How educators implement engineering curricula in OST settings

Nena E. Bloom; Elisabeth Roberts; Lori Rubino-Hare; Haylee Nichole Archer; Christine M. Cunningham; Joelle Clark

How educators implement engineering curricula in OST settings

Nena E. Bloom, Elisabeth Roberts, Lori Rubino-Hare, Haylee Nichole Archer, Christine M. Cunningham, Joelle Clark

Curriculum & Instruction

Research output: Contribution to journal › Conference article › peer-review

Original language	English (US)
Journal	ASEE Annual Conference and Exposition, Conference Proceedings
State	Published - Jun 15 2019
Event	126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019 - Tampa, United States Duration: Jun 15 2019 → Jun 19 2019

All Science Journal Classification (ASJC) codes

General Engineering

Cite this

@article{b092b5b2cc314c1e8abb1029ee226af8,

title = "How educators implement engineering curricula in OST settings",

author = "Bloom, {Nena E.} and Elisabeth Roberts and Lori Rubino-Hare and Archer, {Haylee Nichole} and Cunningham, {Christine M.} and Joelle Clark",

note = "Funding Information: The research is part of a larger, NASA-funded project, with the goal to develop and disseminate multiple upper elementary and middle-school engineering units focused on the challenges of space exploration and planetary science. The curriculum engages youth in authentic engineering design tasks in the context of planetary science and space exploration. Concurrently, the project is creating multi-tiered professional development for OST educators as well as complementary planetary science lessons. The development is being supported by extensive field testing, materials design, and a research program, of which this study is a part. The curriculum units foster opportunities for middle-school children in OST settings to become engineers and solve problems that are identified as “personally meaningful and globally relevant” [20]. Each unit has been developed to include fourteen Curricular Design Principles for Inclusivity [21], identified through previous research studies to support student learning, in four overarching categories: Set learning in a real-world context, present design challenges that are authentic to engineering practice, scaffold student work, and demonstrate that everyone can engineer. The Curricular Design Principles are detailed under Findings in Table 3.; 126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019 ; Conference date: 15-06-2019 Through 19-06-2019",

year = "2019",

month = jun,

day = "15",

language = "English (US)",

journal = "ASEE Annual Conference and Exposition, Conference Proceedings",

issn = "2153-5965",

}

TY - JOUR

T1 - How educators implement engineering curricula in OST settings

AU - Bloom, Nena E.

AU - Roberts, Elisabeth

AU - Rubino-Hare, Lori

AU - Archer, Haylee Nichole

AU - Cunningham, Christine M.

AU - Clark, Joelle

N1 - Funding Information: The research is part of a larger, NASA-funded project, with the goal to develop and disseminate multiple upper elementary and middle-school engineering units focused on the challenges of space exploration and planetary science. The curriculum engages youth in authentic engineering design tasks in the context of planetary science and space exploration. Concurrently, the project is creating multi-tiered professional development for OST educators as well as complementary planetary science lessons. The development is being supported by extensive field testing, materials design, and a research program, of which this study is a part. The curriculum units foster opportunities for middle-school children in OST settings to become engineers and solve problems that are identified as “personally meaningful and globally relevant” [20]. Each unit has been developed to include fourteen Curricular Design Principles for Inclusivity [21], identified through previous research studies to support student learning, in four overarching categories: Set learning in a real-world context, present design challenges that are authentic to engineering practice, scaffold student work, and demonstrate that everyone can engineer. The Curricular Design Principles are detailed under Findings in Table 3.

PY - 2019/6/15

Y1 - 2019/6/15

UR - http://www.scopus.com/inward/record.url?scp=85078782367&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85078782367&partnerID=8YFLogxK

M3 - Conference article

AN - SCOPUS:85078782367

SN - 2153-5965

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

T2 - 126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019

Y2 - 15 June 2019 through 19 June 2019

ER -

How educators implement engineering curricula in OST settings

All Science Journal Classification (ASJC) codes

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