Teacher Preparation Programs

Engineering and Technology Education: “Putting the T&E in STEM”

Kurt BeckerProfessor, Department Head

Engineering and Technology Education

Utah State University

Engineering - Global Calls to Action

“Business as usual” will not get

us there

“Education as usual” will not

get us there

Why Change?The call for a transformation in how engineers are educated is well documented. The need for change: American students’ declining interest in engineering and/or STEM as a major, low engineering retention rates, the need for a diverse engineering workforce, the effects of rapid technological change and globalization.

ASEE’s Engineering Dean’s Council and the Corporate Roundtable (1994); the National Research Council (1995); the National Academy of Engineering (2002 and later); and the National Science Foundation.

Benefits of K-12 Engineering Education

• Improve learning and achievement in science and mathematics;

• Increase awareness of engineering and the work of engineers;

• Understanding of and the ability to engage in engineering design

(Engineering in K-12 Education, NAE, 2009)

Who Will Teach Engineering at the Secondary Level?

• Currently engineering education at the secondary level is taught by math, science, physics, and technology education teachers.

• Technology education teachers are the predominant group teaching engineering.

Engineering and Technology Education

Why? • Infrastructure is in place

– Buildings, classrooms & laboratories– Programs in high schools and junior high schools

• Technology Education – has a great overlap with engineering (design component)

• Ill-structured creative problem solving• Standards for Technological Literacy are in

place (STL, 2000)

• Secondary Licensure (6 – 12)

Engineering and Technology Education

The Engineering and Technology Education degree consists of courses in the following areas: 

• communication • construction• engineering• manufacturing • power, energy & transportation

  These courses consists of hands-on experiences in laboratory settings. Laboratory activities have a design emphasis that requires creative problem solving.

COLLEGE OF ENGINEERING

Utah State University

5 Departments• Biological Engineering• Civil & Environmental Engineering• Electrical & Computer Engineering• Engineering & Technology Education• Mechanical & Aerospace Engineering

Department of Engineering & Technology Education

• Offers a PhD in Engineering Education

• Offers the first two years of the engineering program – foundational courses

• Offers a two year Assoc. of Pre-Engineering (APE) at Regional Campuses

• Offers a 6-12 Engineering and Technology Education – Teacher Preparation Program

National Center for Engineering and Technology Education (NCETE)

NCETE a collaborative network of scholars with backgrounds in technology education, engineering, and related fields. The mission is to build capacity in technology education and to improve the understanding of the learning and teaching of high school students and teachers as they apply engineering design processes to technological problems.

www.ncete.org

Comparison of Design Process(Hailey, Becker, Erickson, Thomas, 2005)

Engineering Design Process(Eide, Jenison, Mashaw, Northup, 2001)

Identify the NeedDefine Problem

Search for SolutionsIdentify Constraints

Specify Evaluation CriteriaGenerate Alternative Solutions

AnalysisMathematical Predictions

OptimizationDecision

Create a Working ModelDesign Specifications

Communication

Technology EducationDesign Process

(Standards for Technological Literacy, 2000)

Defining a ProblemBrainstorming

Researching & Generating IdeasIdentifying Criteria

Specifying ConstraintsExploring Possibilities

Selecting an Approach and Develop a Design Proposal

Building a Model or PrototypeTesting & Evaluating the Design

Refining the Design

Communicating Results

Comparison of Design Process(Hailey, Becker, Erickson, Thomas, 2005)

Engineering Design Process(Eide, Jenison, Mashaw, Northup, 2001)

Identify the NeedDefine Problem

Search for SolutionsIdentify Constraints

Specify Evaluation CriteriaGenerate Alternative Solutions

AnalysisMathematical Predictions

OptimizationDecision

Create a Working ModelDesign Specifications

Communication

Technology EducationDesign Process

(Standards for Technological Literacy, 2000)

Defining a ProblemBrainstorming

Researching & Generating IdeasIdentifying Criteria

Specifying ConstraintsExploring Possibilities

Selecting an Approach and Develop a Design Proposal

Building a Model or PrototypeTesting & Evaluating the Design

Refining the Design

Communicating Results

Problems with Existing Programs

• Technology Education - Use trial & error

• Mathematics & Science – Teachers struggled with teaching open ended engineering problems

