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Project Lead The Way: Activity-, Project-, and Problem-based Engineering Education, from Kindergarten to 12th Grade

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Conference

2015 ASEE Workshop on K-12 Engineering Education

Location

Seattle, Washington

Publication Date

June 13, 2015

Start Date

June 13, 2015

End Date

June 13, 2015

Page Count

9

Page Numbers

18.23.1 - 18.23.9

DOI

10.18260/1-2--17120

Permanent URL

https://strategy.asee.org/17120

Download Count

641

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Paper Authors

biography

Diane Lashinsky Project Lead The Way

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Dr. Shepherd Siegel is a music, career/technical and special education educator. He has over thirty publications. He joined as Project Lead The Way’s Director of School Engagement (WA) after having strong success with Project Lead The Way in ten Seattle secondary schools. The KAPPAN published his article about a meaningful high school diploma. He also works on a book about play, and how it could transform our society.

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Elizabeth A. Beaty

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Abstract

WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAPlease complete this form, save it as a PDF file only and upload it through the ASEE PaperManagement system as shown in the K12 Workshop Presenter’s Kit.All notifications will be by email from the ASEE Paper Management system.NOTE: To ensure that emails are not obstructed by spam blockers, please make sure to WHITELIST theemail addresses: monolith@asee.org and conferences@asee.org and s.harrington-hurd@asee.org.Direct questions to Stephanie Harrington-Hurd, ASEE K-12 Activities Manager, at s.harrington-hurd@asee.org. Additional workshop details are available at: http://www.asee.org/K12Workshop.Thank you! Deadline Friday, January 23, 2015 by 5:00PM EST Presenters will be notified of acceptance status by March 14. Late submissions will not be accepted. Advanced Workshop Registration will open December 6, 2013. SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 4Presenter Name(s):1) Holt Gerald Project Lead The Way2) Siegel Shepherd Project Lead The Way3) Ruff Karl Roosevelt High School, Seattle Public Schools4) Beaty Elizabeth Morning Star Christian School, Bend, OregonContact Person’s Name: Shepherd Siegel, PhDContact Person’s Email: ssiegel@pltw.orgContact Person’s Phone: 206-619-88062015-ASEE-K12-Proposal-Form - Holt Beaty Ruff Siegel_gh Page 1 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAContact Person’s Alternate Phone: 206-933-8811Please provide a one-paragraph bio for each presenter (in the order listed above). The bio shouldnot exceed 70 words and should be written as you would want it to appear on the ASEE websiteand program materials.1) Gerald Holt began his career as a petroleum engineer where mentoring junior engineers sparked a career pivot to become a high school engineering educator. His success as a teacher and leadership with after school programs was recognized by Project Lead The Way. Over the past five years, Gerald has applied his experience as both an engineer and educator to create impactful, innovative learning opportunities for students a Director of Instruction.2) At Seattle’s Roosevelt High School, Karl Ruff applies learnings from 16 years as a Boeing engineer by creating a lab environment with the look and feel of a contemporary engineering/prototyping shop. It is a student-directed interdisciplinary innovation lab where students can practice leadership and entrepreneurship while learning engineering fundamentals. It meets the need for creative and engaged people who understand iteration and risk and disciplined self-management on a team.3) Dr. Shepherd Siegel is a music, career/technical and special education educator. He has over thirty publications. He joined as Project Lead The Way’s Director of School Engagement (WA) after having strong success with the program in ten Seattle secondary schools. The KAPPAN published his article about a meaningful high school diploma in 2010. He also works on a book about play, and how it could transform our society. th4) Elizabeth Beaty began her career as a 5 grade teacher who was always interested in how to best engage students in the learning process. Through this interest she found Project Lead The Way and was trained in the Middle School Gateway program, Design and Modeling. After getting accepted for the PLTW Launch pilot program, Elizabeth implemented Launch at her school and became a Master Teacher last summer. WORKSHOP INFORMATIONProposed Title:Project Lead The Way: Activity-, Project-, and Problem-based EngineeringEducation, from Kindergarten to 12th GradeAbstract: Please provide a concise description that includes the workshop’s learning objectives(maximum 750 characters). The abstract is used on the ASEE website, program materials, andotherK-12 Workshop promotional activities.2015-ASEE-K12-Proposal-Form - Holt Beaty Ruff Siegel_gh Page 2 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAParticipants will experience two lessons from Project Lead The Way’s engineering program, attaining thefollowing learning objectives:  Kindergarten: Build A Beanstalk Students o Are introduced to the engineering design process by modeling a beanstalk using pipe cleaners with a goal of creating the tallest free-standing model possible o Compare heights and test the strengths of each beanstalk model by adding mass (a golden egg) to the top. o Optimize their design to improve height and strength. th  9 Grade: Puzzle Design Challenge Students o Learn and understand the design process o Model an idea before making the final prototype o Understand assembly constraints o Address gender and age o Understand domain and function  Begin to learn about the continuously improving Activity-, Project-, and Problem -based pedagogy practiced by PLTW, and how it is implementedWorkshop Description. Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters): a. Learning objectives b. Hands-on activities and interactive exercises c. Materials that participants can take with them d. Practical application for teachers and outreach staffProject Lead The Way offers a different approach to learning and teaching. Through activity-, project-, and thproblem-based curriculum, PLTW has students from Kindergarten through 12 grade apply what theyknow, identify problems, find unique solutions, and lead their own learning. Workshop attendees willexperience this powerful approach to learning as they participate in two activities from the Project LeadThe Way engineering programs. The first activity is designed for kindergarten students and is part of the thPLTW Launch program designed for K-5 students. The second activity is designed for 9 grade studentsand is part of the PLTW Engineering program.The overarching learning goal of the workshop: Participants will understand that application of a designprocess as a step-by-step method that can be used to guide the development of solutions to real-worldproblems. This method can be scaffolded in complexity through a wide range of grade levels..2015-ASEE-K12-Proposal-Form - Holt Beaty Ruff Siegel_gh Page 3 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAThe activity designed for kindergarten students is entitled Build A Beanstalk. In a classroom, students areintroduced to the design process through the familiar story of “Jack and the Beanstalk.” Students use pipecleaners to build the tallest beanstalk possible that could also support mass (golden eggs). The modelsare tested for height and the mass which it can support. Participants will perform this activity in timedstages to intentionally follow a design process. Participants will optimize their design to improveperformance.The learning objectives for this activity are:1. Participants will understand that the design process is a step-by-step method used to guide people in developing solutions to problems.2. Participants will understand that engineers and designers create new products or improve existing products and technology to meet human needs and wants.3. The practical application for a teacher or outreach staff is to experience an example of an engaging activity structured so that students intentionally apply a design process.4. Materials that a workshop participant can take are information about the PLTW Launch program. thThe project designed for 9 grade students is entitled Puzzle Design Challenge. In a classroom, studentsfollow an engineering design process to complete a challenge. Students design, build and test a puzzle.Students apply hand sketching and CAD modeling skills as part of an engineering design. Students testsolution time of a population sample then use statistical tools to analyze the level of challenge of a puzzle.Participants will design a portion of a puzzle using an engineering design process including handsketching. Participants will see examples of puzzles and how statistical analysis is applied to the project.The learning objectives for this activity are:1. Participants will use graphical, computer, physical and mathematical models as appropriate to represent or solve problems.2. Participants will fabricate a simple object from technical drawings that may include an isometric view and orthographic projections.3. The practical application for a teacher or outreach staff is to apply statistical analysis to an engaging design activity.4. Materials that a workshop participant can take are information about the PLTW Engineering program.2015-ASEE-K12-Proposal-Form - Holt Beaty Ruff Siegel_gh Page 4 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAAuthentic Engineering Connection. Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply: Use of an engineering design process that has at least one iteration/improvement Attention to specific engineering habits of mind Attention to engineering practices (as described in the NGSS/Framework and as practiced by engineers) Attention to specific engineering careers or fields related to the lesson/activity Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):The PLTW Launch and PLTW Engineering curriculum were designed in alignment with the engineeringpractices as described in the NGSS/Framework. In both the Build a Beanstalk and the Puzzle DesignChallenge, students learn to evaluate their first attempt and project how a second iteration orimprovement would differ from the original model. Also, in both activities, crucial aspects of the DesignProcess, a core engineering habit of mind, are learned: Students Define a Problem; Generate Concepts;Develop a Solution; Construct and Test a Prototype; and Evaluate the Solution. All Project Lead the Waycourses and lessons are aligned with Next Generation Science Standards (& Technological Literacy andCommon Core Math). Attendees will be provided a document showing all of the standards to which thelessons they are learning align.The Building the Beanstalk applies a design process appropriate for this grade range and aligned to thesesame standards. The students define the problem—that they need to build the tallest beanstalk possible(K-2-ETS1-10) Students model the beanstalk using pipe cleaners. They evaluate the model by