Analysis of Client Letters Embedded in Pre-College STEM Integration Curricula - Fundamental

Sep 16, 2026

Upload by Cipher

Real-world contexts help students engage with learning activities. The Framework for K-12 Science Education and the Next Generation Science Standards emphasize integrating STEM content with real-world contexts, highlighting the need for high-quality curriculum. In engineering design-based STEM integration curricula, the potential for client letters to support student learning and engagement remains understudied. A qualitative document analysis examined fifty-eight embedded client letters across fifteen curricular units using the STEM Integration Framework and identified distinct roles that strengthen context, motivation, and student-centered strategies.

LanguageEnglish

CategoryPaper Templates

FormatPDF

Pages32

Reading Time11 min

AccessFree to download

I. Abstract

Paper ID \#46991 Analysis of Client Letters Embedded in Pre-College STEM Integration Curricula (Fundamental) Christine H. McDonnell, Purdue University at West Lafayette (COE) Christine H. McDonnell is a PhD student in the school of Engineering Education at Purdue University. Christine is interested in exploring the connections between integrated STEM education in K-12 classroom settings and the impact on student learning, career interests, and reducing premature departure from STEM pathways. Emily M. Haluschak, Purdue University at West Lafayette (COE) Emily M. Haluschak is a PhD student in the school of Engineering Education at Purdue University. Emily is interested in leveraging integrated curriculum development in K-12 settings to positively impact underserved populations in the field of engineering. She utilizes past experiences in STEM program evaluation, education policy, and chemical engineering research. Dr. Morgan M Hynes, Purdue University at West Lafayette (COE) Dr. Morgan Hynes is an Associate Professor in the School of Engineering Education at Purdue University and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 cla Siddika Selcen Guzey, Purdue University at West Lafayette (PWL) (COE) Dr. Guzey is a professor of science education at Purdue University. Her research and teaching focus on integrated STEM Education. Dr. Mary K. Pilotte, Purdue University at West Lafayette (COE) Mary Pilotte is an Emerita Professor of Engineering Practice from the School of Engineering Education (ENE) at Purdue University, West Lafayette, Indiana. She served ENE as Director of undergraduate degree programs, including First-Year Engineering, and ultimately was Director of and instructor for Multidisciplinary engineering degree programs, IDES and MDE. She worked in a range of engineering and leadership roles in consumer products, aerospace and automotive industries during her 25+ year professional career. Recently, she served as industry liaison and curriculum specialist for Dr. Tamara Moore and the SCALE K-12 microelectronics education initiative. Kristina Maruyama Tank, Iowa State University of Science and Technology Kristina M. Tank is an Assistant Professor of Science Education in the School of Education at Iowa State University. She currently teaches undergraduate courses in science education for elementary education majors. As a former elementary teacher, her rese Dr. Greg J Strimel, Purdue University at West Lafayette (PPI) Greg J. Strimel, Ph.D., is an assistant professor of Technology Leadership and Innovation and coordinator of the Design & Innovation Minor at Purdue University. Dr. Strimel conducts research on design pedagogy, cognition, and assessment as well as the pre Prof. Tamara J Moore, Purdue University at West Lafayette (PWL) (COE) Tamara J. Moore, Ph.D., is a Professor of Engineering Education and University Faculty Scholar at Purdue University, as well as the Executive Co-Director of the INSPIRE Research Institute for Precollege Engineering. Dr. Moore’s research is focused on the integration of STEM concepts in K-12 and postsecondary classrooms in order to help students make connections among the STEM disciplines and achieve deep understanding. Her work investigates engineering design-based STEM integration, computational thinking, and integration of high-level content in K-14 spaces. She is creating and testing innovative, interdisciplinary curricular approaches that engage students in developing models of real-world problems and their solutions. ©American Society for Engineering Education, 2025 Analysis of Client Letters Embedded in Pre-College STEM Integration Curricula (Fundamental) I. Abstract Real-world contexts help students engage with learning activities. The Framework for K-12 Science Education and the Next Generation Science Standards emphasize integrati

FAQs

What research questions guide the analysis of embedded client letters?

The study asks the role of client letters in context-rich, engineering design-based K-12 STEM integration curriculum and how client letters add value to such curriculum.

How many embedded client letters and curricular units were analyzed?

The qualitative document analysis examined fifty-eight embedded client letters in fifteen engineering design-based K-12 STEM integration curricular units.

What outcomes does the study report about client letters in STEM integration curricula?

Client letters were found to strengthen motivating, engaging contexts anchored in authentic experiences and to support student-centered instructional strategies, improving alignment between content, engineering design challenges, and real-world scenarios.

Sep 16, 2026

Upload by Cipher