Abstract

Arizona State University has had several programs for in-service training of teachers, counselors, and administrators to better understand Design, Engineering, and Technology (DET). However, a need was identified to develop pre-service or graduate courses for education majors that addressed DET concepts and linked them to science and technological standards. A team of educators from the College of Engineering and Applied Sciences and the College of Education designed a pilot graduate education course for DET Concepts for K-12 teachers. Sponsored by a National Science Foundation planning grant, the team formulated a needs assessment questionnaire during Fall 2002 with K-12 teachers to evaluate teachers' perceptions, knowledge, and need of DET. The results of this survey were incorporated in the designing of the graduate course "Bridging Education and Engineering." This paper will describe the course objectives, the course content, the labs, and the assessment. Some preliminary observations are also offered.

Original languageEnglish (US)
Title of host publicationProceedings - Frontiers in Education Conference, FIE
PublisherInstitute of Electrical and Electronics Engineers Inc.
PagesF1A1-F1A6
Volume2
ISBN (Print)0780379616
DOIs
Publication statusPublished - 2003
Event33rd Annual Frontiers in Education, FIE 2003 - Westminster, United States
Duration: Nov 5 2003Nov 8 2003

Other

Other33rd Annual Frontiers in Education, FIE 2003
CountryUnited States
CityWestminster
Period11/5/0311/8/03

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Keywords

  • Engineering design
  • Pilot course
  • Technology education

ASJC Scopus subject areas

  • Computer Science Applications
  • Software
  • Education

Cite this

Roberts, C., Baker, D., Krause, S., Garcia, A., Kurpius, S., Middleton, J., ... Yasar, S. (2003). Designing a graduate education course for design, engineering, and technological concepts for K-12 teachers. In Proceedings - Frontiers in Education Conference, FIE (Vol. 2, pp. F1A1-F1A6). [1264655] Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/FIE.2003.1264655