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Engineering’s Grand Challenges: Priorities and Integration Recommendations for Technology Education Curriculum Development

Authors:

Jennifer Buelin ,

ITEEA/STEM Center for Teaching and Learning
About Jennifer
Director of Curriculum, Professional Development, and Digital Initiatives for the ITEEA/STEM Center for Teaching and Learning.
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Aaron C. Clark,

North Carolina State University, US
About Aaron

Professor and Director of Graduate Programs for the Department of STEM Education at North Carolina State University.

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Jeremy V. Ernst

Virginia Tech, US
About Jeremy
Associate Professor and Associate Director for the Office of Educational Research and Outreach at Virginia Tech.
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Abstract

In this study, the 14 Grand Challenges for Engineering in the 21st Century identified by the National Academy of Engineering were examined by a panel of experts in an effort to identify prospective curricular integration opportunities in the field of technology and engineering education. The study utilized a threeround modified Delphi methodology to forecast and build consensus pertaining to the beneficial role of the Grand Challenges in education and the level in which they should enter the K–12 scope and sequence. The findings of this study indicate that experts have dissimilar opinions about the role that the Grand Challenges should play in K–12 technology and engineering curricula. Most notably, there was strong agreement among participants concerning the integration of study and application associated with making solar energy economical for the masses. Educational implications of such incorporation are identified and explored.
How to Cite: Buelin, J., Clark, A. C., & Ernst, J. V. (2016). Engineering’s Grand Challenges: Priorities and Integration Recommendations for Technology Education Curriculum Development. Journal of Technology Education, 28(1), 37–52. DOI: http://doi.org/10.21061/jte.v28i1.a.3
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Published on 22 Sep 2016.
Peer Reviewed

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