Using Industry-Driven Practices in Engineering Education: Case Studies in Middle and Elementary Schools

Abstract

Engineering education is increasingly recognized as essential in K--12 curricula, not only for fostering problem-solving, creativity, and technological literacy but also for bridging the gap between academic learning and real-world engineering practices. National frameworks such as the Next Generation Science Standards [1] and guidelines from the National Academy of Engineering [2] underscore that early exposure to authentic engineering design and interdisciplinary, systems-based approaches to engineering enhances collaboration, critical thinking, and problem-solving skills essential for today's technology-driven workforce. Yet traditional classroom projects often remain limited in scope and fail to capture the iterative, team-based processes characteristic of professional engineering.

In this dissertation, I investigate the integration of industry-driven practices—specifically, systems engineering and Agile methodologies—into K--12 education to create more authentic and engaging learning experiences. Motivated by the need to align classroom projects with real-world challenges, a comprehensive framework was developed through an iterative design process that combined Agile practices with user-centered development. The early prototypes evolved from tangible, LEGO-based planning boards to scalable, accessible Agile systems, culminating in a hybrid model that fuses digital collaboration with physical interaction. The methodology included iterative tool development, field implementation, and in-depth case studies, reflecting authentic project management practices such as centralized task management, short sprints, and continuous feedback cycles.

Using a mixed-methods research design, the framework was implemented in elementary and middle school settings through three detailed case studies:

Findings from observations and post-projects surveys/interviews indicate that these industry-inspired tools helped enabling students to effectively complete tasks, grasp projects holistically, and contribute meaningfully to complex builds. Students utilized both technical competencies (such as CAD design, sensor integration, and programming) and essential soft skills (including teamwork, communication, and collaborative problem-solving).

The insights gained from this work offer a transformative approach for modernizing STEM education by bridging classroom instruction with real-world engineering practices. Despite challenges related to time constraints and varying levels of prior experience, the findings from the experiments conducted provides a promising roadmap for scalable, project-based learning that cultivates the next generation of engineers and critical thinkers.

[1] NGSS Lead States. Next Generation Science Standards: For States, By States. Washington, DC, 2013. [2] National Academy of Engineering and National Research Council. Engineering in K-12 Education: Understanding the Status and Improving the Prospects. Ed. by Linda Katehi, Greg Pearson, and Michael Feder. Washington, DC: National Academies Press, 2009.