A Model for Professional Development to Promote Engineering Design as an Integrative Pedagogy within STEM Education

Abstract

Engineering design activities can help educators to apply concepts and processes from within and across STEM domains. To facilitate these connections, there is a need for sustained, job-embedded, and collegial professional development that brings together teachers from across STEM domains to engage in design-based activities. These activities can help teachers better understand engineering design processes and can foster collaborations. This can lead to a culture shift within the school by which integration of STEM concepts and process becomes more seamless for both educators and their students. This paper describes a research-based model for professiona