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Understanding and Improving K-12 Engineering Education in the United States

A Report on the National Academy of Engineering and National Research Council Committee Two Year Study Rollie Otto, Panelist February 18 and 19 Sacramento California. Understanding and Improving K-12 Engineering Education in the United States. Study Origins.

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Understanding and Improving K-12 Engineering Education in the United States

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  1. A Report on the National Academy of Engineering and National Research Council Committee Two Year Study Rollie Otto, Panelist February 18 and 19 Sacramento California Understanding and Improving K-12 Engineering Education in the United States

  2. Study Origins • National Academy of Engineering and Board on Science Education at Center for Education at National Research Council • Supported by a grant from NAE Member Stephen D. Bechtel Jr. with additonal support from PTC Inc.

  3. Charge to the Committee • What is the Scope and Nature of Efforts to Teach Engineering to nations K-12 students? • Considerations: • Curriculum • Teacher Professional Development • Interaction with Science, Technology, Mathematics • Impacts on student learning and interest in engineering and other potential impacts

  4. Committee Composition • Chaired by Distinguished NAE Member – Linda Katehi • K-12 Teachers – Engineering Educators • Public and Private School Administrators • University Engineering Education Outreach Leaders • STEM Researchers • Industry Representatives

  5. Key Questions Defined Approach • What is Engineering? • Why K-12 Engineering Education? • What is State of K-12 US Engineer Education? • How Does Research Inform K-12 Eng. Ed. Teaching and Learning?

  6. What is Engineering? • The Bridge between Scientific and Technical Innovations • Economic Vitality, Quality of Life and National Security • The Human Inclination to Design or Devise • Design under constraint, modeling, testing leading to artifacts and processes

  7. Study Components • Curriculum Review • Commissioned Papers • Conceptual learning in K-12 engineering • Skill development in K-12 engineering • Impacts of K-12 engineering curricula • History of engineering in the United States • Pre-college engineering in other countries • Two information-gathering workshops

  8. Curricula Review • Reasons for Teaching Engineering • Diffusion of Materials • Implementation and Costs • Pedagogy • Evidence of Diversity

  9. Curricula Review (Cont.) • Claimed Benefits • Learning and achievement in science and mathematics • Awareness of engineering and the work of engineers • Understanding and ability to engage in engineering design • Interest in engineering careers • Increased technological Literacy

  10. Professional Development Review • What skills and knowledge do teachers need – TBD • Mostly In-Service Programs • Model Preservice Program Identified • UC and CSU STEM teacher initiatives cited • UTeach cited • Universities with Precollege Engineering Engineering cited

  11. Teaching and Learning • Core Engineering Concepts and Skills – K-12 • Systems: • Structure-behavior-function; Emergent Properties • Optimization: • Multiple variables; Trade-Offs • Drawing and Representing • Experimenting and Testing • Guidance for Effective Teaching for Learning is Emerging

  12. General Observations • A surprising amount of activity nationally • Existing curricula are extremely varied • Most struggle to include math in meaningful ways • The absence of content standards is problematic • Engineering may have the potential to improve learning and interest in mathematics and science

  13. Balancing STEM Or Is It SMET?

  14. The STEM Enterprise • Tied to Laws of nature and mathematical reasoning and logic • Transformed by computational, communication and information technologies • Acquiring global attributes and addressing global problems • Evolving international workforce

  15. STEM Relationships • All are human inventions • All embedded in and constrained by the laws of Nature and Mathematical Logic • All are required in finding technological solutions to human needs • All suffer from underrepresentation of ethnic and cultural groups and women in US workforce

  16. STEM Education asSupported by Public Policy Relative Emphasis Policy Support • Science • Technology • Engineering • Mathematics • Accepted Universal Standards – What Students Need to Know and Able to Do. • Aligned Curriculum and Instruction • Testing and Accountability • Professional Development • Research into Teaching and Learning

  17. STEM Literacy Now and Future Today Future • Silos of Standards and Expectations • Independent instructional materials and curricula • Isolated teacher subject matter preparation • Assessment and pedagogy focused on isolated skills & knowledge • Coordinate, aligned or fully integrated standards and expectations • Interconnected or fully integrated instructional materials and curricula • Interconnected teacher subject matter expectations • Assessment and pedagogy for integrated applications of STEM knowledge

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