The Role of Teacher Feedback in Shaping the Curriculum of a Pre-College Engineering Program (Evaluation)
- Conference
- Location
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Montreal, Quebec, Canada
- Publication Date
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June 22, 2025
- Start Date
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June 22, 2025
- End Date
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August 15, 2025
- Conference Session
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Shaping Inclusive STEM Curriculum and Teacher Development for K-12 Education
- Tagged Division
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Pre-College Engineering Education Division (PCEE)
- Tagged Topic
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Diversity
- Page Count
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12
- Permanent URL
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https://peer.asee.org/57266
Paper Authors
Medha Dalal
Arizona State University
orcid.org/0000-0001-5705-1800
Medha Dalal, Ph.D., is an Associate Director of Scholarly Initiatives and Assistant Research Professor of Engineering Education Systems & Design within the Ira A. Fulton Schools of Engineering at Arizona State University. Her career as an engineering educator and researcher focuses on addressing complex engineering education challenges by building capacity for stakeholders at the grassroots, while also informing policy. Specifically, her research seeks to transform and democratize engineering education by exploring ways of thinking, identifying effective professional development approaches, and uncovering pedagogical techniques to enhance students’ engineering curiosity, engagement, and learning.
Cathy P. Lachapelle
STEM Education Insights
orcid.org/0000-0002-8487-6071
Cathy is particularly interested in how collaborative interaction and scaffolded experiences with disciplinary practices help children learn science, math, and engineering. Her work on STEM education research projects includes design, evaluation, and effi
Kenneth Reid
University of Indianapolis
orcid.org/0000-0003-2337-7495
Kenneth Reid is the Associate Dean and Director of Engineering at the R. B. Annis School of Engineering at the University of Indianapolis. He and his coauthors were awarded the Wickenden award (Journal of Engineering Education, 2014) and Best Paper award, Educational Research and Methods Division (ASEE, 2014). He was awarded an IEEE-USA Professional Achievement Award (2013) for designing the B.S. degree in Engineering Education. He is a co-PI on the “Engineering for Us All” (e4usa) project to develop a high school engineering course “for all”. He is active in engineering within K-12, (Technology Student Association Board of Directors) and has written multiple texts in Engineering, Mathematics and Digital Electronics. He earned a PhD in Engineering Education from Purdue University, is a Senior Member of IEEE, on the Board of Governors of the IEEE Education Society, and a Member of Tau Beta Pi.
Vedika Vinayak
Katie McKeown Engineering for US All (e4usa™)
Dr. Katie McKeown works for Engineering for US All (e4usa™), 501(c)(3), as the Business Operations Coordinator and Director of Assessments after four years of supporting e4usa alongside her graduate school work. She is passionate about low-income and first-generation college student and STEM education experiences. She currently works in these areas as co-founder/board member of Duke First, founder/director of Packs of Hope, 501(c)(3), and a mentor in different education spaces. Dr. McKeown graduated with a Ph.D. and Masters in Mathematics from the University of Alabama and her A.B. in Mathematics from Duke University.
Abstract
The demand for engineering professionals has fueled an expansion in pre-college engineering education programs in recent years. Despite their proliferation, there is a significant lack of comprehensive understanding regarding the evolutionary dynamics of these curricula over time. Existing research has predominantly focused on student perceptions, teacher beliefs, and general program evaluations, often overlooking how curricula respond and adapt to the specific needs and experiences of teachers and students. This paper explores the evolution of a pre-college engineering curriculum, drawing on evaluative data over the years from participating teachers. The methods and results highlight how teacher feedback has shaped the curriculum's components, including lessons, activities, student materials, and teaching guides, thereby enhancing the effectiveness of the course. This iterative refinement, grounded in real classroom feedback, not only demonstrates the program’s commitment to responsive curriculum design but also provides valuable insights that could influence future pre-college engineering education development efforts.
Dalal, M., & Lachapelle, C. P., & Reid, K., & Vinayak, V., & McKeown, K. (2025, June), The Role of Teacher Feedback in Shaping the Curriculum of a Pre-College Engineering Program (Evaluation) Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/57266
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