This study is based on a theoretical model that embeds engineering design within social, cultural, and linguistic activity, seeking to understand (a) how adolescent English learners draw from various linguistic, representational, and social resources as they work toward solving community-based engineering design challenges; (b) the problems they face in working on the challenges and how they seek to overcome those problems; and (c) adolescents' willingness to conceptualize themselves as future engineers.
In this project, over 500 elementary education majors will team with engineering majors to teach engineering design to over 1,600 students from underrepresented groups. These standards-based lessons will emphasize student questioning, constructive student-to-student interactions, and engineering design processes, and they will be tailored to build from students' interests and strengths.
This Engineering Teacher Pedagogy project implements and assesses the promise of an extended professional development model coupled with curriculum enactment to develop teacher pedagogical skills for integrating engineering design into high school biology and technology education classrooms.
In this project, high school engineering teachers will spend five weeks in a research lab devoted to biologically-inspired design, as they partner with cutting-edge engineers and scientists to study animal features and behavior and their applications to engineering designs. After this lab experience, the high school teachers will receive three six- to ten-week curricular units, tailored for tenth- through twelfth-grade students, which teach biologically-inspired design in the context of problems that are relevant to youth.