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New England Shoreline
Section
PREPARING EDUCATION AND ENGINEERING
STUDENTS TO WORK TOGETHER
Dr. Valerie Maier-Speredelozzi
URI Industrial Engineering
Michele Fitzpatrick
FY06 SWE-NESS President
Betty Young
URI School of Education
Barbara Sullivan-Watts
URI Graduate School of Oceanography
New England Shoreline Section
CONCEPT
• Student Engineers and Pre-service Teachers
learn to work together while they are still in
school
• Student Engineers accompany
Pre-Service Teachers in the classroom
• Possible involvement of professional SWE
members and local Teachers
New England Shoreline Section
DEVELOPERS/FACILITATORS
• Dr. Valerie Maier-Speredelozzi, URI
and SWE-NESS
• Dr. Betty Young, URI
• Dr. Barbara K. Sullivan, URI
• Dr. Susan Anderson, SWE-NESS
• Michele Fitzpatrick, SWE-NESS
New England Shoreline Section
PLAN
• One-day preview October 29, 2005 at URI
• One-hour SWE Web Seminar in January 2006
• One-credit course taken together (Fall 2006)
– Engineers get education credit
– Educators get engineering credit
• Convert into online modules, which can be easily
replicated by other universities with both
engineering and education departments
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FOUR-DAY CURRICULUM
1.
2.
3.
4.
First Impressions
Working Together
Appreciation and Resources
Logistics and Moving Forward
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Day 1. FIRST IMPRESSIONS
A. Exploring stereotypes
- Post card game to stimulate conversation about feelings
toward science and math education (engineers) or science
and engineering (educators)
- Create list of adjectives about science and math
educators (engineers) or scientists and engineers
(educators)
B. Answer personal questions
Why you chose your field and early influences
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1. B. PERSONAL QUESTIONS
– When did you first think about becoming an
(engineer/teacher)?
– What it was that first interested you in
(engineering/teaching)?
– Why did you decide to follow through and actually pursue
(engineering/teaching) as a career?
– Did you ever consider (teaching/engineering) as a
career? Why or why not?
– When did you first feel confident in your
(engineering/teaching) abilities?
– Describe the qualities of these early experiences.”
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1. FIRST IMPRESSIONS (cont.)
C. Pedagogy of Inquiry-Based Learning and
trends in science education
D. Inquiry-based hands-on activity
e.g. “Motion and Design” jigsaw
E. Discussion
Joint - Post cards and answers to personal questions
F. Small group brainstorming (groups separate)
What you have to offer and what you would like to learn
from the other group
G. Homework
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ACTIVITY-BASED LEARNING
Motion and Design Jigsaw
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1. G. HOMEWORK
Joint:
• Read recent articles on outcomes for inquiry-based learning.
Engineers:
• Review the list of adjectives that the educators used to
describe scientists and engineers. Write a reflection paper.
• Read about education standards and the developmental
levels of K-6 students.
• Find an elementary or middle school teacher that you know
personally and interview them.
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1. G. HOMEWORK (cont.)
Educators:
•
•
•
Review the list of adjectives that the engineers used to
describe science and math educators. Write a reflection
paper.
Read articles to learn about pipeline issues for women in
engineering and shortages of scientists and engineers in
our nation.
Find an engineer that you know personally and interview
them.
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Day 2. WORKING TOGETHER
A. Pair up and share thoughts from reflection papers
B. Combined groups work on hands-on team building
activity – e.g. Mars Rover
C. Lunch discussion –
– How does this change their readiness to work
together/alone in the classroom?
– Why did you decide to follow through and actually
pursue (teaching/engineering) as a career?
– Does using the kits help teachers feel more confident
about using other material than in the kits to introduce
engineering to students?
New England Shoreline Section
2. WORKING TOGETHER (cont.)
D. Pairs of students interview each other
–
–
–
–
–
How did you become interested in your field?
Were any activities in school responsible and if so, what were they?
How did you feel about the kit activities last week and their
usefulness for science education?
How do you feel about going into a classroom and presenting a
lesson, with or without a kit?
What assistance can both groups of professionals offer each other?
E. Brainstorm ways to establish and maintain a working
relationship between engineers and educators
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2. F. HOMEWORK
•
•
Read articles on effective ways to conduct K-12
outreach.
Read assigned chapter from an elementary school
science textbook. Working individually, brainstorm
and do background research on some activities
that could be used with an inquiry-based
curriculum for this topic. Prepare a short
document of your own ideas, which you will
combine with classmates in the next session.
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Day 3. APPRECIATION & RESOURCES
A. Report on new ideas and perceptions following the
previous joint meeting.
(Groups separate for the next three topics)
B. Learn about college curricula, training, licensure, and
responsibilities of the other profession.
C. Educators: Make a list of things that engineers should
know before volunteering in a classroom, including
resources that would help engineers understand the
science classroom in elementary and middle schools.
Engineers: Make a list of resources that educators should
be aware of related to science and engineering.
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3. APPRECIATION & RESOURCES (cont.)
D. Educators: Scientific Discovery and Evaluation Methods,
Engineering and Iterative Design Processes, Concurrent
Engineering, Science and Engineering Content, Math
foundations, Design for Manufacturing, Life Cycle Analysis
Engineers: Child Psychology and Age Appropriate
Content, Classroom Control (using role play)
E. Joint: In small groups, develop an inquiry-based lesson
plan to introduce the science unit for the chapter that was
read for homework.
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3. F. HOMEWORK
•
•
•
In small groups of both teachers and engineers, develop
an inquiry-based science education curriculum that uses
inexpensive materials for a school district that can not
afford kits. Prepare final reports in both written and oral
format.
Educators: Write a report on your assessment of a lesson
from www.teachengineering.com
Engineers: Think of a problem that you are working on
now in your job or in a recent college course. Develop a
script of how you would explain the scientific and
engineering principles to 1) an elementary school teacher
and 2) school children.
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Day 4. LOGISTICS & MOVING FORWARD
A. Engineers and educators pair-off so that the engineers can
try their “scripts” and receive feedback from the educators.
B. Educators: Draft letters to local companies or
engineering societies.
Engineers: Draft letters to local school districts, teachers,
or administrators.
C. Joint: School district expectations and requirements for
volunteers, dress codes, professionalism, etc.
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4. LOGISTICS & MOVING FORWARD (cont.)
D. Presentations by mixed student teams regarding
inquiry-based kits that they developed together.
E. Evaluation – work in small groups to recommend
materials for online training modules based on the
results of their experience (what worked, what did
not, what was missed? What would be important
to include when trying to disseminate this
nationally?)
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CHALLENGES
• Establishing university-based programs
• Recruitment, incentives, reaching out
• Getting the engineering students into the schools
• How to convert to on-line modules
New England Shoreline Section
New England Shoreline Section
Dr. Valerie Maier-Speredelozzi
URI Industrial Engineering
Michele Fitzpatrick
FY06 SWE-NESS President