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Technology, Engineering, and Design Educator Professional Development System Implementation: Initial Pilot Results

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Tagged Division

K-12 & Pre-College Engineering

Page Count

13

Page Numbers

24.1180.1 - 24.1180.13

DOI

10.18260/1-2--23113

Permanent URL

https://peer.asee.org/23113

Download Count

169

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Paper Authors

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Jeremy V. Ernst Virginia Tech

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Jeremy V. Ernst is an assistant professor in the department of teaching and learning at Virginia Tech. He currently teaches graduate courses in STEM education foundations and contemporary issues in integrative STEM education. Jeremy specializes in research focused on dynamic intervention means for STEM education students categorized as at-risk of dropping out of school. He also has curriculum research and development experience in technology, engineering, and design education.

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Laura J. Segedin Virginia Tech

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Laura J. Segedin is a graduate research assistant for the Transforming Teaching Through Implementing Inquiry project. She earned a master's degree in curriculum and instruction with a specialization in Integrative STEM education at Virginia Tech in the spring of 2013. Laura has 12 years of teaching experience at the middle school level in technology education.

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Aaron C. Clark North Carolina State University

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Aaron C. Clark is a professor of technology, design, and engineering education within the College of Education and is the director of graduate programs and associate department head for the Department of Science, Technology, Engineering and Mathematics Education. He has worked in both industry and education. Dr. Clark's teaching specialties are in visual theory, 3-D modeling, technical animation, and STEM-based pedagogy. Research areas include graphics education, game art and design, scientific/technical visualization, and professional development for technology and engineering education. He presents and publishes in both technical/technology education and engineering. He has been and continues to be a principal investigator on a variety of grants related to visualization and education, and has focused his research in areas related to STEM curricula integration. Dr. Clark has been a member of the Engineering Design Graphics Division of ASEE since 1995 and has served in leadership roles and on committees for the Division since that time, as well as for the K-12 Outreach Division. He also has served in various leadership roles in disciplines related to career and technical education. Dr. Clark is recognized as a Distinguished Technology Educator by the International Technology Engineering Education Association. He currently is a consultant to a variety of businesses, educational agencies, and organizations.

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Vincent William DeLuca North Carolina State University

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V. William DeLuca, Ed.D., taught middle school, high school, and undergraduate- and graduate-level technology education in his 30-year career as a teacher and researcher. He has extensive research and curriculum development experience in STEM disciplines. His research includes the study of thinking processes, teaching methods, and activities that improve technological problem-solving performance and creativity. He has expertise in developing technology and engineering education curriculum that integrates science, technology, engineering and mathematics (STEM) concepts. Dr. Deluca is co-PI on an NSF project, Transforming Teaching through Implementing Inquiry (DRL 1118942). This project focuses on developing research-proven professional development resources that integrate teacher learning with assessment practice. The end product will constitute a professional development and research-proven cyber-infrastructure for technology, engineering, and design educators.

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Abstract

Technology, Engineering, and Design Educator Professional Development System Implementation: Initial Pilot ResultsThe Transforming Teaching through Implementing Inquiry (T2I2) project is a four-yearresearch and development effort, funded by the National Science Foundation, to createand research an online professional development system for grades 6-12 technology,engineering, and design educators. The system content targets implementation andinstructional practice, as defined by National Board for Professional Teaching Standards(NBPTS), in support of quality classroom indicators for the promotion of studentlearning. Randomly selected middle school and high school technology, engineering, anddesign educators in five states (IL, KY, OH, NC, and VA) served as participants by: 1)completing the T2I2 online professional development materials, 2) submittingartifacts/evidences of practice, 3) administering a student STEM pre-assessment, 4)implementing a single consistent unit of instruction, 5) administering a student STEMpost-assessment. Pilot Year 1 (2012-2013 academic year) teacher outcome data, asmeasured by NBPTS criterion referenced metrics, is analyzed and reported in terms ofability to manage a learning environment, monitor a learning environment, adjust alearning environment to improve instruction, conduct self-assessment, and contribute to alearning community. This project is set to be an ongoing effort with the overall goal toimprove instructional practices for k-12 engineering education.

Ernst, J. V., & Segedin, L. J., & Clark, A. C., & DeLuca, V. W. (2014, June), Technology, Engineering, and Design Educator Professional Development System Implementation: Initial Pilot Results Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--23113

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2014 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015