Formative Evaluation Of A Professional Development Program For High School Teachers Infusing Engineering Design Into The Classroom
- Conference
- Location
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Pittsburgh, Pennsylvania
- Publication Date
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June 22, 2008
- Start Date
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June 22, 2008
- End Date
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June 25, 2008
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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K-12 & Pre-College Engineering
- Page Count
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18
- Page Numbers
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13.620.1 - 13.620.18
- DOI
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10.18260/1-2--3628
- Permanent URL
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https://peer.asee.org/3628
- Download Count
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452
Paper Authors
Jodi Cullum Utah State University
Jodi Cullum is a doctoral student in the Experimental and Applied Psychology program at Utah State University. Her interests lie in outcomes research in health psychology and program evaluation more broadly. Jodi has been involved in numerous small-scale research studies in Canada and the United States as well as large-scale national projects. She has been involved in STEM evaluation for the National Center for Engineering and Technology Education since May 2007.
Christine Hailey Utah State University
Christine E. Hailey is a Professor and Senior Associate Dean in the College of Engineering at Utah State University. She is Director of the National Center for Engineering and Technology Education, an NSF-funded Center for Learning and Teaching. She is a member of the ADVANCE-US team, an NSF-funded program to address issues that impact female faculty's effectiveness and satisfaction in the four engineering and science colleges at Utah State.
Daniel Householder Utah State University
Daniel L. Householder is Co-Principal Investigator of the National Center for Engineering and Technology Education and holds visiting professorships in the College of Engineering at Utah State University and the College of Technology at Purdue University. He has been a program officer at the National Science Foundation and recently served as PI of an Advanced Technological Education project based at Hofstra University. He is a former faculty member at Iowa State University, Texas A&M University, and the University of Illinois; and taught in the public schools of New Jersey, Illinois, and North Carolina. He has served as president of the International Technology Education Association, president of the Council on Technology Teacher Education, and chair of the Mississippi Valley Technology Teacher Education Association.
Chris Merrill Illinois State University
Chris Merrill is an Associate Professor and serves as the Technology Education Program Coordinator in the Department of Technology at Illinois State University. Merrill has taught technology education since 1992 at both the high school and university levels. Currently, Dr. Merrill is a Co-Pi at ISU on the National Center for Engineering and Technology Education, and serves as both a PI and Co-PI on four separate Department of Education Mathematics and Science Partnership grants.
James Dorward Utah State University
James Dorward is a Professor of Elementary Education and Associate Dean for Research in the College of Education and Human Services at Utah State University.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Formative Evaluation of a Professional Development Program for High School Teachers Infusing Engineering Design into the Classroom
Introduction
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. 10.18260/1-2--3628
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