STEM Education:
North Carolina K-12
Engineering Connections with
the NC STEM Rubric Principles
November 30, 2012
We want to hear your feedback about your webinar experience with a
brief online questionnaire. Your feedback will remain anonymous,
and any information identifying individuals, schools, or LEAs will be
confidential.
If you have any questions or concerns regarding this study, please
contact Dr. Jeni Corn, Director of Evaluation Programs at the Friday
Institute, at [email protected] or 919-513-8527. We thank you in
advance for your time!
Follow this link to the Survey: go.ncsu.edu/webinar
Feedback
Agenda
Introductions
Engineering Defined
Engineering Connections to the STEM Attributes
Engineering Examples
Q & A
Wrap up
Guest Panelists:
• Laura Bottomley [email protected] NC State University College of Engineering The Engineering Place, Director
• Elizabeth Parry [email protected] NC State University College of Engineering American Society for Engineering Education K-12 & Precollege Division, Chair
• Nancy Shaw [email protected] NC Project Lead The Way, State Director Director, NC Project Lead the Way Duke University Pratt School of Engineering
Engineering in K-12: NC Engineering
Connections for STEM
Four Key Elements of Engineering
• Engineering Habits of Mind
• Engineering design
• Systems thinking
• Problem solving
Engineering Habits of Mind • Collaboration
• Optimism
• Communication
• Creativity
• Ethical Thinking
• Systems Thinking
Engineering Design
Grades K-5, based on
Engineering is
Elementary from
Museum of Science,
Boston
Based on Engaging Youth through
Engineering; adapted from Engineering
the Future, Museum of Science, Boston.
Attributes: Vision of STEM School
Integrated Science, Technology, Engineering and Mathematics (STEM) curriculum, aligned with state, national, international and industry standards
1) Project-based learning with integrated content across STEM subjects
2) Connections to effective in-and out-of-school STEM programs
3) Integration of technology and virtual learning
4) Authentic assessment and exhibition of STEM skills
5) Professional development on integrated STEM curriculum, community/industry partnerships and postsecondary education connections
6) Outreach, support and focus on underserved, especially females, minorities, and economically disadvantaged
On-going community and industry engagement
7) A communicated STEM plan is adopted across education, communities and businesses
8) STEM work-based learning experiences, to increase interest and abilities in fields requiring STEM skills, for each student and teacher
9) Business and community partnerships for mentorship, internship and other STEM opportunities that extend the classroom walls
Connections with postsecondary education
10) Alignment of student’s career pathway with post-secondary STEM program(s)
11) Credit completion at community colleges, colleges and/or universities
3 STEM Principles
• Integrated STEM Curriculum
• On-going Community and Industry
Engagement
• Connections with Postsecondary
Engineering Key Elements
Applied to the STEM Principles
• Integrated STEM Curriculum
• On-going Community and
Industry Engagement
• Connections with
Postsecondary
Engineering Habits of Mind
Engineering Design Process
Systems Thinking
Problem Solving
Principles
KEY Elements
Early
Developing
Prepared
Model
Elementary Schools
Integrated Curriculum
On-going Community and Industry Engagement
Connections with postsecondary education
1) Engineering Habits of Mind
2) Design Process
3) Systems Thinking
4) Problem Solving
Middle Schools
Integrated Curriculum
On-going Community and Industry Engagement
Connections with postsecondary education
5) Engineering Habits of Mind
6) Design Process
7) Systems Thinking
8) Problem Solving
High Schools
Integrated Curriculum
On-going Community and Industry Engagement
Connections with postsecondary education
9) Engineering Habits of Mind
10) Design Process
11) Systems Thinking
12) Problem Solving
Engineering Connections
Grades K-5 Correlation: Engineering Connections with the STEM Rubric Principles
16
On-going Community and Industry Engagement (Principle)
(5) Engineering Habits of Mind *
Key Engineering
Elements
Early
Developing
Prepared
Model
Ele
men
tary
Sc
ho
ol 5.1
Teachers apply collaborative principles to form industry and community partnerships at least three times a year.
