Infusing design into the G7-12 curriculum- two example cases

This paper focuses on Engineering and Education faculty and students, and middle and high school science and mathematics teachers who collaborated on a project to investigate strategies to infuse engineering design into the Grade 7±12 curriculum using hands-on design projects. The experience in the design and classroom testing of two projects is reported. It was found that students liked the hands-on exemplars, but resisted the design aspects of the task, such as working under constraints. Boys generally reported higher selfefficacy than girls and showed different patterns of interest than girls. Projects that were not directly relevant to improving test scores were difficult to implement because of resistance from teachers and administrators.