Engineering Design for All


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Return to: ETAP 623 Fall 2016 - Section #8077
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A Warm Welcome

Welcome to the course! I am glad that have decided to stop in and check out the mini-course that I have created for educators and other professionals. In this course, you will learn how to implement an Engineering Design Process in your classroom. Initially we will focus primarily on defining and selecting an Engineering Design Process that is fit for your classroom environment. As the course progresses we will dive deeper in Engineering Design, looking at ways it can be used to solve problems. Lastly, we will focus on implementation of this systematic process in STEAM-based classrooms in the K-12 setting. For many, the recent unveiling of the New York State Educational Department's Next Generation Science Standards which incorporate Engineering Design at all grade levels has stumped many with ways they can meet Engineering Design. This mini-course looks to ease the tension and make Engineering Design a fun, engaging, and a useful tool for all.

Questions That Will Be Addressed

  • What is an Engineering Design Process?
  • How do professionals use an Engineering Design Process to solve problems?
  • Why is defining a problem and design statement crucial to successful Engineering Design implementation?
  • How does an Engineering Design Process compare to the Scientific Method?
  • What do NYSED NextGen Science Standards state about Engineering Design?
  • How can Engineering Design be implemented in a K-12 classroom?
  • What attributes should educators include in lessons that implement an Engineering Design Process?

Learning Outcomes

Upon successful completion of this mini-course, participants will:

  • Show a deeper appreciation for Engineering Design Processes through a minimum of one, supported discussion post.
  • Point out key attributes of Engineering Design Processes by looking at professional examples and later defining each of them accurately.
  • Determine which Engineering Design Process is best suited for their classroom, school, or district through document creation and conducting peer reviews until a consensus is reached.
  • Differentiate the similarities and differences between Engineering Design Processes and Scientific Methods through a minimum of one, supported discussion post.
  • Identify ways to assess a students understanding of an Engineering Design Process through the creations and sharing of 5-10 assessment questions.
  • Display their understanding of Engineering Design Processes in education through document creation and conducting peer reviews prior implementing their plan in the classroom.

Performance Objectives

Before completing this mini-course, participants will actively:

  • Build, share, and review design processes that best fits classroom needs.
  • Practice writing and identifying problem and design statements that promote focus-driven future direction.
  • Utilize an engineering design process to develop a solution to a common societal problem and share it with the class.
  • Develop a comprehensive activity/project/problem that incorporates the use of an engineering design process to solve a problem.

Note: Participants in this mini-course will also be asked to self- & peer- assess all desired learning outcomes and performance objectives at the end of each unit and again at the end of the course. Participants who are uncomfortable with the outcomes and objects should back track through the course, seek help from their peers or instructor, and/or pursue additional resources outside of this mini-course.

Prerequisites for Success

The following prerequisites are recommended for full comprehension of mini-course material.

  • Competence in understanding and delivering science, math, engineering, and/or technology curriculum.
  • A computer with both word processing and Internet connection.
  • Access to local library and/or online databases.
  • A Google Account - SIGN UP TODAY!
  • The desire to continuously improve, learn, and better both their career and their students' educational experience.

Mini-Course Schedule

Proceed to each module at your own pace and discretion. The course has been designed to function as a fully asynchronous (different time, different place), self-directed course. Thus, instructor input has been embedded through design and student-student interaction will be vital for users to get the most out of the mini-course. Additionally, the mini-course is scaffolded in such a way that a majority of users will benefit from Module 1, slightly less during Module 2, and ultimately leaving specialized/STEAM teachers in Module 3. Happy learning!

Course-Wide References and Resources

+ALL citable knowledge used throughout this mini-course has been noted below:

"Character Strengths." Via Institute on Character (2016). Retrieved November 2016, from

"Design Thinking for Educators". IDEO Riverdale (2016). Retrieved December 2016, from

"Emily Pilloton: Teaching Design for Change". TED (2010). Retrieved December 2016, from

"Getting to Know the Standards". Next Generation Science Standards; For States, By States: Retrieved October 2016, from

Hutchinson, J., & Karsnitz, J. R., (1994). Design and problem solving in technology. NY: Glencoe McGraw-Hill.

IDEO. Retrieved November 2016, from

International Technology & Engineering Association (ITEEA),(2007). Standards for technological literacy: Content for the study of technology (3rd ed.). Reston, VA: International Technology Education Association.

Madsen D. A., Folkestad, J., Schertz, K. A., Shumaker, T. M., Stark, C., & Turpin, J. L. (2004). Engineering drawing and design (3rd ed.). Albany, NY: Delmar-Thompson Learning.

PLTW (Project Lead the Way, Inc). (2016). Retrieve October 2016, from

"Steps of the Scientific Method". Science Buddies. Retrieved November 2016, from

"Scientific Methods". StudyJams. Retrieved December 2016, from

"The Deep Dive". Nighline ABC News. Retrieved November 2016, from

"Why Man Creates". Saul Bass (1968). Retrieved December 2016, from