Bartus, G., & Fisher, F. T. (2015, June), Outcomes of a Systems Engineering Project for K-12 Teachers  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24550

\bibitem{asee_peer_24550}
  Bartus, G., \& Fisher, F. T. (2015, June), \emph{Outcomes of a Systems Engineering Project for K-12 Teachers}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24550

Greg Bartus and Frank T. Fisher.  "Outcomes of a Systems Engineering Project for K-12 Teachers".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24550 Internet.  25 Apr, 2024

\bibitem{asee_peer_24550}
  Greg Bartus and Frank T. Fisher.
  "Outcomes of a Systems Engineering Project for K-12 Teachers".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24550 Internet.  25 Apr, 2024

@INPROCEEDINGS{asee_peer_24550
author = "Greg Bartus and Frank T. Fisher"
title = "Outcomes of a Systems Engineering Project for K-12 Teachers"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24550}
number = {10.18260/p.24550}
}

TY  - CPAPER
AB  - Title: Outcomes of a Systems Engineering Project for K­12 Teachers   While most K­12 teachers have little component engineering experience, the context of a systems engineering project can address this and provide a richer experience that engages science, math, engineering and 21st century skills such as collaboration and communication. To introduce teachers to the field of systems engineering, teachers (grades 3­8) participated in a course that focused, in part, on systems engineering (SE).   The final project was to design a classroom model of a wind farm, including designing the turbines and electric grid.    Our goals were threefold:      ● Provide teachers with an authentic systems engineering experience     ● Provide teachers with an authentic component engineering design experience     ● Encourage quantitative analysis during integration and optimization  Teams of 10 were given 20+ hours to develop a final presentation for outside customers. Instructors were available as advisors only; teams selected the Systems Engineer and indentified individual roles for focused attention on targeted components or subsystems. Reflections were collected from the students and customers.    We learned valuable lessons regarding system decomposition and integration. Teachers had some relevant science and math knowledge of the components. However, they were not skilled or experienced enough to respond to, or anticipate, integration obstacles. In addition, although system integration is a documented problematic phase, we observed that a lack of efficacy in component testing mixed with external (time) constraints led to a more trial and error approach.  As classroom teachers, they reflected an ability to recognize some engineering systems thinking skills such as systems (or circular or holistic) thinking in managing the project and valuing the customer. Feedback from the teachers suggests that this will impact their K­12 teaching; first, by replicating this project, but also by applying systems engineering to other projects such as aquaponics and solar houses. We are currently supporting the teachers in their classrooms to help them implement these ideas.   This case study will present our approach, the lessons learned from our experiences, and strategies for the future.  While we found that the initial approach was successful we plan to improve the integration process and enhance systems engineering concepts. 
AU  - Greg Bartus
AU  - Frank T. Fisher
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Outcomes of a Systems Engineering Project for K-12 Teachers
UR  - https://peer.asee.org/24550
DO  - 10.18260/p.24550
ER  -