1. MARIA CUNNIFFE THE ENGINEERING HABITS OF MIND IN THE SCIENCE CLASSROOM

2. WHAT IS ENGINEERING? Engineers take their knowledge of the world and apply it to solve problems A science and math background are essential for the successful creation of affordable tools and solutions Scientific Knowledge Creative Design Engineering

3. GENERAL PRINCIPLES OF ENGINEERING EDUCATION (EE) 1.EE should emphasize engineering design approach to identifying and solving problems. This process is:  Open ended, with many possible solutions  Highly iterative  A stimulus to systems thinking, modeling, & analysis 2.EE should promote the Engineering Habits of Mind (EHoM) 3.EE should incorporate appropriate levels of math, science and technology skills.

4. WHAT ARE THE ENGINEERING HABITS OF MIND (EH O M)? Systems Thinking Creativity Optimism Ethical Considerations Communication Collaboration

5. THE ENGINEERING HABITS OF MIND (EH O M) The primary emphasis of the EHoM is on the following goals: collaboration, creativity, systems thinking, and professional communication Engineers research and describe their ideas to others to gather outside analysis and input. They then test their ideas through the creation of a prototype. After analyzing their results, engineers refine their design process in order to create an improved model. Throughout the design process, professional communication and citations protocols are followed.

6. THE ENGINEERING HABITS OF MIND (EH O M) The EHoM represents the process of engineering design Conceptualize Design Apply Create Design Evaluate Outcome Generate Reasons Test Revisions Analyze results Generalize results

7. THE ENGINEERING DESIGN PROCESS IN ACTION: C. ELEGANS & MICROFLUIDICS What is my biological question in relation to microfluidic chips? Daphnia C. elegans Potential Organisms Size, Shape, Life Cycle Ecology Genetics, Mutations Research microfluidic chip design used with organism Uses in Research Organism Basics Which Variable Will I Study? Chemotaxis Thermotaxis Phototaxis Previous Research Questions, Design, & Progress Design & Fabricate Chip Use Simulation Software to Troubleshoot Proposed Experiment

8. THE ENGINEERING DESIGN PROCESS IN ACTION: C. ELEGANS & MICROFLUIDICS Systems Thinking ConsultConfer Collaborate

9. EXAMPLE UNIT: BIOENGINEERING IN THE BIOLOGY CLASSROOM Teacher introduced the concepts of Engineering Bioengineering Microfluidic chips Students brainstormed their meanings and connections through group discussion Students researched potential uses for microfluidic chips Student groups brainstormed a biological problem that could be potentially solved using this technology

10. EXAMPLE UNIT: EH O M & MICROFLUIDIC CHIP DESIGN Teacher introduced proposed chip fabrication simulation activity using gelatin Minimal procedural directions given by teacher A variety of materials provided for student use, exploration, and inspiration A share-out session allowed students to share ideas and assist each other Teacher and student groups created prototypes, analyzed them and refined their procedure during subsequent design sessions. Students recorded and diagrammed their initial and revised chip prototypes along with recommendations for future student groups

11. HOW CAN WE INFUSE EH O M INTO OUR CLASSROOMS? Connect content area standards to the world at large Add context to science principles by allowing students to explore why the content we teach matters to their lives outside of school Create opportunities for students solve problems and describe their creative process to each other Design activities in which students to collaborate in the creative and analysis process of design

12. AND NOW… IT’S YOUR TURN! Within your content area group, choose one content standard that you would like to focus on for the remainder of this session Use the handout provided to assist you with connecting your content standard with a real world context and the EHoM/design process

13. WHAT TO FOCUS ON IN OUR TIME TOGETHER: Utilize your time together and with the session coaches to determine: What is the contextual ‘hook’ I can use for this topic to make it relevant to students? What EHoM skills and processes will I focus on with my class? What would the outline of an EHoM activity related to this standard look like? What support/materials will my students and I need?

14. SUPPLEMENTAL INFORMATION: EVALUATION OF EHoM LESSON DESIGN Area for ConsiderationBrief Summary of Desired Outcomes Standards & ObjectivesTeacher establishes learning objectives, background, & context for lesson EngageActivities are implemented that engage students’ interests & build connections to their lives and prior knowledge ExploreTeacher designs hands-on/minds-on tasks so that students can explore ideas & develop skills together ExplainStudents are provided with opportunities to explain the phenomena they explored & discuss their different ideas & perspectives ElaborateTeacher leads the process of student application & clarification of concepts, skills, attitudes, & processes EvaluateTeacher observes & adjusts lesson as it progresses in order for students to perform well on authentic, differentiated assessments. Students are provided the chance for self-assessment throughout lesson.

15. REFERENCES