Lift Up Student Voices Through the Engineering Design Process

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Participate and share : Interactive lecture

Merek Chang  
Rachel Roberson  

Get your students engaged in the engineering design process through media-making for a public audience with the Engineering for Good Youth Media Challenge. We’ll investigate the customizable curriculum and do a deep dive into one of the lessons during this hands-on workshop.

Audience: Curriculum/district specialists, Library media specialists, Teachers
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Smartphone: Android, iOS, Windows
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: Attendees can use any of the devices. No apps or accounts need to be pre-loaded on their devices.
Topic: Project-, problem- & challenge-based learning
Grade level: 6-12
Subject area: Science, STEM/STEAM
ISTE Standards: For Students:
Innovative Designer
  • Students develop, test and refine prototypes as part of a cyclical design process.
Creative Communicator
  • Students publish or present content that customizes the message and medium for their intended audiences.
For Educators:
  • Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.
Disclosure: The submitter of this session has been supported by a company whose product is being included in the session

Proposal summary

Purpose & objective

Teachers are looking for new ways to engage students in the practices that will help prepare them for the demands of college, community impact and career. This session will explore the Engineering for Good Youth Media Challenge, a project-based unit for middle and high school students to engage in the engineering design process and media-making. Students identify a problem in their community, city or life that can be solved or improved through engineering. Then, students will move through the engineering design process and create a graphic or video that communicates their solution.

This project-based unit includes teacher curriculum to carry out the engineering and media-making processes with students, as well as student-facing supports and a platform for students to share their work. Participants of this session will get a sense of the scope of this project and also do a deep dive into one piece of the curriculum. In the first part of this hands-on workshop, educators will put on their student hats and engage in one of the first steps of the engineering design process--understanding and defining the problem. Through these activities, participants will investigate some of the trusted resources that they can customize and use with students.

In the second part, we’ll zoom out to show participants how this lesson fits into the Engineering Youth Media Challenge. We’ll look at exemplar submissions and discuss the values of student media-making and engaging an authentic audience.


20 mins: Discuss ways participants are engaging in engineering with their students and unpack strategies to support student choice and brainstorming issues.

20 mins: Explore engineering design solution videos and infographics to promote deeper understanding of how to engage students in the process.

40 mins: Participate in a hands-on activity modeling how students can participate in engineering and media-making for a public audience.

10 mins: Investigate trusted resources to support engineering projects, including reliable information sources, tools for classroom discussions, curriculum for engineering projects and resources to help teachers build multimedia skills

Supporting research

Darling-Hammond, Linda, Molly B. Zielezinski, and Shelley Goldman. “Using technology to support at-risk students' learning.” Washington, DC: Alliance for Excellent Education, 2014.

Dorph, Rena, Matthew A. Cannady, and Christian D. Schunn. "How science learning activation enables success for youth in science learning experiences." The Electronic Journal for Research in Science & Mathematics Education 20, no. 8 (2016).

Estrada, Mica, Alegra Eroy-Reveles, Avi Ben-Zeev, Teaster Baird, Carmen Domingo, Cynthia A. Gómez, Kirsten Bibbins-Domingo, Audrey Parangan-Smith, and Leticia Márquez-Magaña. "Enabling full representation in science: the San Francisco BUILD project’s agents of change affirm science skills, belonging and community." In BMC proceedings, vol. 11, no. 12, p. 25. BioMed Central, 2017.

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Merek Chang, William Workman High

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