Engineering and Education--Creating 21st Century Students—Part I— Informed Engineering Design Dave Burghardt Hofstra University

Engineering as a Way of Thinking Big Ideas in Engineering ( NAEP and Ontology ) Design Modeling ( predictive and representational ) Optimization and Trade-offs Systems

Why Engineering? To think like an Engineer requires OPTIMISM CREATIVITY And other Habits of Mind, but these two provide insights as to why design pedagogy can be so powerful in engaging children in learning.

Engineers Design from a Knowledge Base Knowledge and Skill Builders (KSBs)—activities that build (scaffold) student learning in a content area, e.g. surface area, prior to their beginning their designs.

The Curriculum Process Informed Engineering Design Design under constraint with specifications and challenges No Gadgeteering, knowledge based, hence a connection to STEM content knowledge Influenced by Wiggins and McTigue, Understanding by Design

Engineering as a Pedagogy Project Based Learning Constructivist Student Centered

Engineering Design

What is Important? What should students know and be able to demonstrate? Geometric Reasoning—a difficult conceptual area. 6 th /7 th grade—surface area and volume of three dimensional figures. Generate a Design Challenge such that the completion of the challenge requires application of mathematical knowledge. Imbedded assessment—KSBs, Design Solution, Extension.

Examples of Engineering Activities Hanging Mobile Design (4 th /5 th grade math)— students create a mobile and in the process learn about static equilibrium (balance), the role of the equal sign, how to develop and apply simple equations. Critter Design (8 th grade science)—students use their knowledge of genetics to design future offspring of two parents they created with unusual genetic characteristics.

Examples of Engineering Activities Autobiography (6 th /7 th grade)—students learn the elements of autobiographies and create their own with a 3D fabricated and illustrated version. Game Design (all grade levels and all content areas)—students create board games related to content knowledge within a discipline. Students have created games related to social studies, science, math.