A PD provider that has delivered at least one session of their PD is eligible to apply for ASEE Endorsement. The provider will begin by completing a self-study in which they describe their program’s emphasis (by rating their focus on each line of the matrix for Standards A through D) and quality (by rating their focus on each line of the matrix for Standard E). If the provider determines that they meet the requirements to apply (i.e., they have a moderate-to-high emphasis on at least 13 lines of Standard A, at least six rows of Standard B, at least one row of Standard C, at least four rows of Standard D, and all rows of Standard E), then the provider assembles evidence to support their claims of moderate and high emphasis (see “A Note About Evidence”). If the provider determines that they do not yet meet the requirements to apply (or that they do not have the evidence to support their claims), then the provider should offer another iteration of their PD with the modifications necessary to meet the application threshold (or to gather the evidence needed to support their claims) prior to applying.
Once the provider has submitted all required documentation (see “Required Components for Endorsement Application”), the application will be reviewed by a panel of experts. If the panel agrees with the applicant’s self-rating, then the ASEE will issue an endorsement of the PD and publish this information on the ASEE website along with a description of the program.
Table 1: Parts of the self-study to receive
ASEE’s Engineering Teacher Professional Development Endorsement
|Focus of the Engineering Teacher Professional Development program
|Quality Indicators of the Engineering Teacher Professional Development program
|Engineering Content and Practices
|Alignment to Research, Standards, and Educational Practices
|Pedagogical Content Knowledge for Teaching Engineering
|Be developed and refined in collaboration with experts in the fields of engineering, engineering pedagogy, and teacher professional development;
|Engineering as a Context for Teaching and Learning
|Be developed and refined in collaboration with
stakeholders (e.g., state education agency personnel, school administrators, teachers);
|Curriculum and Assessment
|Enable participants to experience the curriculum that they will teach;
|Model effective engineering teaching practices;
|Employ differentiated instruction techniques;
|Be guided by formative assessment;
|Encourage risk-taking by participants;
|Evolve through a process of continuous improvement that employs ongoing evaluation, assessment and revision.