Infuse Engineering Design
into Your STEM Classes
Mauricio Castillo, Ph.D.
CALIFORNIA STATE UNIVERSITY, LOS ANGELES
Vincent Childress, Ph.D.
NORTH CAROLINA A&T STATE UNIVERSITY, GREENSBORO
Ethan B. Lipton, Ph.D.
CALIFORNIA STATE UNIVERSITY, LOS ANGELES
Participants will be able to:
 identify the elements of engineering design;
 show examples of successful engineering
design in the STEM classroom.
 recognize components and rationale for
successful professional development; and,
 show participants where to get complete
materials for supporting the infusion effort.
Background
 National Center for Engineering and Technology Education
 Develop a model for teacher professional development
 Help pilot STEM teachers infuse engineering design into
their existing curricula.
Engineering Design
 Adapted from
the Dartmouth model.
 COPA =
Constraints, Optimization,
Predictive Analysis
 Requires application of
math and science up front.
Identification of Need
A bungee jump excursion company needs a
method for weighing a customer, measuring the
stiffness of its bungee cord, and adjusting the
cord length so the customer has a thrilling but
safe bungee jump.
Define Problem (Specifications)
 The doll used to simulate the jumper falls to within
30 cm of the floor but does not touch the floor.
This would maximize the thrill of the jump
but still maintain safety.
 The cord material is given.
 The doll used will be the same for all groups.
 The height of the jump will be the same.
Search for Existing Designs
While it may be difficult to study an actual cord,
students will research bungee jumping in general.
Develop Designs
 The step in the engineering design process when
competing designs will be developed to the point
where the differences in these alternate designs
can be compared by the engineering design team.
 For this activity, the only design variable is the
length of the cord. Therefore, alternative designs
and this step will not appear in the engineering
notebook.
Analysis of Alternative Designs
This step is the main focus of the activity and will be part
of the engineering notebook. We are only analyzing one
design, however, and we will be able to predict what the
cord length should be for a jumper the weight of the
doll.
This ability to use mathematics and science to predict is
the powerful part of the analysis that makes engineering
more efficient.
Decision (Decision Matrix)
Because we do not need to choose among alternative designs,
we will not need this step in the engineering notebook.
Test and Verify Solution
The actual jumping of the doll using
the elastic cord and the motion
sensor.
In this section of the engineering
notebook, you will compare the
prediction made in the Analysis step
to the findings/measurements made
in this step.
Professional Development Model
 Components
 Changes/Redesign
 Teacher success data
 Implications for your program
Engineering Design Challenge: Bungee Cord
Model Components
1. Must have an engineering partner involved throughout PD
2. Group decision making strategies
3. Nature of engineering design (including guest engineer)
4. Apply the engineering design process
5. Student performance assessment techniques
6. Instructional design
7. Teachers design and practice their own activities that fit
their own curricula
8. Plan for the school year
9. Establish learning communities
10. Teaching, facilitator observations & feedback
Engineering Design Challenge: Bungee Cord
Model Components:
Performance Assessment
Objectives
Below Standard
At Standard
Above Standard
Followed the engineering
design process.
There were required steps left
out that turned out to be
important.
There is evidence that the
process was followed.
There is explicit evidence
that the process was
followed.
Used mathematics and
science to optimize, predict,
describe solutions.
Used spreadsheet to solve
some but not all math and
science applications to make
the prediction.
Used spreadsheet to solve all
math and science applications
to make the prediction.
Used spreadsheet to solve all
math and science applications
to make the prediction and
the prediction worked
stopping the bungee jumper
within 30 cm of the floor
Worked within constraints
and limitations.
One or more special
accommodation had to be
made in the laboratory to get
the solution to work.
No special accommodation
had to be made in the
laboratory to get the solution
to work.
Satisfied specifications and
parameters.
None of the quantifiable
specifications were met by
the solution.
Some of the quantifiable
specifications were met by
the solution.
