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Infusing Engineering Design into High School STEM Courses

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Title: Infusing Engineering Design into High School STEM Courses
Language: English
Authors: Hynes, Morgan, Portsmore, Merredith, Dare, Emily, Milto, Elissa, Rogers, Chris, Hammer, David, Carberry, Adam, National Center for Engineering and Technology Education (NCETE)
Source: National Center for Engineering and Technology Education. 2011.
Availability: National Center for Engineering and Technology Education. c/o Department of Engineering Education Utah State University, 4160 Old Main Hill, Logan, UT 84322. Tel: 435-797-0213; Fax: 435-797-2567; e-mail: ncete@usu.edu; Web site: http://ncete.org
Peer Reviewed: N
Page Count: 7
Publication Date: 2011
Sponsoring Agency: National Science Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Descriptors: Engineering Education, Engineering, Elementary Secondary Education, STEM Education, Engineering Technology, Position Papers, Integrated Curriculum, Science Course Improvement Projects, Performance Factors, Change Strategies, Educational Change, Design Requirements, Best Practices
Geographic Terms: Massachusetts
Abstract: The Tufts University Center for Engineering Education and Outreach (CEEO) strives to improve STEM education through engineering and believes every student should have the chance to engineer. Situated in Massachusetts, the first state to adopt engineering education at all levels in public schools (Massachusetts DOE, 2001), the CEEO supports the belief that engineering education starts in kindergarten and continues to develop throughout their K-12 schooling. The authors also believe that at the core of K-12 engineering is the Engineering Design Process (EDP). The purpose of introducing students to the EDP is to teach students that engineering is about organizing thoughts to improve decision making for the purpose of developing high quality solutions and/or products to problems. Three key concepts in successful implementation of the EDP are: (1) students are engineers; (2) teachers need to listen to their students; and (3) classroom environments need to change to properly enable learning through the EDP. Recently, the authors worked with the Massachusetts State Department of Education to produce a revised engineering design document that describes a learning progression for the EDP from kindergarten through high school. This white paper describes the high school portion of that document geared toward the activities or skills they associate with the EDP as defined by the current Massachusetts curriculum frameworks. This depiction of the EDP implies a cyclical, stepwise process that is rarely the case in solving real-world engineering problems. Oftentimes the task requires some jumping around from step to step. By adopting this slightly adjusted paradigm, students will recognize that the EDP does not rely upon rigid thinking, but provokes creative and outside-the-box thinking. (Contains 1 figure.)
Abstractor: ERIC
Number of References: 19
Entry Date: 2012
Accession Number: ED537364
Database: ERIC
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  Data: National Center for Engineering and Technology Education. c/o Department of Engineering Education Utah State University, 4160 Old Main Hill, Logan, UT 84322. Tel: 435-797-0213; Fax: 435-797-2567; e-mail: ncete@usu.edu; Web site: http://ncete.org
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  Data: <searchLink fieldCode="DE" term="%22Massachusetts%22">Massachusetts</searchLink>
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  Data: The Tufts University Center for Engineering Education and Outreach (CEEO) strives to improve STEM education through engineering and believes every student should have the chance to engineer. Situated in Massachusetts, the first state to adopt engineering education at all levels in public schools (Massachusetts DOE, 2001), the CEEO supports the belief that engineering education starts in kindergarten and continues to develop throughout their K-12 schooling. The authors also believe that at the core of K-12 engineering is the Engineering Design Process (EDP). The purpose of introducing students to the EDP is to teach students that engineering is about organizing thoughts to improve decision making for the purpose of developing high quality solutions and/or products to problems. Three key concepts in successful implementation of the EDP are: (1) students are engineers; (2) teachers need to listen to their students; and (3) classroom environments need to change to properly enable learning through the EDP. Recently, the authors worked with the Massachusetts State Department of Education to produce a revised engineering design document that describes a learning progression for the EDP from kindergarten through high school. This white paper describes the high school portion of that document geared toward the activities or skills they associate with the EDP as defined by the current Massachusetts curriculum frameworks. This depiction of the EDP implies a cyclical, stepwise process that is rarely the case in solving real-world engineering problems. Oftentimes the task requires some jumping around from step to step. By adopting this slightly adjusted paradigm, students will recognize that the EDP does not rely upon rigid thinking, but provokes creative and outside-the-box thinking. (Contains 1 figure.)
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      – Text: English
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      – SubjectFull: Engineering
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: STEM Education
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      – SubjectFull: Engineering Technology
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      – SubjectFull: Change Strategies
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