• Teachers struggle with teaching engineering concepts

Utah State UniversityPre-Service Model

• Curricular Changes– changed course requirements

• Course Modifications– Added engineering design component to

each technical course

Composite Major (50 credits) Secondary Ed Certification (35 credits)Communication (9 credits) INST 5200 2 Advanced Tech for Sec Ed Teachers

ITE 1010 3 Communications Technology ITE 32002 3 Methods in Tech & Ind Ed I

ITE 1200 3 Computer-Aided Drafting & Design ITE 33002 1 Clinical Experience IITE 3050 3 Graphic & Elect Com Tech ITE 4300 1 Clinical Experience IIManufacturing (9 credits) ITE 4400 3 Methods in Tech & Ind Ed IIITE 1030 3 Material Processing & Tooling Sys ITE 5500 2 Student Teaching SeminarITE 2030 3 Mfg Technology/Enterprise ITE 5600 8 Student Teaching

ITE 3030 3 CIM & Robotic Systems Sec Ed 31002 3 Motivation & Class Management

Energy, Power, Transportation (3 credits) Sec Ed 32102 3 Ed/Multicult FoundationsITE 1020 3 Energy/Power/Transportation Sec Ed 4210 3 Cognition & Eval of Student LearningConstruction (6 credits) CI Sec Ed 4200 3 Reading, Writing & Technology

ITE 1040 3 Construction and Estimating Sec Ed 53003 1 Clinical Experience IIIITE 3220 3 Architecture & Construction Sys SpecEd 4000 2 Education of Exceptional ChildrenRelated Professional (8 credits)

ITE 10001 1 Orientation to Tech Ed General Education (31 credits)ITE 3440 3 Science Tech & Modern Society

ITE 5220 4 Program & Course Development Communication Literacy (6 credits)Related Technical (15 credits) CL Engl 1010 3 Intro to WritingEngr 1010 2 Intro to Engineering Design CL Engl 2010 3 Intermediate Writing

ITE 23004 4 Electronic Fundamentals

Math 1060 2 Trigonometry University Studies (21 credits)

Phyx 18004 4 Physics for Technology

3 Technical Option5 (see below)Math 1050 4 College Algebra

Electives (12 credits)BAI 3 USU 1300BLS 3BHU 3 USU 1320BCA 3 USU 1330

1. ITE 1000 should be taken first fall semester of enrollment BSS 3 USU 13402. ITE 3200 & 3300 to be taken fall of junior year. Must be HU Depth 3 admitted to Secondary Ed January sophomore year. SS Depth 33. Five week courses to be taken concurrently fall semester CIL Exam 0 w ith student teaching.

4. Math 1050 is prerequisite for this course. Total Credits for Graduation: 1245. Technical Options: ITE 4200 - Composites

Engineeering and Technology Education

Note: At least two of the five breadth courses must be selected from University Studies Integrated courses (USU 1300, 1320, 1330, 1340). The depth courses must be upper-division (3000 level).

Typical Engineering and Technology Education Program

Math Requirements

TrigonometryCollege Algebra

Other Requirements

Physics for Technology

USU’s Technology Education Pre-Service Program

Engineering Education (9 credits)

PLTW ETE 12005 3 Computer-Aided Drafting & Design INST 3500 1 Tech Tools for Secondary TeachersPLTW ETE 20205,3 3 Computer Integrated Mfg Sys ETE 32002 3 Methods of Teaching ETE IPLTW ETE 26605,3 3 Principles of Engineering ETE 33002 1 Clinical Experience I

Communication (3 credits) ETE 4300 1 Clinical Experience II

ETE 3050 3 Computer Sys & Networking ETE 4400 3 Methods of Teaching ETE IIManufacturing (6 credits) ETE 5500 2 Student Teaching Seminar

ETE 1030 3 Material Processing Systems ETE 5630 10 Student Teaching/Secondary SchoolsETE 2030 3 Wood-Based Mfg Systems Sec Ed 31002 3 Motivation & Classroom ManagementEnergy, