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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:
Presentation on Prezi
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.
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.
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.
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.
You can consider adding in Emapthize to the Ask poster, to ensure to tie in global issues into your projects.
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.
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)
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