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Engineers: Creating the World that Never Was

National Charter Schools ConferenceJuly 1, 2013

Dr. Anne SpenceMechanical Engineering

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NAE Committee on K-12 Engineering Education

• Engineering in K-12 Education: Understanding the Status and Improving the Prospects– Chaired by Dr. Linda Katehi, UC Davis– Published by NAE 2009

NAE, 2009

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The Case for K-12 Engineering Education

• Improved learning and achievement in science and mathematics

• Increased awareness of engineering and the work of engineers

• Understanding of and the ability to engage in engineering design

• Interest in pursuing engineering as a career

• Increased technological literacy

NAE, 2009

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General Principles for K-12 Engineering Education

• K-12 engineering education should emphasize engineering design

• K-12 engineering education should incorporate important and developmentally appropriate mathematics, science, and technology knowledge and skills

• K-12 engineering education should promote engineering habits of mind

NAE, 2009

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Emphasize engineering design

• Highly iterative• Open to the idea that a problem may have

multiple solutions• Meaningful context for learning scientific,

mathematical and technological concepts• Stimulus to systems thinking, modeling

and analysis

NAE, 2009

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Reflection• How does your current teaching of

science, mathematics and technology in K-12 emphasize engineering design?

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Mathematics, science, and technology

• Science concepts and inquiry methods support engineering design activities

• Mathematical concepts and computational methods support engineering design activities in analysis and modeling

• Technology and technological concepts– Illustrate the outcomes of engineering design – Provide opportunities for “reverse engineering”

activities– Encourage consideration of social,

environmental, and other impacts of engineering design decisions

NAE, 2009

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Promote engineering habits of mind

• Systems thinking• Creativity• Optimism• Collaboration• Communication• Attention to ethical considerations

NAE, 2009

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Reflection• How does your current teaching of

science, mathematics and technology in K-12 emphasize engineering habits of mind?

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The Scope of K-12 Engineering Education

• Student exposure to engineering-related course work– First formal programs in the early 1990’s– Fewer than 6 million students have had some

kind of formal engineering education– In 2008, 56 million students in K-12

• Teachers involved in K-12 engineering education– 18,000 have received pre- or in-service

professional development to teach engineering-related course work

– Small number of inititiatives

NAE, 2009

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Impacts of K-12 Engineering Education

• Improved performance in related subjects such as science and mathematics

• Increase technological literacy• Improvements in school attendance and

retention• Better understanding of what engineers do• Increase in number of students who

pursue careers in engineering• WARNING: limited reliable data available

to support claims

NAE, 2009

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The Nature of K-12 Engineering Education

• Curriculum content• Curriculum connections• Professional development programs• Diversity

NAE, 2009

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Reflection• How do you tackle the issue of curriculum

connections in K-12?

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Policy and Program Issues• Ad hoc infusion into existing science,

mathematics, and technology curricula– Willingness of teachers– Access to instructional materials

• Stand alone courses– Electives or replace existing science or

technology course– Extensive teacher professional development

• Fully integrated STEM education– Changes in structure and practice of schools

NAE, 2009

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Engineering Habits of Mind• Collaboration – peer review; team

assessments• Optimism – reflect on opportunities• Communication – oral; written; within

teams• Creativity – develop brainstorming skills • Attention to ethical consideration – teams

consider impact of designs

STEM Standards

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Engineering Design Process• Apply process in interdisciplinary problem

solving• Use models in multiple subject areas• Incorporate alternative viewpoints

STEM Standards

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Systems Thinking• Explain how parts relate to each other, and how

parts, or combination of parts, contribute to the function of the system as a whole (Elementary)

• Analyze how the individual parts function, how parts relate to each other, and how parts, or combinations of parts, contribute to the function of the system as a whole (Middle)

• Analyze the relationships among systems that are embedded within larger technological, social, natural, environmental, etc. systems (High)

STEM Standards

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Problem Solving• Students apply multiple-solution approaches to

problems to eliminate extraneous information• Teachers generate problems that require the

elimination of extraneous information and the identification of assumptions to arrive at solutions

• Students analyze problems to identify interdisciplinary solutions to global issues.