comparingthe height of their beanstalks with others, followed by a teacher-led discussion on the features, strengths,and weaknesses of the different beanstalk designs (K-2-ETS1-3).The Puzzle Design Challenge applies an engineering design process appropriate for this grade range andaligned to these same standards. Students begin with defining the problem, then develop hand sketchand physical block models to test the puzzle components relative to the design problem (HS-ETS1-2).Students test their solution and gather data such as time to complete the puzzle (HS-ETS1-3).Other examples of NGSS standards met in the Build A Beanstalk:  Science and Engineering Practice - Developing and Using Models -Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing,2015-ASEE-K12-Proposal-Form - Holt Beaty Ruff Siegel_gh Page 5 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WA physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.  Crosscutting Concept – Structure and Function - The shape and stability of structures of natural and designed objects are related to their function(s).Diversity. This year is the American Society for Engineering Education’s “Year of Action onDiversity.” It is essential that we have a diverse engineering workforce to solve diverseproblems. To do that and to have an engineering-literate public, it is essential that we reach everypreK-12 student with high-quality engineering education, drawing on issues of access and equityin the classroom and in the curriculum. Reviewers would like to know how your proposedworkshop will address diversity.Provide a description of how you will explicitly address diversity – e.g., diversity with respect togender/sex, ethnicity or race, special education inclusion, socio-economic status, or LGBT status– in your workshop (maximum 2,000 characters):The activity is based on a story that is a familiar book for male and female students. Observations made ofthis activity in a PLTW Launch classroom show that male and females paired together work withsignificantly less gender bias than is seen at middle and high school. Specifically, male and female inputsare valued equally. Introducing problem-solving using a design process and learning effective teamworkstrategies at early grades could be a valuable strategy to forming gender neutral respect for colleagues.In the Puzzle Design Challenge, students are asked to run trials and investigate whether the gender or theage of the puzzle solver has any correlation to the solution time. Specifically, 1. How does the gender of the puzzle solver affect solution time? Be specific and provide evidence to support your answer. 2. How does the age of the puzzle solver affect solution time? a. Make a specific statement related to the rate of increase or decrease of solution time with respect to age. Provide evidence that supports your statement. b. Write an equation using function notation that represents puzzle solution time in terms of age. Be sure to define your variables and identify units. c. Predict the solution time on the first attempt of a child who is 3 years of age. Show your work. d. Predict the solution time on the first attempt of a person who is 95 years of age. Show your work. e. Do these predictions make sense? Why or why not? f. What is a realistic domain for the function? g. Collect additional data to verify your mathematical model.2015-ASEE-K12-Proposal-Form - Holt Beaty Ruff Siegel_gh Page 6 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAProject Lead The Way is an organization firmly committed to the full representation of all students inPLTW classes, and in the engineering colleges and engineering professions. Information on specificprojects that address equity in the PLTW network will be provided.Are there any online components to the proposal or presentation? (Note that these onlinecomponents may only be available to presenters or those who have their wireless subscriptions,since wireless may not be available during the workshop sessions.) No Yes Please describe:Grade Level Target Audience (check all that apply): Primary (EC–2) Elementary (3–5) Middle School (6-8) High School (9-12)Maximum Number of Participants:22 If this number is greater than 25, please describe how your workshop will equally engage all participants.All Seating is Classroom (tables and chairs).Audio Visual Equipment Requests:Note: An LCD projector, screen and podium with attached microphone are provided. Requestsfor additional equipment or resources (e.g., internet connection or laptops) will incur extracharges. If you do not have additional requests, please indicate with “Not applicable.”Need to play audio from a laptop audio out jack. Reminder:2015-ASEE-K12-Proposal-Form - Holt Beaty Ruff Siegel_gh Page 7 of 8 WORKSHOP PROPOSAL FORM 2015 Annual ASEE K-12 Workshop on Engineering Education “Authentic Engineering: Representing & Emphasizing the E in STEM” Presented by Dassault Systems Saturday, June 13, 2015 8:00 A.M. – 5:00 P.M. Sheraton Seattle | Seattle | WAPresenters must register and pay the registration fee to support their workshop attendance and audio/video costs. Thank you for completing this proposal form! Please review this document prior to submitting it to ensure that all items are complete. ASEE USE ONLYDate Received:Received By:Proposal ID Number:2015-ASEE-K12-Proposal-Form - Holt Beaty Ruff Siegel_gh Page 8 of 8

Lashinsky, D., & Beaty, E. A. (2015, June), Project Lead The Way: Activity-, Project-, and Problem-based Engineering Education, from Kindergarten to 12th Grade Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington. 10.18260/1-2--17120

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