Engaging ALL Students in Engineering (original) (raw)

The Attitudes of Elementary Teachers towards Elementary Engineering (research to practice)

2014 ASEE Annual Conference & Exposition Proceedings

is the director of research and evaluation for EiE. She leads the assessment efforts for the EiE curriculum, designing assessment instruments, pilot and field testing them, and conducting research on how children use the EiE materials. She has worked on a number of research and evaluation projects related to K-16 STEM education, including the Women's Experiences in College Engineering (WECE) study of factors influencing the persistence of undergraduate women in engineering schools. She is particularly interested in how students learn science, engineering, and mathematics through collaborative interaction and through scaffolded experiences engaging in disciplinary practices. Cathy received her S.B. in cognitive science from MIT, and her Ph.D. in psychological studies in education from Stanford University.

Developing Elementary Engineering Schools: From Planning to Practice and Results

2012 ASEE Annual Conference & Exposition Proceedings

is an engineer and consultant in K-12 STEM (science, technology, engineering, and mathematics) Curriculum and Professional Development and the Coordinator of K-20 STEM Partnership Development at the College of Engineering at North Carolina State University. For the past 15 years, she has worked extensively with students from kindergarten to graduate school, parents, and pre-service and in-service teachers to both educate and excite them about engineering. As the Co-PI and Project Director of a National Science Foundation GK-12 grant, Parry developed a highly effective tiered mentoring model for graduate and undergraduate engineering and education teams, as well as a popular Family STEM event offering for both elementary and middle school communities. Current projects include providing comprehensive professional development and program consulting for multiple K-8 STEM using engineering schools, serving as a regional partner for the Museum of Science, Boston's Engineering is Elementary curriculum program, and participating in the Family Engineering project. She currently serves as the Chair of the American Society for Engineering Education K-12 and Pre-college Division. Other professional affiliations include the International Technology Education Association, the National Council of Teachers of Mathematics and the National Science Teachers Association and serving on the Board of Directors for the Triangle Coalition for STEM Education. Prior to joining NCSU, Parry worked in engineering and management positions at IBM Corporation for ten years and co-owned an informal science education business.

Introducing engineering in middle schools

33rd Annual Frontiers in Education, 2003. FIE 2003., 2003

The Engineering Your Future program is a collaborative effort amongst IBM, the Colorado School of Mines (CSM), and the Denver Public School system (DPS). As part of this project, an IBM researcher and undergraduate students from CSM visit 25 middle school science classes (~600 students) on a monthly basis to expose the students to various scientific, mathematical, and engineering concepts through hands-on investigations. Each teaching module is designed to engage students in interesting and relevant experiments which demonstrate scientific or engineering concepts that reinforce or enhance the standard curriculum. Repetitive interventions with each class are used to develop relationships between the middle school students, the outreach instructor, and undergraduate student "role models". The four participating Denver middle schools all have high minority (>90%) low-income (>70%) student populations that have demonstrated poor performance on state standardized tests of mathematics and science.

Enhancing engineering education in the elementary school

School Science and Mathematics, 2019

The Next Generation Science Standards emphasize the inclusion of engineering practices throughout the K-12 science curriculum. Therefore, elementary educators need to be knowledgeable about engineering and engineering careers so that they can expose their students to engineering. The purpose of this study was to examine the effect of engineering professional development on in-service elementary teachers': (a) knowledge and perceptions regarding engineering and (b) self-efficacy of teaching engineering. This quantitative study revealed that even one professional development opportunity can help to alleviate some misconceptions about the work of engineers and what constitutes technology, as well as increase teachers' confidence to teach engineering concepts.

Engineering is Elementary: Children's changing understandings of science and engineering

American Society for Engineering …

Findings are presented from a research program conducted by the Engineering is Elementary curriculum development project. Students participating in testing of the EiE curriculum materials were given pre-assessments and post-assessments that included questions about general engineering and technology concepts, engineering questions specific to particular units, and questions on science topics relevant to particular units. A comparable control sample of students who did not study EiE curriculum units was also assessed. Analysis of the data shows that students participating in EiE performed significantly better on the post-assessments than on the pre-assessments. They also performed significantly better than control students on the postassessments. The engineering, technology, and science understandings of students participating in EiE significantly increased due to participation in EiE curriculum units.

Elementary Teachers' Understandings of Engineering and Technology

2006

Although people spend over 95% of their time interacting with the human-made world, few can articulate how our designed world came to be (engineering) and how the products that we have developed to meet our needs (technology) function. This is largely due to the fact that the disciplines of engineering and technology are not studied in the majority of schools in the United States.

Engineering and elementary school partnershhs (or Dean Kamen's challenge revisited)

33rd Annual Frontiers in Education, 2003. FIE 2003., 2003

What can engineering students and faculty offer to inner city fifth and sixth graders and their teachers -and vice versa, what could be the benefit to engineering departments? In this paper we will describe a successful partnership that is now in its third year. The elementary students are from an inner city neighborhood where the high school dropout rate is high -about 30%. Using the projects that have been developed as a context, we will describe the history of the partnership, the benefits to all parties involved, and some of the surprises that were encountered. We will also address how this partnership seems t o be another answer to the challenge presented to engineering educators by Dean Kamen at the 2001 ASEE Conference in Albuquerque, New Mexico. That challenge was -and still is -to draw promising students from educationally disadvantaged backgrounds into engineering and technically based careers.

Elementary Teachers' Use of Engineering Curriculum Materials (Fundamental)

2016 ASEE Annual Conference & Exposition Proceedings, 2000

Her research and teaching interests involve engineering education with elementary students and also preservice teachers. Her particular interests are engineering practices and engineering design thinking. Before earning her Ph.D. from the University of Iowa and her Masters degree from Texas A&M University, she was a middle and high school science teacher in Texas.

Engineering Education in Elementary and Secondary Schools

International Journal of Education in Mathematics, Science and Technology

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