STEM Standards

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Reflection• How do you approach problem solving in

K-12?• Is it a method?• Is all information given?

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Effective Teacher Preparation and Professional Development• Content professionals teach courses• Introduce engineering principles• Focus on the design process• Make science/mathematics connections• Conduct ongoing training• Train counselors

Teacher Preparation

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Preparation of K-12 Teachers

• Elementary school teachers– Very little science and mathematics– No introduction to engineering

• Secondary teachers– BS/BA in discipline (mathematics/science)– Technology education

• Few mathematics and science skills • Cannot connect engineering to science and

mathematics

Teacher Preparation

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Innovative Preparation of K-12 Teachers at UMBC

• Elementary school teachers– Elementary STEM Education program– Cross-disciplinary– More courses in mathematics/science– Introduction to engineering

• Secondary teachers– BS Engineering and Technology Education– Mathematics through differential equations– Physics and chemistry– Statics, mechanics, fluids, design

Teacher Preparation

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Middle and high school curriculum

• Mathematics and science• English and social studies• Foreign language• Technology education

– No longer wood shop/metal shop– Not always making math/science

connections

Curriculum

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Engineering in the Curriculum: Middle and High

School• Requires trained teachers• Satisfies Technology Education

requirements• Challenging to find quality teachers• Example programs

– Project Lead the Way– Engineering by Design (ITEEA)– The Infinity Project– INSPIRES– Others?

Curriculum

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Example: Project Lead the Way Curriculum

• Project and problem based learning• Curriculum tied to national standards in

science, mathematics, technology education

• Middle school – 6 units• High school – 4 year program• Co-requisite mathematics • College credit for engineering• National college credit exams

Curriculum

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Over 97% of seniors in PLTW® courses plan to attend a university, college, or

community college, compared with 67% for average seniors.

True Outcomes Annual Assessment Report 2007-2008

80% say they will study engineering,

technology, or computer science

020406080

100

College Going Rate

Seniors inPLTW®

coursesAverageSeniors

Curriculum

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Engineering Outside the Curriculum: Middle and High

School• Encourages professional mentors• Example programs

– FIRST Robotics– VEX Robotics– Junior Engineering Technical Society (JETS)– Future City– ACE Mentor Program

Curriculum

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Engineering in the Curriculum: Elementary

School• Teachers are intimidated by concepts• Design process can be simplified• Science, technology, engineering and

mathematics (STEM) are more easily integrated

• Early exposure to engineering careers• Example programs

– Engineering is Elementary (MOS)– Children Designing and Engineering (TCNJ)

Curriculum

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Example: Engineering is Elementary Curriculum

• Promote learning and teaching of engineering and technology

• Research based curricular materials for grades 1-5

• Integrate engineering and technology concepts and skills with elementary science lessons

• Storybooks, lesson plans

Curriculum

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Research Findings• EiE students

– Are more likely to identify engineering items related to the design of all types of technology

– Have a better understanding of the engineering design process

– Have a better understanding of what a process is and how it is a type of technology

EiE

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Research Findings• Teachers strongly agree that

– EiE units are well designed– EiE units fit into the required curriculum

rather than being another thing to teach– EiE units are well matched to the level of

the students– EiE units work well with all students– EiE units have changed the way that they

teach

EiE

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Engineering Outside the Curriculum: Elementary

School• Encourages professional mentors• Example programs

– FIRST LEGO League– Jr. FIRST LEGO League– Engineering Challenges (BMI)– Sea Perch (MIT)

Curriculum

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If we build it, will they come?

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History has shown• Most engineering majors have a family

member who is an engineer• Few women are interested• Engineering is often not portrayed as

a viable career• We must change the message …

Students

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Changing the Conversation (NAE)

• Engineers make a world of difference• Life takes engineering• The power to do• Because dreams need doing

Students

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Reflection• How will you incorporate engineering

education in your teaching?

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http://www.egfi-k12.org/

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Clicking on For Teachers

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http://www.engineergirl.org/

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http://www.teachengineering.org

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Contact Information

• Dr. Anne Spence• Dept of Mechanical Engineering• UMBC• aspence@umbc.edu• 410-455-3308