5.2
Teachers and school system personnel organize a grant proposal for funding from STEM stakeholders such as industry, foundations and non-profit organizations to enhance engineering education in the classroom and school wide.
*Engineering Habits of Mind includes Collaboration (Teamwork), Optimism, Communication, Creativity, Attention to Ethical Consideration, and Systems Thinking
Grades K-5 Correlation: Engineering Connections with the STEM Rubric Principles
17
On-going Community and Industry Engagement (Principle)
(6) Engineering Design Process
Key Engineering
Elements
Early
Developing
Prepared
Model
Ele
me
nta
ry
Sc
ho
ol
6.1
Teachers identify engineers from local industry, higher education institutions or community to demonstrate to students how they have used the design process at least once a year.
Grades K-5 Correlation: Engineering Connections with the STEM Rubric Principles
18
On-going Community and Industry Engagement (Principle)
(7) Systems Thinking
Key Engineering
Elements
Early
Developing
Prepared
Model
Ele
men
tary
Sch
oo
l
7.1
Teachers and students analyze the role(s) of businesses in a local system twice a year.
Grades K-5 Correlation: Engineering Connections with the STEM Rubric Principles
19
On-going Community and Industry Engagement (Principle)
(8) Problem Solving
Key Engineering
Elements
Early
Developing
Prepared
Model
Ele
men
tary
Sch
oo
l
8.1
Teachers and students implement partnerships with community and/or industry to evaluate multiple solutions to a particular problem twice a year.
Grades 6-8 Correlation: Engineering Connections with the STEM Rubric Principles
21
Connections with Postsecondary Education (Principle)
(9) Engineering Habits of Mind *
Key Engineering
Elements
Early
Developing
Prepared
Model
Mid
dle
Sc
ho
ol
9.1
Teachers use materials and resources developed by postsecondary programs for schools that apply the engineering habits of mind.
*Engineering Habits of Mind includes Collaboration (Teamwork), Optimism, Communication, Creativity, Attention to Ethical Consideration, and Systems Thinking.
Grades 6-8 Correlation: Engineering Connections with the STEM Rubric Principles
22
Connections with Postsecondary Education (Principle)
(10) Engineering Design Process
Key Engineering
Elements
Early
Developing
Prepared
Model
Mid
dle
Sch
oo
l
10
.1
Teachers identify research and/or an invention designed by engineers at a postsecondary institution to show students how the design process is used once per year.
Grades 6-8 Correlation: Engineering Connections with the STEM Rubric Principles
23
Connections with Postsecondary Education (Principle)
(11) Systems Thinking *
Key Engineering
Elements
Early
Developing
Prepared
Model
Mid
dle
Sch
oo
l
11
.1
Students compare postsecondary institutions to meet their career goals.
Grades 6-8 Correlation: Engineering Connections with the STEM Rubric Principles
24
Connections with Postsecondary Education (Principle)
(12) Problem Solving
Key Engineering
Elements
Early
Developing
Prepared
Model
Mid
dle
Sch
oo
l
1
2.1
Schools implement partnerships with postsecondary institutions to compare how students learn at different levels.
Grades 9-12 Correlation: Engineering Connections with the STEM Rubric Principles
26
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(1) Engineering Habits of Mind
Key Engineering
Elements
Early
Developing
Prepared
Model
Hig
h S
ch
oo
l
1. 1
Teacher professional development applies the engineering habits of mind at least once per semester.
1.2
Students exemplify cooperative teamwork daily and teams have 3-4 members
1.3 Students apply persistence by managing frustrations with unfamiliar
problems.
1.4 Student written and oral communications exemplify appropriate use
of content knowledge in multiple subject areas weekly.
1.5
Crea
tivi
ty
Students explain multiple solutions to problems daily.
1.6 Students explain ethical considerations associated with global
problems under consideration weekly.
