June 22, 2008
June 22, 2008
June 25, 2008
K-12 & Pre-College Engineering
13.620.1 - 13.620.18
Formative Evaluation of a Professional Development Program for High School Teachers Infusing Engineering Design into the Classroom
Engineering as a recognized elementary and secondary school subject within the United States has recently received attention from the science, technology education and engineering communities. Benchmarks for Science Literacy includes “the designed world” as a standard.1 Engineering design is directly addressed by four of the 20 Standards for Technological Literacy.2 The American Society for Engineering Education (ASEE) has launched a large K-12 effort to make engineering concepts more accessible to teachers, students and parents [http://www.engineering12.org]. The establishment of the K-12 and Pre-College Engineering Division of ASEE in 2004 was a significant event in the development of engineering as a subject for K-12.
For engineering to emerge as a recognized primary and secondary school subject, a number of questions must be addressed, including:
What are the most important engineering concepts and skills that students of differing interests and aptitudes should master?
What instructional practices are necessary for effective teaching of engineering to diverse student populations?
What are the most effective practices for assessing student understanding and skills?
What teacher professional development and pre-service programs are needed for implementing effective engineering education curriculum, teaching and assessment?
The National Center for Engineering and Technology Education (NCETE) is addressing many of these questions in its role as a National Science Foundation Center for Learning and Teaching. The Centers for Learning and Teaching (CLT) aim to enrich and diversify the national infrastructure for instruction in K-12, undergraduate and graduate education in science, technology, engineering and mathematics (STEM). Each center focuses on a particular set of nationally significant issues related to STEM education. NCETE is a CLT composed of a collaborative network of scholars with backgrounds in technology education, engineering and related fields. Its mission is to build capacity in technology education and to improve the understanding of the learning and teaching of all high school students and teachers as they apply engineering design processes to technological problems. One of the NCETE capacity-building thrusts is professional development. NCETE strives to enhance national capability by generating
Cullum, J., & Hailey, C., & Householder, D., & Merrill, C., & Dorward, J. (2008, June), Formative Evaluation Of A Professional Development Program For High School Teachers Infusing Engineering Design Into The Classroom Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. https://peer.asee.org/3628
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2008 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015