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Formative Evaluation Of A Professional Development Program For High School Teachers Infusing Engineering Design Into The Classroom

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Conference

2008 Annual Conference & Exposition

Location

Pittsburgh, Pennsylvania

Publication Date

June 22, 2008

Start Date

June 22, 2008

End Date

June 25, 2008

ISSN

2153-5965

Conference Session

Engineering Professional Development for K12 Teachers

Tagged Division

K-12 & Pre-College Engineering

Page Count

18

Page Numbers

13.620.1 - 13.620.18

Permanent URL

https://peer.asee.org/3628

Download Count

28

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Paper Authors

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Jodi Cullum Utah State University

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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.

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Christine Hailey Utah State University

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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.

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Daniel Householder Utah State University

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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.

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Chris Merrill Illinois State University

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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.

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James Dorward Utah State University

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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.

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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. 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