Dear PCEE Division Members,

Thanks to all who submitted abstracts for the 2017 ASEE Annual Conference and Expo in Columbus, OH. We received 149 abstracts! Thanks, too, to our reviewers who will be reviewing abstracts, and to Liesl Hotaling, who works hard as our Program Chair. Those abstract reviews are due October 30.

On October 12, you should have received an updated Call for Proposals for Professional Development for Teachersin your email inboxes from Lisa Jennings, Manager of K-12 Activities for ASEE Headquarters. I have pasted a description of the call, below. Proposals can be submitted now through 5:00 pm EST Friday, November 11, 2016. Please go back to that email for attachments including a description of the call, a proposal template, and budget template. The email was entitled, “REVISED – ASEE Call for Proposals: Professional Development for P-12 Teachers.” Contact Lisa Jennings at l.jennings@asee.orgwith questions.

Beyond information about the Call for PD Proposals, I have one reposted announcement, below (with a Nov 1 deadline to participate in a workshop). Feel free to send me items to post in upcoming newsletters. Please limit those to a paragraph of text, and provide links for readers to find more information.

Take care,

Pam

Pamela S. Lottero-Perdue, Ph.D.

Chair, Pre-College Engineering Education Division

American Society for Engineering Education

Associate Professor of Science Education

Director, Integrated STEM Instructional Leadership (PreK-6) Post-Baccalaureate Program

Department of Physics, Astronomy & Geosciences

Towson University

~ ANNOUNCEMENTS ~

ASEE Call for Proposals for Professional Development for Teachers

ASEE Professional Development in Engineering Education for P-12 Teachers

A Pilot Endeavour to Expand ASEE’s Capabilities in Teacher Professional Development

The American Society for Engineering Education (ASEE) is embarking on a new endeavor focusing on the need to increase engineering and technological literacy among P-12 teachers. We are pleased to extend this unique opportunity to showcase the rich expertise of its Pre-College Engineering Education (PCEE) Division members.

The ASEE seeks to collaborate with members of the PCEE Division to develop and offer two types of P-12 ASEE-branded engineering education activities (Note: proposals can include an existing program(s) that you may already be offering or recommendations for the development of a new activity designed and offered under the umbrella of ASEE.):

  1. National / Regional Professional Development Programs* ASEE invites its members to submit proposals for Professional Development Programs for P-12 teachers of elementary, middle or high school grades and out-of-school time (OST) programs. – Program outcome/s, contents, locations, number of teacher participants, delivery format, and grade level – could either be suggested by the proposer, or could be determined jointly with the ASEE staff.
  1. Summer-Term P-12 Institutes

ASEE is also seeking proposals for the creation of a two (2) week Summer P12 Teacher Institute to be held in Washington, DC in 2017. Proposals should focus on engineering literacy in design or engineering career literacy using the following categories:

o engineering as engineering,

o engineering as a context for science and math, and

o engineering as part of integrated STEM.

Program outcome/s, contents, locations, number of teacher participants, delivery format, and grade level – could either be suggested by the proposer, or could be determined jointly with the ASEE staff.

Individuals could propose a full two weeks of content or just a portion of it that could be combined with other presenters. Please specify proposed dates as well as alternatives.

The coordination of general logistics including registration, development of program materials, teacher recruitment, marketing, and promotions will be led and managed by ASEE Headquarters-Lisa J. Jennings, Manager of K-12 Activities.

Note that proposals will be accepted from any individual, organization or business with ASEE Membership.Proposals from non-ASEE Members will not be considered.

*The professional development program curriculum must be correlated to national standards (e.g., the NAPE Technology & Engineering Literacy Assessment, the Next Generation Science Standards, and the Common Core State Standards in Mathematics) and will be evaluated using the ASEE Standards for Professional Development for Teachers of Engineering. The integration of other content areas is encouraged.

