The term authenticity is pervasive in the education literature in general and specifically in the engineering education literature; yet, the construct is often used un-reflected and ill-defined. The purpose of this presentation is (1) to critically examine current conceptualizations of authenticity as principles to design curricula and learning modules within engineering education and (2) the development of a systematically derived model of authenticity. The context of the project is towards pre-college engineering education yet findings are applicable across the lifespan of engineering education. A systematic literature review was conducted in the engineering education literature. In several iterations, a total pool of 1,058 references was evaluated using a developed rubric. The new model of authenticity includes two additions to existing models such as impact authenticity and value authenticity. The findings and the model are described and implications are discussed.

Biography:
Johannes Strobel is Director of INSPIRE, Institute for P-12 Engineering Research and Learning and Assistant Professor of Engineering Education & Learning Design and Technology at Purdue University. NSF and several private foundations fund his research. His research and teaching focuses on policy of P-12 engineering, how to support teachers' innovative practice and students' academic achievements through engineering learning, the measurement and support of change of 'habits of mind', particularly in regards to empathy and care and the use of cyber-infrastructure to sensitively and resourcefully provide access to and support learning.