Designing the Future: Integrating cutting-edge design and manufacturing tools into 9th and 10th grade STEM education
Ismail Fidan, Julie C. Baker · 2020
The Designing the Future (DTF) project targets the 9th and 10th grade STEM teachers and is focused on curriculum development through project based inquiry using design and modeling tools.The content focus of this project is Math, Science, and CTE (Career and Technical Education) concepts of engineering, 3D modeling, design, programming, simulation, and additive manufacturing (AM).The content is aligned with the Math, Science, and CTE standards for 9th and 10th grades including the embedded student performance standards for engineering and technology.Additionally, STEM Academy© standards are covered during the professional development (PD) workshops.Engineering and education faculty members co-teach the content modules in order to solidify the content knowledge sets while they increase the comprehension and engagement of the teachers.A number of the state-of-the-art teaching with technology concepts are an essential part of this project as such AM, remotely accessible rapid prototyping laboratory, computer-aided design, and simulation.These tools, along with pedagogical best practices in secondary education, are modeled for teacher-participants through case studies paired with problem-based learning and project-based inquiry.The teachers work together on cross-curricular teams to engage each other in the hands-on projects, then design units they can take back to their own classrooms while aligning lessons to both state standards and the STEM Academy© standards of 3D Modeling.Throughout the PD activities, all steps of the design process are captured electronically through www.ucrsi.org to create digital instructional materials that secondary teachers may incorporate into their classroom lessons.Project evaluation and analysis includes both qualitative and quantitative data elements.As a quantitative measurement teacher participants complete both a pre-and post-test addressing STEM content knowledge and pedagogy.Qualitative methods include participant interviews, discussion boards, journals and reflections.This paper will report the scope of the project, current PD activities, and their findings from the workshops. DTF OverviewEngineers use the analytical and math-based components of design, simulation, programming, and modeling to develop new products.As Tennessee strives to encourage more high school students to prepare for and enter STEM careers, early induction into the way STEM professionals think and work is essential [1].Students need to encounter these engineering concepts in mathematics and science courses to prepare for STEM-based high school technical courses, post-secondary STEM training, and to build a strong foundation in critical thinking and problem-solving skills.DTF teacher-participants in grades 9-10 (math, science, and CTE) manipulate a number of cutting-edge software tools as they learn how similar activities can easily be replicated in the high school classroom.Teachers are also introduced to a rigorous curriculum based on materials from the STEM Academy©.Project leaders and teacherparticipants explore cross-curricular connections between Tennessee math, science, and CTE standards in addition to the integration of standards from the STEM Academy© curriculum.The Page 23.383.2