2018). The impact of a middle school engineering course on students' academic achievement and noncognitive skills. Abstract Article HistoryEngineering and integrated STEM experiences are being promoted at the K-12 level to increase interest and retention in STEM and to reinforce learning of mathematics and science content. However, research is still emerging regarding best practices for curriculum development, student impacts, and transfer of knowledge across disciplines. The purpose of this study is to investigate the impact of middle school engineering curriculum on students' academic achievement in science and mathematics and also on non-cognitive skills such as student engagement and self-efficacy in academics. Specifically, the Engineering Design Process (EDP) conceptual model is used as a framework for the engineering curriculum, which is also grounded in Problem-Based Learning (PBL) practices while integrating science practices and foundational mathematics. Participants include 6 th -8 th grade students at four public middle schools in Georgia. The research results show that students who have taken at least two engineering courses show statistically significant gains on state-level standardized science and mathematics tests over those students who were never enrolled in these courses. Further, the results show a statistically significant increase in cognitive and behavioral engagement in STEM and science interest. The results of this study support the idea that enabling students to practice their science and mathematics skills and knowledge within the context of interesting and engaging middle school engineering classes can significantly benefit both their engagement in STEM and their academic achievement.

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In this case study we report on the use of a Next Generation Science Standards (NGSS)-aligned form of Structure-Behavior-Function, called Structure-Function-Mechanism (SFM), to teach four high school engineering teachers an approach for Biologically Inspired Design (BID). Functional theories of design describe a natural way in which designers solve design problems. They provide support for case-based and analogical-based reasoning systems and have been used successfully to teach BID to undergraduate students. We found that teachers instructed on BID practice and pedagogy using our modified theory were able to grasp the structural concepts and looked for clear markers separating mechanism (behavior) and function. Because of the systems-of-systems nature of most biological entities, these boundaries were often subjective, presenting unique challenge to teachers. As high school engineering teachers look for methods to enhance their pedagogy and to understand multidisciplinary content, these findings will inform future curriculum development and professional learning approaches for engineering education.

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