Introducing Engineering into the Dominican Republic Classroom:  Teacher Workshops

Kenneth Reid; Tyler J Hertenstein; Morgan Sperry; Debra Kay Gallagher; Stacy McClelland

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: K-12 Professional Development I
Tagged Division: K-12 & Pre-College Engineering
Page Count: 10
Page Numbers: 23.816.1 - 23.816.10
DOI: 10.18260/1-2--19830
Permanent URL: https://peer.asee.org/19830
Download Count: 314

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Paper Authors

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Kenneth Reid Ohio Northern University

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Dr. Kenneth "Ken" Reid is the director of First-Year Engineering, director of Engineering Education and an associate professor in Electrical and Computer Engineering and Computer Science at Ohio Northern University. He was the seventh person in the U.S. to receive a Ph.D. in Engineering Education from Purdue University. He is active in engineering within K-12, serving on the TSA Boards of Directors and over ten years on the IEEE-USA Precollege Education Committee. He was named the Herbert F. Alter chair of Engineering in 2010. His research interests include success in first-year engineering, introducing entrepreneurship into engineering, international service and engineering in K-12.

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Tyler J Hertenstein Ohio Northern University

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Tyler Herternstein is a sophomore studying engineering education at Ohio Northern University, where he currently resides as president and co-founder of a student chapter of ASEE. Previously, Hertenstein has co-authored two papers for the 2012 ASEE North-Central conference. At ONU, Hertenstein is also involved in the Dean's advisory team, Alpha Lambda Delta, Phi Eta Sigma, the yearly STEM day, and Northern Engineers without Boundaries.

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Morgan Sperry

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Debra Kay Gallagher Ohio Northern University

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Dr. Debra Gallagher is an assistant professor of Education at Ohio Northern University. She teaches courses in Middle Childhood Methods, Math Methods, and Science Methods. Dr. Gallagher is involved in designing and presenting professional development opportunities for K-12 math and science teachers. She has received several grants and is currently the Co-PI of an Ohio Board of Regents Improving Teacher Quality Grant. Dr. Gallagher serves as the president of the Ohio Council of Teachers of Mathematics and her research interests include STEM Education in K-12.

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Stacy McClelland

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Abstract

Introducing Engineering into the Dominican Republic Classroom: Teacher WorkshopsFirst-year students entering engineering at are engaged in a year-long Introductionto Engineering course sequence. The second semester of this sequence is a first-year cornerstonecourse in which all engineering students propose and design a device to alleviate some effect ofpoverty in an assigned population. is also in their second year of an innovative,new and unique Bachelor of Science degree in Engineering Education. Tying these opportunitiestogether resulted in the development of workshops to introduce engineering, math and scienceinto classrooms in the Dominican Republic.A team from visited a series of three schools affiliated with Solid RockInternational in the Dominican to introduce hands-on math concepts to teachers from classroomswith 3 year olds through high school. Over 100 teachers who teach over 2,200 students attendedthe program and were introduced to activities available on the IEEE tryengineering.org web site.These activities are typically part of the IEEE Teacher In Service Program (TISP), which isdesigned to train engineers to hold in-service workshops for teachers who then take hands-onengineering projects into their classroom. Teachers are provided with lesson plans (available inEnglish and Spanish), tied to educational standards in the United States. Each activity isdesigned to be inexpensive (often less than U.S. $10 for a classroom). This program has beensuccessfully implemented throughout the United States for over ten years and has seen verylimited international expansion to countries with a strong IEEE presence.This paper will discuss the very successful workshops, including assessment collected at theconclusion of each workshop. The structure of the workshops and the involvement opportunitiesfor the undergraduate students who participated will also be described. Finally, results from anassessment visit to collect qualitative data from teachers and principals who attended theworkshop will be presented.This paper will be of interest to programs with available international service opportunities forundergraduate students or programs interested in innovative activities to introduce engineeringinto K-12.

Citation
Format

Reid, K., & Hertenstein, T. J., & Sperry, M., & Gallagher, D. K., & McClelland, S. (2013, June), Introducing Engineering into the Dominican Republic Classroom: Teacher Workshops Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19830

TY  - CPAPER
AB  -        Introducing Engineering into the Dominican Republic Classroom:                            Teacher WorkshopsFirst-year students entering engineering at  are engaged in a year-long Introductionto Engineering course sequence. The second semester of this sequence is a first-year cornerstonecourse in which all engineering students propose and design a device to alleviate some effect ofpoverty in an assigned population.  is also in their second year of an innovative,new and unique Bachelor of Science degree in Engineering Education. Tying these opportunitiestogether resulted in the development of workshops to introduce engineering, math and scienceinto classrooms in the Dominican Republic.A team from  visited a series of three schools affiliated with Solid RockInternational in the Dominican to introduce hands-on math concepts to teachers from classroomswith 3 year olds through high school. Over 100 teachers who teach over 2,200 students attendedthe program and were introduced to activities available on the IEEE tryengineering.org web site.These activities are typically part of the IEEE Teacher In Service Program (TISP), which isdesigned to train engineers to hold in-service workshops for teachers who then take hands-onengineering projects into their classroom. Teachers are provided with lesson plans (available inEnglish and Spanish), tied to educational standards in the United States. Each activity isdesigned to be inexpensive (often less than U.S. $10 for a classroom). This program has beensuccessfully implemented throughout the United States for over ten years and has seen verylimited international expansion to countries with a strong IEEE presence.This paper will discuss the very successful workshops, including assessment collected at theconclusion of each workshop. The structure of the workshops and the involvement opportunitiesfor the undergraduate students who participated will also be described. Finally, results from anassessment visit to collect qualitative data from teachers and principals who attended theworkshop will be presented.This paper will be of interest to programs with available international service opportunities forundergraduate students or programs interested in innovative activities to introduce engineeringinto K-12.
AU  - Kenneth Reid
AU  - Tyler J Hertenstein
AU  - Morgan Sperry
AU  - Debra Kay Gallagher
AU  - Stacy  McClelland
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Introducing Engineering into the Dominican Republic Classroom:  Teacher Workshops
UR  - https://peer.asee.org/19830
DO  - 10.18260/1-2--19830
ER  -