Engineering

Engineering Mindsets and Learning Outcomes in Elementary School

Background
Students may exhibit growth mindsets, where intelligence is seen as malleable and failures prompt more effort and new approaches, or fixed mindsets, where intelligence is seen as immutable and failures indicate lack of intelligence. One's mindset in general may be different from that for a particular domain such as engineering. Having a growth mindset predicts more positive learning outcomes.

Author/Presenter

Pamela S. Lottero‐Perdue

Cathy P. Lachapelle

Lead Organization(s)
Year
2020
Short Description

This article describes the general and engineering mindsets of students in fifth‐grade U.S. classrooms (ages 10 and 11) who received engineering instruction. It explores how general mindsets may predict engineering learning outcomes and how engineering mindsets may be predicted by general mindset and other variables.

“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators

There is international and widespread recognition that early childhood education must be fully inclusive and based on the language, culture, and epistemology of local Indigenous communities (Kitson, 2010). Early childhood education (ECE) programs can only deliver on the promises ofculturally responsive schooling (Castagno & Brayboy, 2008; McCarty & Lee, 2014) when “staff members understand cultural expectations, relationships, and the subtleties of communication, including non-verbalcommunication” within the community (Kitson & Bowes, 2010, p.86).

Author/Presenter

Angelina E. Castagno

Tiffany Tracy

Desiree Denny

Breanna Davis

Hosava Kretzmann

Lead Organization(s)
Year
2020
Short Description

This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of academically rigorous, culturally responsive curriculum across the Navajo Nation.

K–12 DREAMS to Teach Program at Morehouse College

This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College, a Historically Black College and University located in Southwest Atlanta, Georgia. Many studies articulate the importance of cultural alignment between students and their instructors’ influence on STEM participation and persistence.

Author/Presenter

Cynthia Trawick

Thema Monroe-White

Jigsa A. Tola

Jamie P. Clayton

J. K. Haynes

Lead Organization(s)
Year
2020
Short Description

This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College

Insight from DRK-12 CAREER Awardees

This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience. Twenty-four DRK-12 CAREER awardees responded to the questions:

Author/Presenter

CADRE

Year
2021
Short Description

This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience.

TEEMS Curriculum

Transforming Engineering Education for Middle Schools (TEEMS) is a free engineering curriculum for gr. 6-8 learners. TEEMS is based on theories of learning that encourage the use of story to promote engagement. The curriculum includes two 2-week engineering units on (1) the engineering design process and (2) materials and tools and six 1-4 day lessons that connect engineering to NGSS science topics of waves, matter and its interactions, body systems, Earth’s systems, Earth’s place in the universe, and evolution. 

Author/Presenter

The TEEMS Team

Year
2020
Short Description

Transforming Engineering Education for Middle Schools (TEEMS) is a free engineering curriculum for gr. 6-8 learners with units on the engineering design process and materials and tools that connect engineering to NGSS science topics of waves, matter and its interactions, body systems, Earth’s systems, Earth’s place in the universe, and evolution.  View the Website for Teachers | Website for Student Resources

TEEMS Curriculum

Transforming Engineering Education for Middle Schools (TEEMS) is a free engineering curriculum for gr. 6-8 learners. TEEMS is based on theories of learning that encourage the use of story to promote engagement. The curriculum includes two 2-week engineering units on (1) the engineering design process and (2) materials and tools and six 1-4 day lessons that connect engineering to NGSS science topics of waves, matter and its interactions, body systems, Earth’s systems, Earth’s place in the universe, and evolution. 

Author/Presenter

The TEEMS Team

Year
2020
Short Description

Transforming Engineering Education for Middle Schools (TEEMS) is a free engineering curriculum for gr. 6-8 learners with units on the engineering design process and materials and tools that connect engineering to NGSS science topics of waves, matter and its interactions, body systems, Earth’s systems, Earth’s place in the universe, and evolution.  View the Website for Teachers | Website for Student Resources