2025 ASEE Annual Conference & Exposition

Visualizing the Engineering Design Process: Analyzing Visual Representations from K-12 Educators

This study examines perceptions and understandings that K-12 educators have of the Engineering Design Process (EDP) through the analysis of visual representations submitted during a collaborative workshop survey. Teachers were asked to illustrate or describe their interpretation of the EDP, providing insights into how they conceptualize and implement the process in diverse classroom settings. The collected visual data revealed a broad range of interpretations, which spanned from linear step-by-step sequences to more dynamic iterative loops. A systematic coding and thematic analysis of these visual submissions will be conducted to identify key themes, such as variations of the iterative nature of the EDP, differences in the complexity and number of stages, and incorporation of contextual elements that may reflect specific classroom challenges and constraints.

This analysis aims to help inform how teachers conceptualize and plan for implementation of the EDP in their classrooms, providing insights into their unique educational contexts and experiences with engineering practices. The findings will highlight the importance of providing differentiated professional development and resources to better support teachers in effectively integrating the EDP into their curricula. By examining how educators visualize and conceptualize the EDP, this research contributes to a deeper understanding of the practical challenges and opportunities in teaching engineering practices in K-12 education. It also aims to provide evidence-based recommendations for curriculum developers, teacher educators, and policymakers to enhance the support and training offered to K-12 teachers.

Authors

Ms. Trini Sofia Balart Texas A&M University [biography]

Trinidad Balart is a PhD student at Texas A&M University. She completed her Bachelors of Science in Computer Science engineering from Pontifical Catholic University of Chile . She is currently pursuing her PhD in Multidisciplinary Engineering with a focus in engineering education and the impact of AI on education. Her main research interests include Improving engineering students' learning, innovative ways of teaching and learning, and how artificial intelligence can be used in education in a creative and ethical way.
Sara Amani Texas A&M University [biography]

Sara Amani is currently a Ph.D. student in the Multidisciplinary Engineering Department at Texas A&M University. She has received her undergraduate degree in Chemical Engineering from Texas A&M University at Qatar. She is a member of the Society
Dr. Gibin Raju http://orcid.org/0000-0003-2559-6931 Texas A&M University [biography]

Gibin Raju is a Postdoctoral Researcher in Engineering Education in the Department of Multidisciplinary Engineering at Texas A&M University. He earned his Ph.D. in Engineering Education from the University of Cincinnati. His research focuses on transformative learning, creativity, critical thinking skills, spatial skills, and engineering design, with particular attention to cognitive stress, cognitive load, and STEM accessibility. He also focuses on the professional development of K-12 teachers for teaching engineering design. By integrating these strategies into a holistic framework, Dr. Raju enhances workforce development, strengthens engineering pathways, and broadens participation in STEM fields. His work equips educators with tools to personalize instruction and foster professional identity, ultimately preparing future engineers to thrive in a rapidly evolving global landscape.
Dr. Kristi J. Shryock Texas A&M University [biography]

Dr. Kristi J. Shryock is the Frank and Jean Raymond Foundation Inc. Endowed Associate Professor in Multidisciplinary Engineering and Affiliated Faculty in Aerospace Engineering in the College of Engineering at Texas A&M University. She also serves as Director of the Craig and Galen Brown Engineering Honors Program. She received her BS, MS, and PhD from the College of Engineering at Texas A&M. Kristi works to improve the undergraduate engineering experience through evaluating preparation in areas, such as mathematics and physics, evaluating engineering identity and its impact on retention, incorporating non-traditional teaching methods into the classroom, and engaging her students with interactive methods.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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