What About Engineering? An Integrated STEM Approach to Addressing Multiple Content Standards 

Due to time and scheduling constraints in most classrooms, including gifted classrooms, many teachers are turning to an integrative STEM approach to learning. Through the lens of problem solving and engineering design, teachers can seamlessly integrate multiple subjects while addressing numerous content standards. Through this integrated approach, learning takes place as students are actively engaged in authentic tasks while addressing real-world problems. Through this approach, students problem solve using the engineering design process, build science content knowledge by “doing science,” utilize real-world mathematics in building and evaluating models, and read informative texts and write proposals, summaries, and conclusions as they practice literacy skills. For example, teachers could create a unit focused on “building homes for tomorrow” that must address certain real-world problems such as energy conservation, natural disasters, and safety and protection. Using engineering design, students would design and create neighborhoods or cities addressing the specified criteria. Through the process, students would construct science content knowledge, use mathematical skills, engage in reading, writing, and debate, and explore past, present, and future neighborhoods/cities to better inform their project. Participants in this session will actively participate in an engineering-focused integrated unit addressing content standards in science, mathematics, language arts, and social studies. An additional focus will be on the role of technology for student engagement, presentation, and assessment. Participants will also adapt the unit (or create a new integrated unit) to meet their particular classroom needs. This session is appropriate for all grade levels.

Debbie Dailey, Ed.D., is an assistant professor of teaching and learning at the University of Central Arkansas where she is the coordinator for the Gifted and Talented Program. Debbie has written multiple publications and provided numerous presentations and workshops focused on STEM and gifted education. Most recently, Debbie coedited a new book: Engineering Instruction for High-Ability Learners in K–8 Classrooms. Participants in her sessions are actively engaged in hands-on science and engineering activities. Prior to moving to higher education, Debbie was a high school science teacher and gifted education teacher for 20 years.