Berry, A., & DeRosa, D. (2015, June), K-12 Teachers as Curriculum Designers in Engineering Professional Development   Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24387

\bibitem{asee_peer_24387}
  Berry, A., \& DeRosa, D. (2015, June), \emph{K-12 Teachers as Curriculum Designers in Engineering Professional Development }
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24387

Ayora Berry and Don DeRosa.  "K-12 Teachers as Curriculum Designers in Engineering Professional Development ".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24387 Internet.  16 Jan, 2025

\bibitem{asee_peer_24387}
  Ayora Berry and Don DeRosa.
  "K-12 Teachers as Curriculum Designers in Engineering Professional Development ".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24387 Internet.  16 Jan, 2025

@INPROCEEDINGS{asee_peer_24387
author = "Ayora Berry and Don DeRosa"
title = "K-12 Teachers as Curriculum Designers in Engineering Professional Development "
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24387}
number = {10.18260/p.24387}
}

TY  - CPAPER
AB  -  K-12 TEACHERS AS CURRICULUM DESIGNERS IN ENGINEEERING         PROFESSIONAL DEVELOPMENT (RTP, Strand 4)This study investigates the effects of a curriculum design-based (CDB) professional developmentmodel on teacher attitudes and knowledge in K-12 engineering education. This model differsfrom other approaches to engineering professional development where teachers learn how to usea standard curriculum and adopt it in their classroom. In a CDB professional development modelteachers actively design lessons, student resources, and assessments for their classroominstruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDBprofessional development has been reported to (a) position teachers as architects of change, (b)provide a professional learning vehicle for educators to reflect on practices and develop contentknowledge, (c) give teachers a sense of ownership in curriculum decision-making, and (d) use aninstructional approach that is coherent with teachers’ interest and professional goals.Research and current trends in education identify a need to prepare teachers to design and useengineering curricula. Specifically, the Next Generation Science Standards include engineeringas a core subject-area; teachers are not adequately prepared to teach engineering; there is apaucity of engineering curricula in the K-12 community; and research on how people learnidentifies engineering instruction as an effective method to engage students in interdisciplinary,real world tasks. This study evaluates the effects of a CDB professional development program ontwenty-six K-12 teachers who participated in 62 hours of professional development over a 6month period. Participants learned about industry and education engineering concepts, testedengineering curricula, collaborated with K-12 educators and industry professionals, anddeveloped project-based engineering curriculum. Data was collected pre-, mid-, and post-program using teacher surveys and a curriculum evaluation instrument. Study results indicatepositive teacher reactions to the program, significant increases in teachers’ self-efficacy toincorporate engineering in their curriculum development, and analysis of teachers’ curriculumindicates alignment with NGSS practices and engineering core disciplinary ideas. Implicationsand directions for further research are discussed.
AU  - Ayora Berry
AU  - Don DeRosa
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - K-12 Teachers as Curriculum Designers in Engineering Professional Development 
UR  - https://peer.asee.org/24387
DO  - 10.18260/p.24387
ER  -