STEM CTL™ is engaged in validating the Technology and Engineering of STEM through research that focuses on storytelling and data-driven discovery. We highlight great technology and engineering teachers doing remarkable work with the Engineering byDesign™ curriculum. We aim to provide data-driven evidence of STEM learning for all students.
Below are examples of research papers and peer-reviewed articles of this data-driven evidence of the integrative STEM curriculum, Engineering byDesign™ curriculum.
Jackson, A., Mentzer, N. (Under Review). Exploring Social Network Analysis for Engineering Design Process Visualization (Work in Progress). Paper presented at the 2018 ASEE Annual Conference & Exposition, Salt Lake City, UT.
Jackson, A., & Mentzer, N., & Laux, D., & Sears, D., & Asunda, P. (2016). Student Self-Perceptions of Design and Creative Thinking (Fundamental). Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, LA. 10.18260/p.25927.
Mentzer, N., Grubbs, M. & Love, T. (2017). STEM Focal Points. Presented in the Administrators Strand at the 77th Annual International Technology & Engineering Education Association Annual Conference, Dallas: TX.
Mentzer, N. (2015). Integrative STEM Opportunities. Presented in the Administrators Strand at the 75th Annual International Technology & Engineering Education Association Annual Conference, Milwaukee: WI.
Mentzer, N. & Huffman, T. (2015). Engineering Infusion: Integrative STEM (iSTEM) Through Inquiry, Design. Presented in at the 75th Annual International Technology & Engineering Education Association Annual Conference, Milwaukee: WI.
Mentzer, N. & Huffman, T. (2014). Integrative STEM (iSTEM). International Technology and Engineering Educator Association Workshop for the State Department of Education, Boise: ID.
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