Course Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Whitford, N. E. (1905). The canals as a school of engineering. In History of the canal system of the State of New York: Together with brief histories of the canals of the United States and Canada (Vol. 1).

Other Readings

• Lundgreen, P. (1990). Engineering education in Europe and the USA, 1750–1930: The rise to dominance of school culture and the engineering professions. Annals of Science, 47, 33–78. [Note: To access this reading, click on Modules in your Course Navigation Menu, navigate to Lesson 1, and click on lesson page 1.4. Engineering: Job? Profession? Discipline?]
• Freehill, L. M. (2004). The gendered construction of the engineering profession in the United States, 1893–1920. Men and Masculinities, 6(4), 383–403. [Note: To access this reading, click on Modules in your Course Navigation Menu, navigate to Lesson 1, and click on lesson page 1.4. Engineering: Job? Profession? Discipline?]
• Links to other resources will be provided in lesson content pages.

1. Complete Canals and American Engineering survey.
2. Post a response the Your Thoughts So Far discussion forum. You are encouraged, but not required to respond to your fellow peers' posts.
3. Post an autobiographical essay (blog), following instructions that direct you to reflect on your experiences with “engineering” in both formal and informal contexts.

Textbook

• If you are not already familiar with the Next Generation Science Standards, spend at least a couple of hours familiarizing yourself with this publication:

NGSS Lead States (2013). Next Generation Science Standards: For states, by states. Washington, DC: The National Academies Press.

Course Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Cunningham, C.M. and Carlsen, W.S. (2014). Precollege engineering education. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. II, pp. 747–758). New York, NY: Routledge.

Other Readings

• Links to other resources are included in lesson content pages.

1. Complete Whattayaknow About APA Style survey.
2. Contribute two annotated citations to a shared Zotero bibliographic database, one from a practitioner journal and one from a research journal.

Web Resource

• Lynda.com online training library

Videos

• Understanding 3-D Space Tutorial

Note: To access these resources, click on Modules in your Course Navigation Menu, navigate to Lesson 3, and click on both lesson page 3.4. (Video Introduction to Solid-Object Modeling) and lesson page 3.5. (Video Introduction to Solid-Object Modelers).

Other Readings

• Links to other resources are included in lesson content pages.

1. Submit analysis for Specifications for a 10 cm Cylinder.
2. Post a response to the Solid Object Modeling discussion forum. You are encouraged, but not required to respond to your fellow peers' posts.
3. Interview the graduate of a postsecondary engineering program, and write a brief case study about his or her experiences (blog w attached transcript).

Textbook

• Meadows, D. H. (2008). Thinking in systems: A primer. White River Junction, VT: Chelsea Green Publishing. (Chapters 1-4 are required reading. Chapters 5-7 are recommended but not required.)

Other Readings

• Bahill, A. T., & Gissing, B. Re-evaluating systems engineering concepts using systems thinking. IEEE Transactions on Systems, Man, and Cybernetics, Part C: Applications and Reviews, 28(4), 516-527.  DOI: 10.1109/5326.725338.
• Links to other resources are included in lesson content pages.

1. Submit Whattayaknow About Systems survey.
2. Submit Sequence A survey.
3. Submit Sequence B survey.
4. Using computer software, build a model of a solid object technology, and submit a report that describes and justifies that technology as the solution to a problem, considering utility, cost, and other criteria.

• Links to the readings for this unit are included in lesson content pages.

1. Work through a guided analysis of a lesson on engineering analysis
2. Work through a guided analysis of a lesson on reverse engineering.
3. Complete one of three "expeditions," each of which entails the improvement of an existing lesson on either engineering analysis or reverse engineering.

Textbook

• The Next Generation Science Standards
  • APPENDIX I – Engineering Design in the NGSS. [Note: To access this reading, click on Modules in your Course Navigation Menu, navigate to Lesson 6, and click on both lesson page 6.2.]

