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Engineering has gained considerable traction in many K-12 schools. However, there are several obstacles or challenges to an effective approach that leads to student learning. Questions such as where engineering best fits in the curriculum; how to include it authentically and appropriately; toward what educational end; and how best to prepare teachers need to be answered. Integration or infusion appears to be the most viable approach; instead of stand-alone engineering courses squeezing into the already crammed curriculum. An integrative approach whereby engineering is infused into the existing curriculum, within science, technology, mathematics or other courses, appears to be the best approach to expose students to engineering learning. However, little is yet known about how best to infuse engineering concepts into the K-12 curriculum. What does it mean to infuse engineering concepts into high school instruction? This question raises significant issues that need to be addressed in order to integrate appropriate engineering concepts and accomplish important learning outcomes. In order to explore this larger question, an expert focus group meeting was convened to inform the development of a model or descriptions for infusing engineering concepts into high school instruction and to address some of the pertinent questions involved. The focus group meeting is an important input toward a larger project, in which the researcher is a co-Principal Investigator. The Infuse Project was funded by the National Science Foundation to research teacher learning through an innovative approach to professional development that is engineering concept-driven. The project is focused on the infusion of engineering concepts into life science and physical science education. The present study, which is the subject of this report, addressed issues that needed clarification in order to inform the development of the protocol to be used in the major investigations of Project Infuse. (Contains 1 table and 2 footnotes.)

1Boy Crusoe

By Allan Eric

Also published as" A Yankee Crusoe" . A 15 year old hard working and studious farm boy finds the lure of adventure on the seas as a merchant seaman more than he can resist. This is his story. " I was born in a little town in the State of Maine, near the close of the Civil War. My boyhood life did not differ materially from that of the average farmer's son in the remote country districts of New England--except, perhaps, that I read more and thought more. Hard work on the rugged soil, two terms each year in the little yellow country schoolhouse, a day's fishing now and then filled the early years of my life full to over-flowing. " What he gets is enough excitement and adventure to overflow his wildest dreams. How he experiences disaster and uses his wits and knowledge to overcome every problem makes for a great read. - Summary by Phil Chenevert