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Build with Intention: A hands-on introduction to classroom engineering
Resource page for ACAMIS SAS Pudong 2025
The Presentation
Thank you for coming to my session today!
If you'd like a copy of the presentation, here are two versions for you:
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Presentation on Prezi
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Design Squad & MIT
Six exciting projects to pick from
​Design Squad and Lemelson-MIT InvenTeams have teamed up to bring you six
hands-on challenges designed to spark the inventive spirit of kids aged 9–12.
These challenges are a fun way to bring invention to life for kids, get them thinking like
inventors and engineers, and show them how invention improves people’s lives.
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Check out the pdf here!
SDG Engineering Projects
A curated list of free, detailed projects
This simple to use pack includes over 50 different teachengineering.org projects that are specifically tied to topics within the SDGs.
They are categorized into: housing, packing/materials, environment, pollution, health, water, heating and power.
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The document includes the live link to the project, the title of the project, a link, the suggested grade level, if it is a partial or full design, the total time it would take to complete it, and a short description.
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Check out the pdf here!
Posters
A set of posters for your classroom
These simple posters are quick and easy to print and use, with great questions on them.
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You can consider adding in Emapthize to the Ask poster, to ensure to tie in global issues into your projects.
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Print from here!
Socratic questioning
A get-started and helpful hints page
Get started with Socratic questioning quickly and easily with this easy-to-follow (and build upon!) guide for using effective Socratic questioning in your engineering sessions.
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Print it from here!
(some) Research
Here are some research papers to help you find out more about STE(A)M teaching, professional development and/or self efficacy of teaching it. Most of this research is from when I completed my Masters degree in 2018 and I included some updated papers on the topic.
Zhou, X., Shu, L., Chen, T., Xu, Z., & Padrón, Y. (2025). Improving K–12 STEM teacher self-efficacy: A scoping review of experimental professional development trials. Professional Development in Education, 1–26. https://doi.org/10.1080/19415257.2025.2544293
Jiang, H., Chugh, R., Zhai, X., Zhang, M., & Sun, Q. (2024). Longitudinal analysis of teacher self-efficacy evolution during a STEAM professional development program: A qualitative case study. Humanities and Social Sciences Communications, 11, Article 1162. https://doi.org/10.1057/s41599-024-03655-5
Culver, D. E. (2008). A qualitative assessment of preservice elementary teachers' formative perceptions regarding engineering and K-12 engineering education (Doctoral dissertation, Utah State University). ProQuest Dissertations Publishing. (p. 35) https://digitalcommons.usu.edu/etd/133/
Webster-Wright, A. (2009). Reframing professional development through understanding authentic professional
learning. Review of Educational Research, 79(2), 702–739. https://doi.org/10.3102/0034654308330970 (p. 14)
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An introduction to the standards for preparation and professional development for teachers of engineering. (2014). American Society for Engineering Education. https://files.eric.ed.gov/fulltext/ED541882.pdf (p. 4)
Yoon, S. Y., Diefes-Dux, H., & Strobel, J. (2013). Investigating the influence of professional development on teachers’ beliefs about engineering education. Journal of Pre-College Engineering Education Research (J-PEER), 3(2), 1–17. https://doi.org/10.7771/2157-9288.1076 (p. 18)
Yoon, S. Y., Evans, M. G., & Strobel, J. (2012). Development of the Teaching Engineering Self-Efficacy Scale (TESS) for K-12 teachers. Journal of Engineering Education, 101(3), 409–440. https://doi.org/10.1002/j.2168-9830.2012.tb00052.x (p. 3)
Nadelson, L. S., Seifert, A. L., & Hendricks, J. (2015). Are we preparing the next generation? K-12 teacher knowledge and engagement in teaching core STEM practices. In 2015 ASEE Annual Conference & Exposition Proceedings. American Society for Engineering Education. https://doi.org/10.18260/p.23571