Engineering

I-Engineering Curriculum Resources

In the "How can I make my classroom more sustainable?" unit,  teachers and students collaboratively investigate how to make their classrooms more sustainable.  Using the teaching/learning process of Engineering for Sustainable Communities (EfSC), and two design challenges, students engage meaningfully in both the practices of engineering and the disciplinary core ideas of energy systems, transformations and sources (within the contexts of circuitry & renewable energy).

Author/Presenter: 
The I-Engineering Team
Lead Organization(s): 
Year: 
2019
Short Description: 

In the "How can I make my classroom more sustainable?" unit,  teachers and students collaboratively investigate how to make their classrooms more sustainable.  Using the teaching/learning process of Engineering for Sustainable Communities (EfSC), and two design challenges, students engage meaningfully in both the practices of engineering and the disciplinary core ideas of energy systems, transformations and sources (within the contexts of circuitry & renewable energy). To make engineering more accessible to a wider range of learners, I-Engineering situates the engineering work in real world contexts and constraints, and focuses on both the technical and social dimensions to design work.

Design Technology and Engineering Education (DTEEL) Curriculum

Design Technology and Engineering Education (DTEEL) for bilingual English Learner Students is a K-5th grade curriculum focused on language development through engineering design and problem solving. Each grade level includes a series of units focused on different aspects of engineering: Materials, Structures, Mechanisms, and Work & Energy. The last two grade levels add units that synthesize these engineering components with a Systems focus on Systems. Each lesson includes instructional strategies to strategically integrate language use and engineering content.

Author/Presenter: 
The DTEEL Team
Lead Organization(s): 
Year: 
2018
Short Description: 

Design Technology and Engineering Education (DTEEL) for bilingual English Learner Students is a K-5th grade curriculum focused on language development through engineering design and problem solving. Each grade level includes a series of units focused on different aspects of engineering: Materials, Structures, Mechanisms, and Work & Energy. The last two grade levels add units that synthesize these engineering components with a Systems focus on Systems. Each lesson includes instructional strategies to strategically integrate language use and engineering content.

Energy3D

Energy3D is a simulation-based engineering tool for designing green buildings and power stations that harness renewable energy to achieve sustainable development. Users can quickly sketch up a realistic-looking structure or import one from an existing CAD file, superimpose it on a map image (e.g., Google Maps or lot maps), and then evaluate its energy performance for any given day and location. Based on computational physics and weather data, Energy3D can rapidly generate time graphs (resembling data loggers) and heat maps (resembling infrared cameras) for in-depth analyses.

Author/Presenter: 
Charles Xie
Lead Organization(s): 
Year: 
2021
Short Description: 

Energy3D is a simulation-based engineering tool for designing green buildings and power stations that harness renewable energy to achieve sustainable development. Users can quickly sketch up a realistic-looking structure or import one from an existing CAD file, superimpose it on a map image (e.g., Google Maps or lot maps), and then evaluate its energy performance for any given day and location. Based on computational physics and weather data, Energy3D can rapidly generate time graphs (resembling data loggers) and heat maps (resembling infrared cameras) for in-depth analyses. Artificial intelligence is also used to support generative design, engineering optimization, and automatic assessment. At the end of the design, Energy3D allows users to print it out, cut out the pieces, and use them to assemble a physical scale model.

Conceive Design Implement Operate Initiative 18th International CDIO Conference; Reykjavík, Iceland

Event Date: 
Mon, 06/13/2022 (All day) to Wed, 06/15/2022 (All day)
Associated Dates and Deadlines: 

To learn more, visit https://cdio2022.ru.is/.

Discipline / Topic: 
Event Type: 

Strengthening STEM Teaching in Native American Serving Schools through Long-Term, Culturally Responsive Professional Development

Principal Investigator: 

This is a 4-year, level II Exploratory study within the teaching strand of DRK12. The research explores the functioning and impact of a nationally-developed STEM professional development model within the Navajo Nation. Teacher participants represent the entire K-12 grade range and multiple content areas, and they all participate in an innovative STEM-content, culturally responsive, 8-month professional development fellowship. We explore the extent to which culturally responsive principles are evident in their self-authored curriculum units.

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Target Audience: 

Integrating Science with Mathematics and Engineering: Linking Home and School Learning for All Young Learners

Principal Investigator: 

This study investigates the integration of early science with mathematics and engineering and involves co-designing resources with preschool teachers and families from historically underserved communities to provide preschool children equitable STEM learning experiences. The study also explores connections between home and school learning and involves designing resources to support multilingual learners, who represent a large (and growing) proportion of the population served in public preschool programs.

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Target Audience: 

Developing Teacher Noticing in Engineering in an Online Professional Development Program

Principal Investigator: 

The Teacher Engineering Education Program is designed to support teacher learning in engineering education in an 18-month online asynchronous program. In this project, we collected data from two cohorts of elementary teachers (N=26) including multiple interviews throughout the program, teachers’ video recordings of their classroom teaching, and their coursework in the four required courses. This poster summarizes our central findings on teacher learning in the program, looking at teachers’ noticing and pedagogical sensemaking in engineering.

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CAREER: Promoting Equitable and Inclusive STEM Contexts in High School

Principal Investigator: 
In this study, high school students (N = 242) completed measures of classroom inclusivity, perceived teacher discrimination, belonging, STEM classroom engagement and STEM activism orientation. Path analyses revealed direct effects of inclusion and perceived discrimination on STEM activism orientation. Further, findings demonstrated direct effects of inclusion on belonging and on belonging and both STEM classroom engagement and STEM Activism Orientation.
Target Audience: 

CAREER: Bridging the Digital Accessibility Gap in STEM Using Multisensory Haptic Platforms

Principal Investigator: 
This project investigates haptic (touch) technologies, like touchscreens, to create multimodal, STEM graphics and simulations that can be felt, heard, and seen. Working closely with individuals with disabilities, particularly students with visual impairments and blindness, and their teachers, we create multimodal, STEM learning experiences that elevate the sense of touch digitally, with a specific focus on moving beyond meeting access requirements to imagining multisensory, educational experiences for everyone.
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Target Audience: 

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