Informing Authentic P-12 Engineering Outreach Efforts
- Conference
- Location
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Virtual
- Publication Date
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April 9, 2021
- Start Date
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April 9, 2021
- End Date
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April 10, 2021
- Page Count
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8
- DOI
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10.18260/1-2--36304
- Permanent URL
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https://peer.asee.org/36304
- Download Count
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320
Paper Authors
Jamie R Gurganus University of Maryland Baltimore County
Dr. Jamie Gurganus is the undergraduate program coordinator and a faculty member in the Mechanical Engineering Department at UMBC, Director for the Center for the innovative, teaching, research and learning and she is the Associate Director of Engineering Education Initiatives at COEIT. Her research is focused on solving problems relating to educating and developing engineers, teachers, and the community at all levels (k12, undergraduate, graduate, post-graduate and faculty development). She seeks to identify best practices and develop assessments methods that assist faculty and teachers with student engagement, helping them to navigate the various pathways in STEM. A few of these key areas include engineering identity and mindsets, first year experiences in engineering, integrating service learning into the engineering classroom, implementing new instructional methodologies, and design optimization using additive manufacturing. Dr. Gurganus collaborates with a number of industry partners and consults throughout Maryland in STEM education initiatives. In 2019, Dr. Gurganus received the Northern Maryland Technology Council Leader Award in STEM education. She has written curricula and published a number of works in engineering education, including a Statics workbook for undergraduate engineering students. She is the Director of Innovation Programs and Operations for the non-profit research collaborative, Advancing Engineering Excellence in P-12 Engineering Education. Dr. Gurganus teaches several first and second year Mechanical Engineering classes along with the Mechanical Engineering Senior Capstone design course for UMBC.
Tanner J Huffman The College of New Jersey
Dr. Tanner Huffman is an assistant professor in the Department of Integrative STEM Education and Director of the Center for Excellence in STEM Education in School of Engineering at The College of New Jersey. Dr. Huffman has served as a board member of the American Society of Engineering Education’s Precollege Engineering Education Division; as an advisor for Carnegie Mellon University's CREATE Lab Satellite Network; as a committee member on the National Academy of Engineering project, Educator Capacity Building in PreK-12 Engineering Education; and advises the NSF funded INCLUDES project, STEM PUSH Network at the University of Pittsburgh.
Malinda S Zarske University of Colorado Boulder
Malinda Zarske is the Associate Director with the Engineering Plus program at the University of Colorado Boulder and Chair of ASEE's Commission on P12 Engineering Education. She teaches undergraduate product design and core courses through Engineering Plus as well as STEM education courses for pre-service teachers through the CU Teach Engineering program. Her primary research interests include the impacts of project-based service-learning on student identity - especially women and nontraditional demographic groups in engineering - as well as pathways and retention to and through K-12 and undergraduate engineering, teacher education, and curriculum development. She is passionate about hands-on engineering design for every student, at every age level.
Abstract
The Framework for P-12 Engineering Learning was developed through a synergistic collaboration of teachers, school administrators, and researchers alongside the leaders of the Advancing Excellence in P-12 Engineering Education (AE3) research collaborative and the American Society of Engineering Education. The framework provides practical guidance by identifying common P-12 engineering learning goals that all students should reach to become engineering literate. The Framework aims to add structure and coherence to the P-12 engineering community by serving as a foundation for the development of any and all engineering programs in schools, informing state and national standards-setting efforts, and providing the research community with a common “starting point” to better investigate and understand P-12 engineering learning. Key among the implementation targets for the Framework is educational outreach programs at schools and colleges of engineering through the country. These outreach programs reach thousands of students in every state and territory in the United States. Many of these programs, such as University of Colorado's TeachEngineering initiative, provide services to P-12 schools including high quality teacher professional develop and access to curricular resources. The following paper will describe how the Framework and documents such as the Standards for Preparation and Professional Development for Teachers of Engineering can advance outreach efforts currently being carried out by engineering schools and colleges.
Gurganus, J. R., & Huffman, T. J., & Zarske, M. S. (2021, April), Informing Authentic P-12 Engineering Outreach Efforts Paper presented at Middle Atlantic ASEE Section Spring 2021 Conference, Virtual . 10.18260/1-2--36304
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