Harlan, J. M., & Van Haneghan, J., & Dean, M. D., & Pruet, S. A. (2015, June), Evaluating the Impact of Curriculum-Integrated Engineering Design Modules in Middle Grades Classrooms   Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24028

\bibitem{asee_peer_24028}
  Harlan, J. M., \& Van Haneghan, J., \& Dean, M. D., \& Pruet, S. A. (2015, June), \emph{Evaluating the Impact of Curriculum-Integrated Engineering Design Modules in Middle Grades Classrooms }
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24028

Jessica M Harlan, James Van Haneghan, Melissa Divonne Dean, and Susan A. Pruet.  "Evaluating the Impact of Curriculum-Integrated Engineering Design Modules in Middle Grades Classrooms ".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24028 Internet.  15 Dec, 2024

\bibitem{asee_peer_24028}
  Jessica M Harlan, James Van Haneghan, Melissa Divonne Dean, and Susan A. Pruet.
  "Evaluating the Impact of Curriculum-Integrated Engineering Design Modules in Middle Grades Classrooms ".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24028 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_24028
author = "Jessica M Harlan, James Van Haneghan, Melissa Divonne Dean, and Susan A. Pruet"
title = "Evaluating the Impact of Curriculum-Integrated Engineering Design Modules in Middle Grades Classrooms "
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24028}
number = {10.18260/p.24028}
}

TY  - CPAPER
AB  -   Evaluating the Impact of Curriculum-Integrated Engineering Design          Modules in Middle Grades Classrooms (Evaluation)   The X Modules were developed as the middle grades part of a current K-12partnership driven effort to meet a community’s 21st century workforce needs. Theyhave been collaboratively implemented over five years in middle grades classrooms bymath and science teachers. One purpose of the middle grades X Modules is to positivelyaffect students’ beliefs about and interest in STEM (Science, Technology, Engineeringand Mathematics). Additionally, the X Modules aim to improve student STEMperformance, including engineering habits of mind. While the X Modules weredeveloped prior to development of the Next Generation Science Standards (NGSS), the XModules support the following NGSS standards:    MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient      precision to ensure a successful solution, taking into account relevant scientific      principles and potential impacts on people and the natural environment that may      limit possible solutions.    MS-ETS1-2: Evaluate competing design solutions using a systematic process to      determine how well they meet the criteria and constraints of the problem    MS-ETS1-3: Analyze data from tests to determine similarities and      differences among several design solutions to identify the best characteristics of      each that can be combined into a new solution to better meet the criteria for success.    MS-ETS1-4: Develop a model to generate data for iterative testing and modification      of a proposed object, tool, or process such that an optimal design can be achieved   The partnership between the ABC Foundation, University of XYZ, and the localschool district to implement these modules over five years has served as a catalyst fordistrict level STEM reform. STEM reform related to the X Modules is defined as localcurriculum standards that require using engineering design challenges and the relateddesign process to integrate required mathematics and science content for all middlegrades students as they develop solutions to problems of relevance in the world today.Engineering is defined “to mean any engagement in a systematic practice of design toachieve solutions to particular human problems.”   As part of a National Science Foundation award, a longitudinal comparison study ofthe impact of the X Modules has been completed. There is evidence that participation inthe X Modules has a positive impact on participating students, as well as teachers. Inaddition to early indications of the Modules’ impact on students and teachers, oneimpressive result is the impact of the Modules on the large, diverse school district inwhich they have been implemented, (65,000 students, 100 schools, 70% poverty, 50%African American). As a result of our efforts, the School District has reformed itsscience and mathematics curricula to now require the implementation of engineeringdesign challenges as the integrator of the STEM disciplines.
AU  - Jessica M Harlan
AU  - James Van Haneghan
AU  - Melissa Divonne Dean
AU  - Susan A. Pruet
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Evaluating the Impact of Curriculum-Integrated Engineering Design Modules in Middle Grades Classrooms 
UR  - https://peer.asee.org/24028
DO  - 10.18260/p.24028
ER  -