All of the quantifiable
specifications were met by
the solution.
Fully documented the
process in the portfolio or
engineering notebook.
The engineering notebook
reflects the general
engineering design process.
The engineering notebook
provides evidence of
understanding for the
objectives stated above.
The engineering notebook
documents the specific
design process used to solve
this problem.
Comments:
Specific Comments
Engineering Design Challenge: Bungee Cord
Model Components:
Observation Criteria
ENGINEERING DESIGN CHALLENGE LESSON OBSERVATION FORM
Engineering Design Challenge: ____________________________________________________________
Course: _____________________________________ Teacher: _________________________________
Teacher Activities: ________________________________________________ Date: ________________
Student Activities: ___________________________________________ Day Number ______ of _______
Rating Scale:
0 = No evidence
1 = Below desired level – incomplete and/or unclear or confusing
2 = Complete – all criterion observed with opportunities for improvement
3 = Meets minimal expectations – all aspects effectively achieved
4 = Exceeds expectations – multiple presentations, examples strategies incorporated
Model Components:
Observation
Assessment
Criteria
Rating
1)
2)
3)
4)
5)
6)
7)
1)
2)
Instructional Design
The standard to be achieved is
clearly identified
Multiple means are provided for
assessing student understanding
Prerequisite instructions are
provided before introducing the
engineering design challenge
The lesson components will
motivate students to learn
engineering concepts
The lesson will enable students to
apply constructs and prerequisite
skills to resolve the engineering
design challenge
Students are prompted to
document important indicators of
their success
The assessment strategy is clear
and readily understandable by
students
Engineering Design
The content and engineering
design challenge presented are
grade appropriate
The engineering design challenge
presents a realistic scenario
Comments
Engineering Design Challenge: Bungee Cord
Model Components:
Instructional Design
• Curriculum
Integration
• New Bloom’s
• Backward design
Model Changes
(surveys and observations)
Without school system mandate, about one-half of teachers completing
professional development will implement successfully.
 Have the technology/engineering teacher do the lab related components. Let the
mathematics and science teachers do their part in their own classes.
 Explore strategies to better facilitate infusion into math and science class
(constrained by mandated pacing schedules).
 Technology/engineering teacher will still have to do the mathematics and science
depending on how many students the STEM team has in common.
 Limited math and science knowledge limits technology/engineering teacher’s
implementation. Therefore, math instruction is needed for this group.
 Establishment of learning communities depends on visits by facilitators. Therefore,
local curriculum specialist/supervisor should be fully involved.
 Food for the World was too complex but covers all steps.
Model Successes
(surveys and observations)
 Teachers who choose a topic truly related to their own curriculum







and who complete the lesson plan format/instructional design will
implement successfully. Practice is also a must for success.
Provider visits to assist and observe are important.
Engineering notebooks and performance assessment are keys.
Group decision making strategies improved student group work.
Some teacher collaboration took place at school & was beneficial.
Bungee Cord challenge was a success as long as teachers did not
have to develop the spreadsheet.
Engineering partners are an absolute must.
COPA was a value added component.
Implications for your program
 Recruit an engineering partner. The type of engineer does not really matter. He or she
could be a friend or from an association; must become familiar with (and value) the
nature and context of the course.
 Find a good EDC example (that includes some components of COPA) and use it as a
guide to writing your own EDCs.
 Take the time to write detailed lesson plans (this is something that most teachers do
not do) that include science, technology, engineering & math objectives/components.
 Force yourself to take the time to collaborate. Get the principal to give you common
planning. Get a peer to observe and provide feedback on the lesson.
 Start out by adding one or two EDCs the first year, and then add another one or two the
next year.
 Recommend the Subarctic Survival (Synergistics) or similar
Team building activity. (Human Synergistics Survival Series at
http://www.humansynergistics.com/products/survival.aspx)
Implications for your program
Implications for your program
Implications for your program