A paradigm for vertically integrated curriculum innovation - how curricula were developed for undergraduate, middle and high school students using underwater robotics

This paper presents a case study of how an innovative educational engineering project can be developed for multiple skill levels, from middle sc hool to undergraduate. Engineers and educators at Stevens Institute of Technology have collaborated to develo p innovative classroom projects that teach a variety of science and engineering principles through the desi gn, construction and testing of underwater robots using simple materials. These materials were first pilote d with high school students enrolled in a pre-engineering summer program. Later, the materials were adopted into the undergraduate engineering program. These materials are now being adapted for use in middle and high school classrooms across New Jersey. This vertical integra tion at the curricula innovation stage is interesting and u seful in that it enables two-way feedback. K-12 education ca n be informed by the knowledge gaps observed at the college level, and undergraduate education can be informed by the innovative teaching methods being pioneered at the K-12 level.