**2. Early engineering literacy**

Engineering education at the youngest ages is largely predicated on hands-on activities using manipulatives such as *LEGOS*™ [1]. But at the young ages of P-2nd grade, there is significant emphasis on language and literacy skills such that little time is devoted to science or engineering education in the classroom [2, 3]. Therefore, integrating engineering concepts into language and literary skills designed for young children could impact the early development of engineering thinking while simultaneously enabling more instruction and exposure to engineering concepts than currently exist. It is important to understand how purposefully prepared engineering literature presented in the format of picture book children's stories impacts learning in emergent readers. The influence of literature on children's thinking about *engineering* and the connection children make between science and engineering can be observed through illustrative data and feedback after exposure to engineering literature [4-8].

Mechanical Engineering Education: Preschool to Graduate School 617

Fig. 1. Excerpts from **Engineering Elephants** that illustrate the interactive, engaging

As an example of current research results in engineering literature, the following study will be discussed. A group of children is examined where half had been exposed to **Engineering Elephants** and the other half had not (the control group). After reading and discussing the story, each classroom engaged in a creative paper-and-pencil activity in which the students were asked to draw what they would design if they were an engineer and explain their picture with corresponding text. This drawing assignment was also given to the classrooms that had not been exposed to **Engineering Elephants**. Figures 2 and 3 show representative

Fig. 2. Engineering illustration by student not exposed to Engineering Elephants. Text reads

presentation of engineering concepts tailored to young ages.

illustrations from both groups of students.

"*Me Driving a Train in the Daytime*".

By first grade, readers have developed an understanding of the alphabet, phonological awareness, and early phonics [2, 3]. They have command of a significant number of highfrequency words and developing a much better grasp of comprehension strategies and word-attack skills. They can recognize different types of text, particularly fiction and nonfiction, and recognize that reading has a variety of purposes. Typically books for this reading level contain: increasingly more lines of print per page, more complex sentence structure, and less dependency on repetitive pattern and pictures [3]. Examining this developmental reading level will enable a link between how engineering literature is presented and how children process the information[8]. Researchers are currently working to create improved books targeting this specific developmental level. Engineering books available at this developmental level are severely limited.

The idea that engineering learning could be promoted through literature is supported by the theoretical perspectives of situated cognition and distributed cognition [9-14]. Especially from the perspective of a young child, engineering activities can be described as sociocultural such that a person's cognition is enmeshed with a situation and activity in a community of practice [9]. In other words, *concepts* are formed by both *culture* and *activity*, and the meaningfulness of learning is constrained by all three conditions. In this way, the literature needs to present an engineering concept in the framework of a culture (i.e., characters in a story) ensnarled in an activity (i.e., venturing through the story's plot) [13].

**Engineering Elephants** [6] is a children's book that introduces the engineering profession as well as fundamental Science, Technology, Engineering, and Mathematics (STEM) concepts to young children. The book teaches children about relevant topics such as nanotechnology, renewable energy, and prosthetics by engaging them through an interactive journey of an elephant and his questioning of the world around him. The authors worked with early childhood literacy experts, science museums, and local school districts to strategically develop the text. The text was composed using the language of engineering (i.e., asking questions) and introduces vocabulary relevant to engineering using a narrative text structure and lyrical pattern children are familiar with as well as vibrant water color artwork that provide context clues and deeper understanding (see Fig. 1)[6].

By first grade, readers have developed an understanding of the alphabet, phonological awareness, and early phonics [2, 3]. They have command of a significant number of highfrequency words and developing a much better grasp of comprehension strategies and word-attack skills. They can recognize different types of text, particularly fiction and nonfiction, and recognize that reading has a variety of purposes. Typically books for this reading level contain: increasingly more lines of print per page, more complex sentence structure, and less dependency on repetitive pattern and pictures [3]. Examining this developmental reading level will enable a link between how engineering literature is presented and how children process the information[8]. Researchers are currently working to create improved books targeting this specific developmental level. Engineering books

The idea that engineering learning could be promoted through literature is supported by the theoretical perspectives of situated cognition and distributed cognition [9-14]. Especially from the perspective of a young child, engineering activities can be described as sociocultural such that a person's cognition is enmeshed with a situation and activity in a community of practice [9]. In other words, *concepts* are formed by both *culture* and *activity*, and the meaningfulness of learning is constrained by all three conditions. In this way, the literature needs to present an engineering concept in the framework of a culture (i.e., characters in a story) ensnarled in an activity (i.e., venturing through the story's plot) [13]. **Engineering Elephants** [6] is a children's book that introduces the engineering profession as well as fundamental Science, Technology, Engineering, and Mathematics (STEM) concepts to young children. The book teaches children about relevant topics such as nanotechnology, renewable energy, and prosthetics by engaging them through an interactive journey of an elephant and his questioning of the world around him. The authors worked with early childhood literacy experts, science museums, and local school districts to strategically develop the text. The text was composed using the language of engineering (i.e., asking questions) and introduces vocabulary relevant to engineering using a narrative text structure and lyrical pattern children are familiar with as well as vibrant water color artwork that provide context

available at this developmental level are severely limited.

clues and deeper understanding (see Fig. 1)[6].

