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154584 https://hdl.handle.net/2286/R.I.38646 http://rightsstatements.org/vocab/InC/1.0/ All Rights Reserved 2016 xii, 174 pages : 1 color illustration Doctoral Dissertation Academic theses Text eng Jagielski, Donna Marie Marley, Scott C. Carlson, David L. Medrano, Juan Arizona State University Partial requirement for: Ed.D., Arizona State University, 2016 Includes bibliographical references (pages 106-110) Field of study: Leadership and innovation ABSTRACT<br/><br/>While attempting to provide real world experiences in STEM, educators face numerous challenges including adhering to curriculum requirements and working with potentially limited resources. The purpose of this action research study was to examine how the addition of authentic learning modules to the existing University of Arizona Middle School Engineering 101 (UA MS engineering 101) unit on energy efficiency can provide students with real world experiences as active participants. During an instructional workshop, participating teachers were introduced to strategies they use in their classroom so students could engage with individuals from both inside and outside of the school to create solutions for energy issues the students have identified within their own schools. This study used a series of observations, interviews, and focus groups with the teacher participants to gather data in determining how and in what ways students were able to obtain real world experiences as active participants through the authentic learning modules. Because there are numerous teachers within the UA MS engineering 101 group, a future goal was to assist these additional teachers in providing this innovation to their students. Education Teacher Education Middle school education Action Research Collaborative learning strategies Engineering for middle school STEM based learning Experiential Learning Engineering--Study and teaching (Middle school) Engineering Beyond the four walls: examining the use of authentic learning modules