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Infuse Engineering Design into Your STEM Classes

Infuse Engineering Design into Your STEM Classes. Mauricio Castillo , Ph.D. California State University, Los Angeles Vincent Childress , Ph.D. North Carolina A&T State University, Greensboro Ethan B. Lipton , Ph.D. California State University, Los Angeles.

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Infuse Engineering Design into Your STEM Classes

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  1. Infuse Engineering Design into Your STEM Classes Mauricio Castillo, Ph.D. California State University, Los Angeles Vincent Childress, Ph.D. North Carolina A&T State University, Greensboro Ethan B. Lipton, Ph.D. California State University, Los Angeles

  2. identify the elements of engineering design; show examples of successful engineering design in the STEM classroom. recognize components and rationale for successful professional development; and, show participants where to get complete materials for supporting the infusion effort. Participants will be able to:

  3. National Center for Engineering and Technology Education Develop a model for teacher professional development Help pilot STEM teachers infuse engineering design into their existing curricula. Background

  4. Adapted from the Dartmouth model. COPA = Constraints, Optimization, Predictive Analysis Requires application of math and science up front. Engineering Design

  5. A bungee jump excursion company needs a method for weighing a customer, measuring the stiffness of its bungee cord, and adjusting the cord length so the customer has a thrilling but safe bungee jump. Identification of Need

  6. The doll used to simulate the jumper falls to within 30 cm of the floor but does not touch the floor. This would maximize the thrill of the jump but still maintain safety. The cord material is given. The doll used will be the same for all groups. The height of the jump will be the same. Define Problem (Specifications)

  7. While it may be difficult to study an actual cord, students will research bungee jumping in general. Search for Existing Designs

  8. The step in the engineering design process when competing designs will be developed to the point where the differences in these alternate designs can be compared by the engineering design team. For this activity, the only design variable is the length of the cord. Therefore, alternative designs and this step will not appear in the engineering notebook. Develop Designs

  9. This step is the main focus of the activity and will be part of the engineering notebook. We are only analyzing one design, however, and we will be able to predict what the cord length should be for a jumper the weight of the doll. This ability to use mathematics and science to predict is the powerful part of the analysis that makes engineering more efficient. Analysis of Alternative Designs

  10. Because we do not need to choose among alternative designs, we will not need this step in the engineering notebook. Decision (Decision Matrix)

  11. The actual jumping of the doll using the elastic cord and the motion sensor. In this section of the engineering notebook, you will compare the prediction made in the Analysis step to the findings/measurements made in this step. Test and Verify Solution

  12. Components Changes/Redesign Teacher success data Implications for your program Professional Development Model

  13. Must have an engineering partner involved throughout PD Group decision making strategies Nature of engineering design (including guest engineer) Apply the engineering design process Student performance assessment techniques Instructional design Teachers design and practice their own activities that fit their own curricula Plan for the school year Establish learning communities Teaching, facilitator observations & feedback Model Components Engineering Design Challenge: Bungee Cord

  14. Model Components: Performance Assessment Engineering Design Challenge: Bungee Cord

  15. Model Components: Observation Criteria Model Components: Observation Criteria Engineering Design Challenge: Bungee Cord Assessment

  16. Model Components: Instructional Design Engineering Design Challenge: Bungee Cord • Curriculum Integration • New Bloom’s • Backward design

  17. Without school system mandate, about one-half of teachers completing professional development will implement successfully. Have the technology/engineering teacher do the lab related components. Let the mathematics and science teachers do their part in their own classes. Explore strategies to better facilitate infusion into math and science class (constrained by mandated pacing schedules). Technology/engineering teacher will still have to do the mathematics and science depending on how many students the STEM team has in common. Limited math and science knowledge limits technology/engineering teacher’s implementation. Therefore, math instruction is needed for this group. Establishment of learning communities depends on visits by facilitators. Therefore, local curriculum specialist/supervisor should be fully involved. Food for the World was too complex but covers all steps. Model Changes (surveys and observations)

  18. Teachers who choose a topic truly related to their own curriculum and who complete the lesson plan format/instructional design will implement successfully. Practice is also a must for success. Provider visits to assist and observe are important. Engineering notebooks and performance assessment are keys. Group decision making strategies improved student group work. Some teacher collaboration took place at school & was beneficial. Bungee Cord challenge was a success as long as teachers did not have to develop the spreadsheet. Engineering partners are an absolute must. COPA was a value added component. Model Successes (surveys and observations)

  19. Recruit an engineering partner. The type of engineer does not really matter. He or she could be a friend or from an association; must become familiar with (and value) the nature and context of the course. Find a good EDC example (that includes some components of COPA) and use it as a guide to writing your own EDCs. Take the time to write detailed lesson plans (this is something that most teachers do not do) that include science, technology, engineering & math objectives/components. Force yourself to take the time to collaborate. Get the principal to give you common planning. Get a peer to observe and provide feedback on the lesson. Start out by adding one or two EDCs the first year, and then add another one or two the next year. Recommend the Subarctic Survival (Synergistics) or similar Team building activity. (Human Synergistics Survival Series at http://www.humansynergistics.com/products/survival.aspx) Implications for your program

  20. Implications for your program

  21. Implications for your program

  22. Implications for your program

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