What are some reportable aspects to such projects?

• High interest
• Authentic engineering
• Introduction the engineering careers
• Organizational support to see that such projects can happen
• Cost

What could students, during a Big Think activity after such an experience is over, reflect about?

• Any of the ideas above
• What they learned as individuals
• What they learned as groups
• Ideas for future projects
• How they would become better the next time.

How many engineering principles does this teach; or is it just a fun project with little learning?

• How can fun projects be modified in a way to teach engineering but retain the fun aspects?
• What kind of learning assessment could adults do after such a project to assess what kids know about engineering?
• What if kids did this project followed by an inquiry investigation onto gravity and earthquakes; then, repeat the marshmallow challenge with a demonstration of why or why their project worked or didn't. As a group, make a list of things that worked. Repeat.
• So what? What's next?
• How would you report out such learning activities to administrators, parents, or boards?

High school students who are charged with redesigning their school library learn engineering to design partner learning spaces.

• What roles do the adults play?
• Do the students really care?
• What skills do they actually learn?
• What assessments would you design to evaluate the success of such a project?

A free resource for secondary school students and teachers to gain a hands-on understanding of the Dyson design process.

"Design and Technology should be as riveting and relevant as the career it channels into. Logical, creative and practical, it’s the only opportunity that school students have to apply what they learn in math and science – directly preparing them for a future in engineering."

Piper offers educators a standards-aligned curriculum and offers students an inquiry-based and project-based experience.