Thoughts on Teaching Engineering Practices

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I am teaching Engineering this year. In this class, I really do feel like a mentor in the room, a partner in learning. I think the big difference is that the class really is project based. I haven’t quite figured out how to assess appropriately just yet, but I am sticking to the “here’s a problem, GO!” mentality. Our most recent one looks like this:

And here are some students working on it:

(note: Not staged. And I assigned no roles, just the problem.)

The kid on the left is modeling a plastic holder for a magnet that will have a name embossed on the side. He’s learning and practicing  skills in Autodesk Inventor (our 3D CAD software). He chose this role in the group as he is passionate about 3D modeling and printing.

The kid in the middle is measuring the magnets with a dial caliper. He is learning about precision in measurements and asked some excellent questions about significant digits.

The kid on the right is documenting the process in her engineering notebook. She has assigned herself this role because she is thorough and has a good eye for detail. She also keeps the group on track by doing this.

All three of them are learning and practicing communication and collaboration skills to solve this problem. They had to clearly define the problem and then brainstorm solutions before getting to this point. And now that they’ve arrived at their potential solution, they are working together to develop it.

So, I think they are hitting NGSS Practices 6 and 8 in particular:

6. Designing solutions in engineering

8. Obtaining, evaluating, and communicating information

But do I want a “Teamwork” section on my rubric? If so, what exactly makes a high score in “Teamwork”? Clearly, these three kids are rocking it. But what about another team that has a different dynamic? It’ll be hard to judge, but does mean I can’t? Not sure.

So here’s my rubric for now. My plan is to have the teams assess themselves with this rubric and then turn it in as part of their project portfolio.

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