STEM Integration: A Study examining the enactment of prescribed research based engineering curriculum

Anthony J. Petrosino, Katherine A. Gustafson, Prateek Shekhar

Research output: Contribution to journalArticlepeer-review

6 Scopus citations


K-12 engineering is a critical platform for achieving integrated science, technology, engineering, and math STEM teaching and learning in the Unites States. This has fueled research in the development and testing of integrated STEM curricula. This study examines the contrasting ways in which a prescribed curriculum is translated into practice. The study examines the implementation of 12-week secondary engineering unit (helmet design) by a teacher with high content knowledge in engineering in a rural/suburban school with 20 students. The unit was designed with significant input from a universitybased team including content experts, learning scientists, master teachers, classroom teachers, and school district administrators as part of a grant focused on the creation of a high school engineering course. Five strands were identified in the unit for analysis: assessment, activities, apparatus, technology, and standards. Findings indicate much alignment with apparatus, standards, and technology strands and disparity within the assessment and activities strands between the prescribed unit and its enactment in the course by the teacher.

Original languageEnglish (US)
Pages (from-to)219-229
Number of pages11
JournalInternational Journal of Engineering Education
Issue number1
StatePublished - 2016
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • General Engineering


  • Engineering curriculum
  • K-12 engineering education
  • STEM integration


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