Kukreti, A. R., & Maltbie, C., & Steimle, J. (2015, June), Factors That Support Teacher Shift to Engineering Design  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24099

\bibitem{asee_peer_24099}
  Kukreti, A. R., \& Maltbie, C., \& Steimle, J. (2015, June), \emph{Factors That Support Teacher Shift to Engineering Design}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24099

Anant R. Kukreti, Catherine Maltbie, and Julie Steimle.  "Factors That Support Teacher Shift to Engineering Design".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24099 Internet.  24 Apr, 2024

\bibitem{asee_peer_24099}
  Anant R. Kukreti, Catherine Maltbie, and Julie Steimle.
  "Factors That Support Teacher Shift to Engineering Design".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24099 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_24099
author = "Anant R. Kukreti, Catherine Maltbie, and Julie Steimle"
title = "Factors That Support Teacher Shift to Engineering Design"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24099}
number = {10.18260/p.24099}
}

TY  - CPAPER
AB  -                  Factors That Support Teacher Shift to Engineering                            Design (RTP, Strand 1&4)As NGSS emphasizes the importance of students utilizing science and engineering practices,educators need to learn to shift their instructional practices from teacher-centered “stand anddeliver” lectures and “cookie cutter” labs to student-directed engineering design challenges. Auniversity-based program works with local middle school and high school teachers over twoyears to transform their classrooms into places where students collaboratively tackle real world,open-ended challenges by using the engineering design process.This paper will focus on three important factors to be included in professional development thatprepares teachers to incorporate engineering design process into the teaching of core sciencecontent. First, teachers need to experience engineering challenges themselves. By engaging inteamwork and collaboration, learning from failure, and experiencing the iterative nature of thedesign process for themselves, teachers can better identify with students. Second, professionaldevelopment programs must be structured such that teachers are accountable to create andimplement engineering design activities in their classrooms. It is not enough to sit in a workshopand listen to what others have done; teachers need to try engineering design in their ownclassrooms and experience the benefits over time as they refine those activities. Finally, teachersneed support and guidance as they create and implement engineering design modules. The keyto this program’s success are resource coaches, engineers and master teachers, who guide theteachers through the process of creating and implementing lessons incorporating engineeringdesign activities and provide invaluable feedback as teachers reflect on their own practice.Program evaluation focuses on teacher change in instructional practices, student growth incontent knowledge, and student engagement. By participating in engineering courses andpedagogy workshops, creating and implementing modules incorporating engineering designunique to their course content, and receiving continual support and guidance from a resourceteam of engineers and master educators, teachers report significant changes in their instructionalpractices over their two-year stint in the program. Teachers complete an instructional practicessurvey prior to program participation, at the program’s mid-point, and at the end of their two-year commitment. The survey measures the extent to which teachers incorporate keyinstructional practices associated with engineering design-based learning as well as their level ofconfidence in implementing those same practices. Results from a paired-sample t-test analysisindicate that there were statistically significant increases in the initial two cohorts’ reportedlevels of confidence for all current instructional practices listed between the pre-project and mid-project.In addition, teachers’ shift in practices to a student-centered, engineering design-based approachseems to support students’ growth in content knowledge. Included in each engineering designmodule created by teacher participants is a content-based pre and post-assessment. In a t-tail t-test of paired samples, 72 out of 77 initially created and evaluated units had a statisticallysignificant increase in scores from the pre-test to the post-test. Beyond effective contentdelivery, student engagement in engineering design challenges is high, as indicated by studentsurvey and teacher qualitative data.
AU  - Anant R. Kukreti
AU  - Catherine Maltbie
AU  - Julie Steimle
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Factors That Support Teacher Shift to Engineering Design
UR  - https://peer.asee.org/24099
DO  - 10.18260/p.24099
ER  -