We all engineer parts of our lives every day. Children (and adults!) engineer structures with blocks, Legos, and Minecraft. Cooks engineer recipes. Teachers engineer learning experiences.
There are many different graphics of the engineering design process. The image above comes from Appendix I of the Next Generation Science Standards. At its core, engineering consists of three key processes: identifying a problem, developing solutions, and optimizing those solutions. Sounds a lot like a teaching and learning cycle, right?
It sounds a lot like almost any artistic process, too. A “problem” is identified (a piece of music to perform), solutions are developed (rehearsed) and optimized (director feedback).
What about mathematicians? Don’t they identify problems, develop solutions, and optimize? And how about writers? How are the processes of drafting and revising similar to designing and testing?
Engineering, design, and art are not always distinct activities; the lines between them are often fuzzy. Our students should know about and appreciate this “fuzziness”. It brings them closer to understanding the outside world and eliminates some of the potential barriers to STEM careers that students encounter. Students benefit from seeing engineering as something that everyone engages in because it makes the field more approachable and provides a set of useful problem-solving skills that students can apply in many different ways.
Interested in some additional reading? Check out this research brief: Learning STEM Through Design: Students Benefit from Expanding What Counts as “Engineering” or this blog post on the connections between engineering and social emotional learning.