Professional Learning (PL)

The mission of engineering for US All (e4usa) encompasses both students and teachers. Paramount to the success of e4usa is the construction and delivery of professional learning (PL) experiences to prepare and support teachers with different levels of engineering training instruction as they implement the course. 

Teachers are introduced to the curriculum and inclusive classroom practices through a structured Summer PD and year-round PL that involve hands-on teaching and learning experiences that enhance teachers’ confidence and requisite skills to teach engineering design. Continued PL opportunities each fall include training on scoring design portfolios using MyDesign and the EDPPSR. Training and support are provided with regard to assessing students within the course, providing feedback, and the end-of-unit and end-of-course assessments. January PD and added PL opportunities also address stereotypes, stereotype threat, and implicit bias, as well as inclusive pedagogical practices that support students with exceptionalities in alignment with the critical mission of e4usa. 

Ongoing and continuous support is also provided through the e4usa community of practice (CoP). Part of the e4usa mission has been to welcome teachers with varying degrees of experience in industry and teaching. The demand for engineering teachers is on the rise across the US as more and more K-12 schools look to offer engineering courses. Recruiting practicing engineers to switch careers and enter teacher preparation programs has proven to be insufficient. This has led schools to turn to teachers with limited training in engineering, which could potentially have a significant national impact on student engineering education. e4usa developed a CoP in order to support a broad array of teacher backgrounds and experiences, which continues to be of great importance moving forward. Collective learning and trust-building within the community continue to be cultivated through discussion boards, synchronous online meetings, and other modalities of communication and connection. Additionally, teachers receive added support from their e4usa coach and team of 4-5 teachers. Together, teachers meet monthly as a small group and frequently communicate with one another as they teach the e4usa curriculum. Teachers are also assigned a university liaison as part of the CoP. University liaisons share their engineering expertise, connect teachers with other engineers in different fields, and also help teachers source engineering design challenges. The sum of these activities requires sustained commitment from participating e4usa teachers, who engage in an intensive PD experience in the summer, and subsequent PL and CoP throughout the year.

Teachers engage in a two-week, synchronous and asynchronous online summer professional development that supports teachers based on their roles and years engaged in e4usa.

Below is a preview of the 2021 New Teacher Summer Professional Development

Week 1

Week 1 table 1 Professional Learning

Week 1 table 2 Professional LearningWeek 1 table 3 Professional Learning

Week 2 

Week 2 table 1 Professional LearningWeek 2 table 2 Professional LearningWeek 2 table 3 Professional Learning

The dates for the Summer Professional Development are listed below:

New Teachers July 18-22 and 25-29, 2022

Returning (entering 3rd/4th yr) July 11-12, 2022

Returning (entering 2nd yr) July 18-22 & 25-29, 2022

Coaches July 11-12, 2022


These sessions primarily focus on the EDPPSR and how to use it with students.  Teachers use MyDesign as a tool and also have opportunities to focus on its mechanics.

The January Professional Development is an opportunity for all teachers to gather again to reflect on the first half of the academic year and look forward and plan for units 5-7 and unit 8 of the e4usa curriculum.

Throughout the year, the e4usa coaches host professional development events. The topics covered are responsive to the valuable feedback and suggestions teachers have provided on additional professional development opportunities.

As the school year comes to a close fellow e4usa teachers celebrate together with fun virtual activities and nominations.

The growth of professional development (PD) opportunities for PreK-12 engineering educators raises a number of important questions for providers and consumers of such programs. To address these multiple needs, the ASEE has developed a system for endorsing PD programs. This endorsement is based on the 2014 Standards for Preparation and Professional Development for Teachers of Engineering and the associated matrix.

ETPDE for the e4usa New Teacher Professional Learning is currently pending.