Engineering Literacy: Educating Prospective Elementary School Teachers to Lay the Foundation for a More Knowledgeable/Well-Prepared Generation of Engineering Students

The lack of a solid foundation of engineering literacy is an obstacle to student success in undergraduate engineering program.This paper outlines an approach to address this obstacle and to generate a well-prepared generation of engineering students.There have been many outreach attempts to develop engineering curriculum for grades K-6 classrooms.Fundamental understanding of the engineering profession is an essential key for elementary teachers to implement this curriculum.The presented approach is an initial effort targeted at increasing the engineering knowledge of prospective K-6 teachers.This step involves developing a course titled Engineering Literacy, taken by those undergraduates who typically plan to enter the credential program for elementary teaching (i.e., Liberal Studies majors).Engineering Literacy is a threeunit combined laboratory and lecture course.Hands-on activities are coupled with lectures on engineering topics.Expected outcomes of Engineering Literacy are aligned with the general body-of-knowledge in both engineering and liberal studies, as well as the Next Generation Science Standards.Specific engineering outcomes include the ability to design, plan, and manage creative projects and products with respect to principles of sustainability.Liberal studies outcomes addressed in the Engineering Literacy course include accessing and using information sources, as well as the application of humanities and social sciences to engineering solutions.Common goals such as developing critical reasoning, effective communication, and recognition of life-long learning are emphasized.Students understand how an engineering solution works within technical and economic as well as social and political constraints.In this course, students experience development of an engineering project from inception to deployment of results.The course guides students in learning from historical perspectives and consequences of engineering, in researching and communicating ideas using engineering resources, and in using practical engineering tools to deliver a sustainable and resilient solution throughout the design process.These learning experiences provide a strong engineering foundation for liberal studies majors, and particularly future elementary teachers.Anticipated outcomes are manifested and measured at different stages.The primary desired outcome of the Engineering Literacy course is that students, many of whom plan to teach at the elementary level, gain a better understanding of engineering.Further, we anticipate that such improvement in engineering knowledge among elementary school teachers will translate into greater awareness and knowledge of engineering among their students.This in turn will lay the foundation for greater student awareness of, interest in, and knowledge of engineering as a field of study in college.