Newberry, D., & Barger, M. (2013, June), Modularizing Emerging Technology Education: Two Case Studies  Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--22298

\bibitem{asee_peer_22298}
  Newberry, D., \& Barger, M. (2013, June), \emph{Modularizing Emerging Technology Education: Two Case Studies}
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--22298

Deborah Newberry and Marilyn Barger P.E..  "Modularizing Emerging Technology Education: Two Case Studies".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://sftp.asee.org/22298 Internet.  06 Jul, 2024

\bibitem{asee_peer_22298}
  Deborah Newberry and Marilyn Barger P.E..
  "Modularizing Emerging Technology Education: Two Case Studies".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://sftp.asee.org/22298 Internet.  06 Jul, 2024

@INPROCEEDINGS{asee_peer_22298
author = "Deborah Newberry and Marilyn Barger P.E."
title = "Modularizing Emerging Technology Education: Two Case Studies"
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://sftp.asee.org/22298}
number = {10.18260/1-2--22298}
}

TY  - CPAPER
AB  -        Modularizing Emerging Technology Education: Two Case StudiesThe rapid change in technology poses a challenge to the public, industry, educators and students.Integration of new science and engineering disciplines and concepts is especially challenging foreducators – where many programs are already saturated with required courses. Formulation andcreation of emerging concept content such as that associated with photonics, nanotechnology andbiotechnology, in a modularized format is successfully enabling the integration of new contentinto existing curricula. The modular approach and content used is based on surveys of over 300high school and college science educators. Starting with pilot programs in 2010 a modularapproach has been successfully used to introduce concepts of nanotechnology and leanmanufacturing into multiple educational venues reaching over 4000 students.This paper will discuss the process and historical foundation used to develop and disseminatetopical modularized educational content. Results of surveys which were used to define specificrequired module content such as hands-on student activities will be discussed. Best practices andlessons learned in areas of educator workshops (training educators), module creation and vetting,dissemination and module use will be covered. For example, a combination of on-line contentprior to hands-on workshops proved to be a successful professional development approach forthe educators. There were some surprising results with regard to what content educators requirein a module and what is deemed unnecessary. In particular, it was found that educators often donot require detailed class presentation material but do desire thorough, level appropriatebackground information on the subject. As various modules were used in classroom settings,additional information was obtained regarding strategies for module content, presentation,execution and assessment. Impact on student understanding of the concepts has recently been thefocus area for assessment and the results of work in 2012 will be presented.
AU  - Deborah Newberry
AU  - Marilyn Barger P.E.
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Modularizing Emerging Technology Education: Two Case Studies
UR  - https://sftp.asee.org/22298
DO  - 10.18260/1-2--22298
ER  -