June 14, 2015
June 14, 2015
June 17, 2015
26.1517.1 - 26.1517.14
The Development, Implementation, and Evaluation of Teaching Engineering Curriculum to Dominican Republic Junior High and High School Students Abstract: Over the past several years, a university in the Western United States has worked in collaboration with a non-‐profit organization (XXXXX) in the Dominican Republic to develop, implement, and evaluate engineering and technology curriculum for Dominican junior high and high school students. Two core objectives of the non-‐profit organization are (1) to develop solutions to optimally increase access to challenging and stimulating learning environments and quality educational resources, and (2) to nurture talented young people from less privileged backgrounds to rise to the highest educational standards; pursue studies and careers in mathematics, science, technology, and engineering fields; and make a difference in the world -‐ creating opportunities to further advance science and technology in their countries and communities and to promote sustainable development. Three main goals for the curricula are: (1) to immerse learners in challenging and stimulating classroom where reliance in memorization, as normally done in the Dominican classrooms, is strongly discouraged and the focus is instead in critical thinking, creativity, discovering engineering and technology, and building collaborative (or leadership) skills. (2) Motivate the learners' curiosity and instill in the young minds interest for learning. The Dominican classrooms consistently discourage curiosity, creativity, and inquiry. (3) Improve understanding of nature of science, engineering, and technology to widen the horizons and to contribute to develop better educated citizens. The data presented in this paper is based on a three-‐year implementation of the curriculum. The data results from a pre post survey instrument evaluating student understanding and interest in engineering content, concepts, self-‐efficacy, and future educational and career opportunities, as well as satisfaction of the program. Additional data regarding the tracking of those Dominican students that have graduated from the program will also be shared to highlight the potential benefits of building a similar program. Although this data is specific to the Dominican Republic, the findings can inform similar efforts in other third world counties, and can also be used for engineering education curriculum development in first world countries.
Wright, G., & Shumway, S. L. (2015, June), The Development, Implementation, and Evaluation of Teaching Engineering Curriculum to Dominican Republic Junior High and High School Students Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24855
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