Fig. 1. Excerpts from **Engineering Elephants** that illustrate the interactive, engaging presentation of engineering concepts tailored to young ages.

As an example of current research results in engineering literature, the following study will be discussed. A group of children is examined where half had been exposed to **Engineering Elephants** and the other half had not (the control group). After reading and discussing the story, each classroom engaged in a creative paper-and-pencil activity in which the students were asked to draw what they would design if they were an engineer and explain their picture with corresponding text. This drawing assignment was also given to the classrooms that had not been exposed to **Engineering Elephants**. Figures 2 and 3 show representative illustrations from both groups of students.

Fig. 2. Engineering illustration by student not exposed to Engineering Elephants. Text reads "*Me Driving a Train in the Daytime*".

Mechanical Engineering Education: Preschool to Graduate School 619

the idea of engineering and problem solving and encourage them to begin to imagine all of the things that they could potentially create. Results from integrating Engineering Elephants into 1st grade classrooms show that engineering literature inspires heightened levels of creativity and instilled a concrete sense for what engineers can do. These results show the need for engineering based literature that complements current scientific curriculum such that the stories can more easily be integrated into every classroom and foster early

**3. Integration of junior – And high-school science clubs and university** 

The Technology Student Association (TSA) is one example of a national non-profit education organization dedicated to promoting engineering and helping students discover their potential for the engineering or technology-based professions [17]. A solid framework of secondary school educators, corporations, professional organizations and universities incorporate precollege engineering programs in local communities throughout the United States. Another example is the Junior Engineering Technical Society (JETS) which employs a unique and innovative approach—explore, assess, experience—and through which thousands of diverse students are enticed to pursue engineering majors and careers each year [18]. Collegiate student sections of the American Society of Mechanical Engineers (ASME) [19] have worked with local high school professional organizations in an effort to generate future engineering talent. Through this collaboration, TSA or JETS and ASME engages students in a variety of educational programs, increasing awareness of what engineers do and showing how math and science are used to make tangible differences in the world. Students participate together in local, regional, and national engineering competitions, conduct local service projects together, and participate in several social events structured to make connections and build friendships between the students. Foundations for student impact are built upon providing career resources and experiences not often found in traditional learning environments; opening students' minds to their own career possibilities by removing social barriers and negative attitudes about engineering; and addressing major industry needs for a qualified, engineeringliterate workforce. These collaborations also provide unique mentor/mentee relationships between high school students and undergraduate engineering majors that can provide the

"I am here today because I had (chose one of the following): teacher, counselor, mentor in the community, college professor, principal, who believed in me and opened their (chose one of the following): classroom after school or during lunch, research lab, workplace to me and let me see the real world of learning and science beyond the classroom."[20] Mentoring is quite simply an older student, teacher, or professional taking an interest in the life and aspirations of a younger protégé. More formally Kram defines mentoring as a relationship between an experienced individual and an understudy where the experienced individual acts as a role model, providing support and direction[21]. The quote above paraphrases the comments of successful graduates from the Academy for Math, Engineering, and Science, AMES, a Title One science, technology, engineering, and mathematics (STEM) early college high school in Salt Lake City. The graduates of this program when speaking of college and

enthusiasm for engineering.

**engineering societies** 

support needed for college transition.

**4. Mentoring** 

Science is guided by observations and builds and organizes knowledge in the form of testable explanations and predications about the world [15, 16]. Engineering can be described as part investigative scientist and part creative inventor with the goal of solving practical problems using both math and science. Engineering is not synonymous with science but uniquely distinct yet synergistically entwined with overlapping epistemologies. The key learning objective in this study is teaching children what engineering is and how it is different than science.

Fig. 3. Engineering illustration by student exposed to Engineering Elephants through class reading and discussion. Text reads "*A firework becoming a rainbow*".

The children's drawings show the advanced ways that they think about ideas [5, 7]. When asked to draw what they would design when they were an engineer, the students did not hesitate to immediately picture themselves in this role. The student who had never been exposed to **Engineering Elephants** or in any type of classroom instruction (Fig. 2) held the common belief that engineers drive trains or work on trains. Several students drew pictures of flowers or clouds and appeared to be unable to make any connection to engineering at all, which is also very typical of this grade level. The students that had read **Engineering Elephants** in class and participated in class discussion about engineering showed elevated knowledge in their drawings with direct correlations to topics covered in the book. For example, Fig. 3 shows a firework becoming a rainbow. **Engineering Elephants** uses fireworks to explain combustion. It is encouraging that the students are obviously learning through this text because their drawings show they have begun to develop concrete ideas about engineering [5].

The purpose behind the development and use of **Engineering Elephants** or children's literature in general is not mastery of all engineering concepts, but to introduce children to the idea of engineering and problem solving and encourage them to begin to imagine all of the things that they could potentially create. Results from integrating Engineering Elephants into 1st grade classrooms show that engineering literature inspires heightened levels of creativity and instilled a concrete sense for what engineers can do. These results show the need for engineering based literature that complements current scientific curriculum such that the stories can more easily be integrated into every classroom and foster early enthusiasm for engineering.
