Moore, T. J., & Glancy, A. W., & Tank, K. M., & Kersten, J. A., & Stohlmann, M. S., & Ntow, F. D., & Smith, K. A. (2013, June), A Framework for Implementing Quality K-12 Engineering Education  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19060

\bibitem{asee_peer_19060}
  Moore, T. J., \& Glancy, A. W., \& Tank, K. M., \& Kersten, J. A., \& Stohlmann, M. S., \& Ntow, F. D., \& Smith, K. A. (2013, June), \emph{A Framework for Implementing Quality K-12 Engineering Education}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19060

Tamara J Moore, Aran W Glancy, Kristina Maruyama Tank, Jennifer Anna Kersten, Micah S Stohlmann, Forster D. Ntow, and Karl A Smith.  "A Framework for Implementing Quality K-12 Engineering Education".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://strategy.asee.org/19060 Internet.  18 May, 2024

\bibitem{asee_peer_19060}
  Tamara J Moore, Aran W Glancy, Kristina Maruyama Tank, Jennifer Anna Kersten, Micah S Stohlmann, Forster D. Ntow, and Karl A Smith.
  "A Framework for Implementing Quality K-12 Engineering Education".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://strategy.asee.org/19060 Internet.  18 May, 2024

@INPROCEEDINGS{asee_peer_19060
author = "Tamara J Moore, Aran W Glancy, Kristina Maruyama Tank, Jennifer Anna Kersten, Micah S Stohlmann, Forster D. Ntow, and Karl A Smith"
title = "A Framework for Implementing Quality K-12 Engineering Education"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/19060}
number = {10.18260/1-2--19060}
}

TY  - CPAPER
AB  -             A Framework for Implementing Quality K-12 Engineering                                 EducationRecent national documents have laid the foundation for the highlighting the connection betweenscience, technology, engineering and mathematics at the K-12 level1-2. However, there is not aclear definition or a well-established tradition of what constitutes a quality engineering educationat the K-12 level3. At the college level, the Accreditation Board for Engineering and Technology(ABET) has guided the development of engineering programs through its accreditation process,but there is no similar process at the K-12 level. As a result, we are left with a number ofquestions about the best methods by which to effectively teach engineering at the K-12 level andhow that plays into the integration of the other STEM disciplines. The purpose of the currentwork has been the development of a framework for describing and evaluating engineeringstandards at the K- 12 level in order to help further our understanding and the development ofrobust engineering and STEM standards and initiatives.The framework presented in this paper and poster is the result of a research project focused onunderstanding and identifying the ways in which teachers and schools implement engineeringand engineering design in their classrooms. The development of the benchmarks that areincluded in the framework were determined based on an extensive review of the literature,established criterion for undergraduate and professional organizations, document contentanalysis of state academic content standards in science, mathematics and technology and inconsultation with experts in the fields of engineering and engineering education. The frameworkis designed to be used as a tool for evaluating the degree to which academic standards, curricula,and teaching practices address the important components of a quality K-12 engineeringeducation. Additionally, this framework can be used to guide the development and structure offuture K-12 engineering and STEM education standards and initiatives. In this regard, theframework is meant to serve as a benchmark for what constitutes a quality K-12 engineeringeducation.This paper and poster will present the final version of the K-12 framework and the analysis ofthe state academic standards with our K-12 framework with a focus on science and mathematicsstandards. These results will give a more complete picture of the current status of K-12engineering education and provide a better understanding of the ways in which teachers andschools implement engineering and engineering design in their classrooms as we look towardsthe future of STEM and STEM integration at the K-12 level.References1. National Research Council. (2009). Engineering in K-12 education: Understanding the status        and improving the prospects. National Academy of Engineering and National Research        Council. Washington, DC: The National Academies.2. National Research Council. (2012). A framework for K-12 science education: Practices,        crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.3. Chandler, J., Fontenot, A.D., & Tate, D. (2011). Problems associated with a lack of cohesive        policy in K-12 pre-college engineering. Journal of Pre-College Engineering Education        Research, 1(1), 40-48.
AU  - Tamara J Moore
AU  - Aran W Glancy
AU  - Kristina Maruyama Tank
AU  - Jennifer Anna Kersten
AU  - Micah S Stohlmann
AU  - Forster D. Ntow
AU  - Karl A Smith
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - A Framework for Implementing Quality K-12 Engineering Education
UR  - https://strategy.asee.org/19060
DO  - 10.18260/1-2--19060
ER  -