Center for Engineering Education and Outreach (www.ceeo.tufts.edu). Merredith received all four of her degrees from Tufts (B.A. English, B.S. Mechanical Engineering, M.A. Education, PhD in Engineering Education). Her research interests focus on how children engage in designing and constructing solutions to engineering design problems and evaluating students’ design artifacts. Her outreach work focuses on creating resources for K-12 educators to support engineering education in the classroom. She is also the founder of STOMP (stompnetwork.org), LEGOengineering.com (legoengineering.com) and the Teacher Engineering Education Program (teep.tufts.edu).

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Jessica Watkins Vanderbilt University

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Jessica Watkins is Assistant Professor of Science Education at Vanderbilt University.

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Rebecca D. Swanson Tufts Center for Engineering Education and Outreach

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Dr. Swanson is a postdoctoral research associate studying teacher learning in an online graduate-level engineering education program at Tufts University. Prior to joining the CEEO at Tufts, Dr. Swanson worked on research projects studying professional development of formal and informal science educators, learning through citizen science for adults and youth, and pre-service elementary teaching in informal science learning environments. Dr. Swanson received her PhD in Curriculum and Instruction in Science Education from the University of Colorado Boulder, and a BA in Molecular, Cellular, and Developmental Biology from University of California, Santa Cruz. Prior to graduate school, she was an elementary science educator for a small children's science center in California.

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Natalie Annabelle De Lucca Vanderbilt University

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Natalie De Lucca is a Ph.D. student in the Mathematics and Science Education specialization in the Learning, Teaching, and Diversity program at Vanderbilt University. Natalie's research aims to complicate optimism surrounding K-12 engineering curricular integration as a mechanism for educational equity. With a B.S. in engineering and as a former high school physics and engineering teacher, she is interested in how engineering disciplinary learning surfaces the sociohistorical context of schooling. Her work studying K-12 engineering learning and teaching explores connections between classroom-level interactions and broader social structures and systems.

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Abstract

Developing Teacher Noticing in Engineering in an Online Professional Development Program is an NSF DRK12 project that studies how K-12 teacher learning in engineering unfolds in an online graduate certificate program. The project is focused on understanding how online learning structures help develop teachers’ abilities to notice students’ engineering thinking. However, as the project has unfolded research has expanded to other areas of investigation. This paper and associated poster shares a summary of the project’s work to date.

Portsmore, M. D., & Watkins, J., & Swanson, R. D., & De Lucca, N. A. (2021, July), Engineering Teacher Education: Exploring Elementary Teacher Learning in an Online Certificate Program for In-Service Educators in Engineering Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37077

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