Course Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Lachapelle, Cathy P. and Cunningham, Christine M. (2014). Chapter 04: Engineering in Elementary Schools. In Cardella, Monica. Purzer, Senay, & Strobel, Johannes (Eds.), Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices,  (pp. 61-88). Purdue University Press.  ISBN-13: 978-1557536914.
• Ganesh, Tirupalavanam G. and Schnittka, Christine G. (2014). Chapter 05: Engineering Education in the Middle Grades. In Cardella, Monica. Purzer, Senay, & Strobel, Johannes (Eds.), Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices, (pp. 89-116). Purdue University Press.  ISBN-13: 978-1557536914.
• Prevost, Amy C., Nathan, Mitchell J. and Phelps, L. Allen. (2014). Chapter 10: High School Pre-Engineering Curricula: Assessing Teacher Beliefs, Intended Curriculum, and Enacted Instruction. In Cardella, Monica. Purzer, Senay, & Strobel, Johannes (Eds.), Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices, (pp. 211-230). Purdue University Press.  ISBN-13: 978-1557536914.

Other Readings

• Links to other resources are included in lesson content pages.

1. Submit Engineering Design in the NGSS survey.
2. Submit Engineering in Elementary Classrooms survey.
3. Submit Unpacking Engineering in the NGSS survey.
4. Research a state and report on its engineering standards for middle and high school for your initial post to the State Engineering Standards discussion forum. Reply to a minimum of two students' posts by comparing and contrasting your state's standards with theirs. 
5. Submit A High School Engineering Design survey.
6. Investigate, review, and critique two engineering curriculum resources and develop this content into a presentation. Post your presentation as your initial post. to the Curriculum Comparison discussion forum. Finally, provide constructive feedback to a minimum of two students' presentations.

• Upload to Box a description of your proposed course project, including any relevant artifacts, and post a link to your folder to the discussion forum. 
  • Provide constructive feedback to a minimum of two fellow classmates' project.
  • Synthesize feedback received into a new revision of your proposed project. 

Course Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Petroski, H. (1992), To engineer is human: The role of failure in successful design.  Vintage Books, New York.
  • Chapter 2: Falling Down is Part of Growing Up.
  • Chapter 3: Lessons From Play; Lessons from Life.
  • Appendix: "The Deacon's Masterpiece," by Oliver Wendell Holmes.

Other Readings

• Links to a number of other resources are included in lesson content pages.

• Submit Purpose and Importance of Failure in Engineering reflection paper. 

Course Reserves (To access these articles, click on the Library Resources link in your Course Navigation Menu.)

• Purzer, S. & Strobel, J. & Cardella, M.(2014). Engineering in Pre-College Settings: Synthesizing Research, Policy, and Practices . West Lafayette: Purdue University Press. Retrieved March 10, 2017, from Project MUSE database.
  • Chapter 19: P–12 Robotics Competitions: Building More than Just Robots—Building 21st-Century Thinking Skills.

Other Readings

• Martin, L. (2015). The promise of the maker movement for education. Journal of Pre-College Engineering Education Research (J-PEER), 5(1) doi:10.7771/2157-9288.1099. [Note: To access this article, click on Modules in your Course Navigation Menu, navigate to Lesson 9, and click on both lesson page 9.4. The Maker Movement.]
• Links to other resources are provided in lesson content pages.

1. Post your team's Prezi to the Robotics Competitions discussion forum. Comment on two additional teams' Prezi presentations.
2. Submit Maker Movement Part 1 reflection assignment. 
3. Submit Maker Movement Part 2 reflection assignment.
4. Participate in The Hour of Code. Submit your certificate of completion as well as reflection to the Coding as Making reflection assignment.

Links to readings are provided in the lesson content pages.

1. Submit your Innovation reflection assignment.
2. Submit Your New Lesson Outline assignment.

1. Post your final course project presentation or report.
2. Provide evaluative feedback on at least two other students' projects.
3. Complete a course evaluation.