Balart, T. S., & Amani, S., & Raju, G., & Shryock, K. J. (2025, June), Visualizing the Engineering Design Process: Analyzing Visual Representations from K-12 Educators   Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--57334

\bibitem{asee_peer_57334}
  Balart, T. S., \& Amani, S., \& Raju, G., \& Shryock, K. J. (2025, June), \emph{Visualizing the Engineering Design Process: Analyzing Visual Representations from K-12 Educators }
  Paper presented at 2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada .
  10.18260/1-2--57334

Trini Sofia Balart, Sara Amani, Gibin Raju, and Kristi J. Shryock.  "Visualizing the Engineering Design Process: Analyzing Visual Representations from K-12 Educators ".  2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada , 2025, June.  ASEE Conferences, 2025.  https://peer.asee.org/57334 Internet.  27 Aug, 2025

\bibitem{asee_peer_57334}
  Trini Sofia Balart, Sara Amani, Gibin Raju, and Kristi J. Shryock.
  "Visualizing the Engineering Design Process: Analyzing Visual Representations from K-12 Educators ".
  \emph{2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada , 2025, June}.
  ASEE Conferences, 2025.
  https://peer.asee.org/57334 Internet.  27 Aug, 2025

@INPROCEEDINGS{asee_peer_57334
author = "Trini Sofia Balart, Sara Amani, Gibin Raju, and Kristi J. Shryock"
title = "Visualizing the Engineering Design Process: Analyzing Visual Representations from K-12 Educators "
booktitle = "2025 ASEE Annual Conference \& Exposition "
year = "2025"
month = "June"
address = "Montreal, Quebec, Canada "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/57334}
number = {10.18260/1-2--57334}
}

TY  - CPAPER
AB  - This study examines perceptions and understandings that K-12 educators have of the Engineering Design Process (EDP) through the analysis of visual representations submitted during a collaborative workshop survey. Teachers were asked to illustrate or describe their interpretation of the EDP, providing insights into how they conceptualize and implement the process in diverse classroom settings. The collected visual data revealed a broad range of interpretations, which spanned from linear step-by-step sequences to more dynamic iterative loops. A systematic coding and thematic analysis of these visual submissions will be conducted to identify key themes, such as variations of the iterative nature of the EDP, differences in the complexity and number of stages, and incorporation of contextual elements that may reflect specific classroom challenges and constraints. 

This analysis aims to help inform how teachers conceptualize and plan for implementation of the EDP in their classrooms, providing insights into their unique educational contexts and experiences with engineering practices. The findings will highlight the importance of providing differentiated professional development and resources to better support teachers in effectively integrating the EDP into their curricula. By examining how educators visualize and conceptualize the EDP, this research contributes to a deeper understanding of the practical challenges and opportunities in teaching engineering practices in K-12 education. It also aims to provide evidence-based recommendations for curriculum developers, teacher educators, and policymakers to enhance the support and training offered to K-12 teachers.
AU  - Trini Sofia Balart
AU  - Sara Amani
AU  - Gibin Raju
AU  - Kristi J. Shryock
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Visualizing the Engineering Design Process: Analyzing Visual Representations from K-12 Educators 
UR  - https://peer.asee.org/57334
DO  - 10.18260/1-2--57334
ER  -