Proposals will include a detailed cost analysis and budget (see the attached budget template) to describe a collaborative and mutually beneficially relationship between proposer and the ASEE.

Assessment:

Proposals will be evaluated and assessed using the ASEE Standards for Professional Development for Teachers of Engineering and Matrix

  • Standard A: Engineering Content and Practices
  • Standard B: Pedagogical Content Knowledge for Teaching Engineering
  • Standard C: Engineering as a Context for Teaching and Learning
  • Standard D: Curriculum and Assessment
  • Standard E: Alignment to Research, Standards, and Educational Practices

 

Timeline:

The Call for Proposals will open Monday, October 17, 2016 and close at 5:00pm EST Friday, November 11, 2016. Proposals received after the deadline will not be considered.

Please direct questions to Lisa J. Jennings, Manager, K-12 Activities at l.jennings@asee.org.

Background on the Nature, Content, and Practices of Engineering 

Engineering is based on extensive bodies of knowledge. It is a unique disciplinary field, yet shares some features with science, technology, and mathematics. Engineering literacy requires understanding the fundamental nature, content, and practices of engineering, which may be organized into three categories.

Literacy in the category of engineering design (ED) requires an understanding that engineering:

  1. Is inherently innovative and creative;
  2. Requires critical thinking and problem solving;
  3. Is collaborative and team-oriented;
  4. Involves solving problems via the engineering design process (e.g., involving design under constraints, iterative design, optimization, improvement);
  5. Requires the combination of engineering subject matter knowledge with engineering practices;
  6. Involves systems thinking (e.g, considering solutions as they are a part of larger systems);
  7. Uses failure as a learning experience (e.g., when designed solutions fail, engineers learn from this failure and improve based on this new knowledge);
  8. Assumes that there are multiple possible solutions to one problem; and
  9. Involves multiple means of communicating outcomes (e.g., technical reports, graphs, data, models, recommendations).

Literacy in the category of engineering careers (EC) requires an understanding that:

  1. Engineering includes multiple areas of specialization (e.g., mechanical, electrical, petroleum, civil, biomedical, aerospace, environmental, industrial); and
  2. Engineering career pathways are accessible via a variety of educational routes.

Literacy in the category of engineering and society (ES) requires an understanding that engineering:

  1. Has a long and rich history;
  2. Is relevant to current events;
  3. Generates technological solutions that add value to society, yet may also have negative (and largely unintended) consequences for society; and
  4. Is influenced by cultures and societies.

WORKSHOPS (reposted!):

WORKSHOP ON BUILDING RESEARCH CAPACITY FOR STEM FACULTY DEVELOPMENTApply today to be part of a groundbreaking dialog taking place February 16th-18thHow many hats do you wear? Building Research Capacity for STEM Faculty Development is an NSF sponsored working conference that brings together experts from around the country to develop a national research agenda focused on faculty development in the STEM disciplines. The 1 & ½ day working conference at Clemson University will bring scholars, practitioners, policy-makers, industrial partners, and thought-leaders together to take part in a dialogue about STEM faculty development (NSF grant #1638888). Together, we will tackle difficult questions like:

  • What resources are needed to establish junior faculty as productive contributors to the research, teaching and service mission of a university?
  • How can we leverage current research to provide senior faculty with the means to establish new teaching methods or change research direction?
  • What theories and methodologies must be developed to supply future faculty (STEM doctoral students) with the foundation for a successful academic career?

An optional reception will be held Thursday evening Feb. 16th. The conference will be held all day Friday, Feb. 17th and until lunch Saturday, Feb. 18th. Participants must apply and be selected to attend. Information and the application can be accessed electronically at http://www.clemson.edu/cecas/departments/ese/about/stemfacdev.html. Reasonable travel expenses will be reimbursed for participants. Lodging and meals will be provided.

The application deadline is Tuesday, Nov. 1st. Contact: Dr. Karen High at stemfacdev@clemson.edu

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