1.7
See Systems Thinking Key Element for implementation
Grades 9-12 Correlation: Engineering Connections with the STEM Rubric Principles
27
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(2) Engineering Design Process
Key Engineering
Elements
Early
Developing
Prepared
Model
Hig
h S
ch
oo
l
2.1
Teacher professional development focuses on using the Engineering Design Process in multiple ways, not just in project based learning, at least two days per year
2.2
Teachers analyze students’ use of the Engineering Design Process in real-world, authentic problem solving monthly
2.3
Students apply the steps of the Engineering Design Process in problem solving weekly
2.4
Students use models or prototypes in engineering design projects monthly
2.5
Students apply global and ethical viewpoints in engineering design monthly
Grades 9-12 Correlation: Engineering Connections with the STEM Rubric Principles
28
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(3) Systems Thinking
Key Engineering
Elements
Early
Developing
Prepared
Model
Hig
h
Sch
oo
l
3.1
Students apply a systems thinking approach across multiple content areas to solve problems monthly
Grades 9-12 Correlation: Engineering Connections with the STEM Rubric Principles
29
Integrated STEM Curriculum, Aligned with State, National, and Industry Standards (Principle)
(4) Problem Solving
Key Engineering
Elements
Early
Developing
Prepared
Model
Hig
h S
ch
oo
l
4.1
Students apply multiple-solution approaches, optimization techniques, and tradeoffs to problems four times per year
4.2
Teachers organize problems to include assumptions, optimization techniques, and tradeoffs to arrive at solutions four times per year
4.3
Students apply interdisciplinary knowledge and optimization techniques to understand global issues
• Attend to precision
• Look for and make use of structure
• Look for and express regularity in repeated reasoning
• Make sense of problems and persevere in solving them
• Reason abstractly and quantitatively
• Construct viable arguments and critique the reasoning of others
• Model with mathematics
• Use appropriate tools strategically
Common Core Mathematics Standards for Mathematical Practice
Common Core ELA College and Career Readiness Expectations
• Demonstrate independence
• Build strong content knowledge
• Respond to varying demands of audience, task, purpose and discipline
• Comprehend as well as critique
• Value evidence
• Use technology and digital media strategically and capably
• Come to understand other perspectives and cultures
Engineering…
• The solution to an engineering problem does not necessarily lead to a
design, it may simply lead to a shift in thinking.
• Engineers use models to understand problems, to solve them, to test
design ideas, to understand the implications of ideas, etc.
• Engineering is a unique discipline within the STEM grouping. Although
there are overlaps, there are engineering problems that do not overlap
all or any of the other elements and also those that relate to social
sciences, the arts and other disciplines.
• The STEM initiative infuses each of the four elements throughout the curriculum in an integrated fashion, not as stand alone disciplines.
Selected Resources
• National Academy of Engineering, Engineering Grand
Challenges, 2008
• National Research Council, Engineering in K-12 Education,
2009
• The ABET Criteria for Accrediting Engineering Programs, 2012-
2013
• Engineering/Technology Standards from a consortium of states:
GA,MA,MD,MN,OR,TN
• National Governors Association Center for Best Practices
Building a STEM Education Agenda, December 2011
Comprehensive resource list available at: www.ncpublicschools.org/stem
The Engineering Design Team
Laura Bottomley NC State University College of Engineering
Nancy Shaw Duke University Pratt School of Engineering [email protected]
Elizabeth Parry NC State University College of Engineering [email protected]
Rebecca Payne NC Department of Public Instruction [email protected]
Tina Marcus NC Department of Public Instruction [email protected]
Pamela B. Townsend, PE Vice President Southern States District General Manager AECOM [email protected]
We want to hear your feedback about your webinar experience with a
brief online questionnaire. Your feedback will remain anonymous,
and any information identifying individuals, schools, or LEAs will be
confidential.
If you have any questions or concerns regarding this study, please
feel free to contact Dr. Jeni Corn, Director of Evaluation Programs at
the Friday Institute, at [email protected] or 919-513-8527. We thank
you in advance for your time!
Follow this link to the Survey: go.ncsu.edu/webinar
Feedback
36
Thank You!
Rebecca Payne NC DPI
Tina Marcus NC DPI
Laura Bottomley The Engineering Place NC State University College of Engineering [email protected]
Elizabeth Parry NC State University College of Engineering [email protected]
Nancy Shaw Duke University Pratt School of Engineering [email protected]