Dante Siletti

From KNILT

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ETAP 623 Fall 2017 Section 7619

Mini-Course: The Engineering Process


About me

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I am a technology teacher at Lake George School. The 2017-18 school year will by my third at Lake George. This is the second district I have taught in, teaching Technology and Phys Ed classes at Moriah Central School in Port Henry, NY. My position at Lake George is unique. In the morning I teach two design and drawing courses (9th grade) as well as coteach two Introduction to Technology classes (8th grade.) In the afternoon I work with elementary students as a STEM / High Potential teacher.

As for a little about me, I love being outside. I am an avid fisherman and enjoy fishing in places that are off the beaten path. I also like to golf. I spent this summer working at a golf course (mainly for the free membership and great hrs.)

My Topic/Purpose

The Engineering Process

I’d like to create a mini-course that discusses the engineering process. As a technology teacher one of my main goals is to teach students how to become effective problem solvers. I feel that when people hear or read the word ‘engineering’ in an educational setting they immediately think of older students, high school or college age. I’d like to include in the course ways to teach younger students, all the way down to kindergarten, how to apply this process. Also I want to show examples of activities that are age appropriate for several grade levels, k-12.



Learning Outcomes

Participants will be able to:

  • identify definitions and examples of the engineering process. (Verbal and Intellectual Skill)
  • apply the engineering process to develop engineering activities. (Intellectual and Cognitive Strategy)
  • list the steps of the engineering process along with key vocabulary. (Verbal and Intellectual Skill)
  • choose to use engineering activities in their teaching. (Attitude)

Needs Assessment

Several factors contribute to the lack of engineering curriculum in schools. According to a survey that assessed K-12 teachers' perceptions of engineers and their familiarity with teaching engineering these factors include:

  • Time
  • Confidence in teaching engineering as a subject/unit
  • Limited or flawed perceptions of engineering as a field/profession


Teachers believed engineering was important and should be part of the curriculum. Teachers surveyed felt they lacked the knowledge and skills necessary to teach engineering. A greater lack of confidence was reported with elementary teachers. Very few teacher prep programs include courses that cover engineering.

The surveyed teachers had flawed perceptions of engineers as people which may have influenced their decision to incorporate engineering in their teaching, perhaps for a fear of steering kids down the wrong career path. Engineers were viewed as having poor verbal, writing, and people skills but had strong mathematics and science skill. This view of engineers ignores the fact that engineers work in teams to develop solutions which they then present to clients. Presenting their ideas to clients requires engineers to have good communication and people skills.

Largely, the intent of the course will stay the same. I will need to clarify and highlight the benefits of using the engineering process to diminish teachers' fears about their students' learning.


Source

Yaşar, %., Baker, D., Robinson-Kurpius, S., Krause, S., & Roberts, C. (2006). Development of a Survey to Assess K-12 Teachers Perceptions of Engineers and Familiarity with Teaching Design, Engineering, and Technology. Journal of Engineering Education, 95(3), 205-216. doi:10.1002/j.2168-9830.2006.tb00893.x

Analysis of the Learner and Context

The intended audience is general education teachers (primarily elementary) who would like to incorporate engineering activities in their classroom to strengthen students' problem solving skills. After completing this course teachers will recognize the value of engineering activities and will design/incorporate them into their instruction. This course will provide teachers with example activities along with lesson plans for implementing these activities.

Performance Objectives

Course-level objectives

Upon completion of this course participants will be able to...

1.) Identify and sequence, in the correct order, the steps involved in the engineering design process.

2.) Describe what each step in the engineering design process entails.

3.) Correctly define the terms associated with engineering.

4.) Identify skills engineers possess.

5.) Successfully implement an engineering unit in their teaching.

Task Analysis

Unit 1: What do engineers do exactly?

  • Participants will learn about what types of things engineers do as well as the skills engineers posses.

Unit 2: What is the Engineering Process?

  • Participants will take an in depth look at the engineering process as well as define essential vocabulary related to the engineering process.

Unit 3: Example Engineering Unit.

  • Participants will review and possibly implement an engineering unit.

Curriculum Map

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References and Resources

Yaşar, %., Baker, D., Robinson-Kurpius, S., Krause, S., & Roberts, C. (2006). Development of a Survey to Assess K-12 Teachers Perceptions of Engineers and Familiarity with Teaching Design, Engineering, and Technology. Journal of Engineering Education, 95(3), 205-216. doi:10.1002/j.2168-9830.2006.tb00893.x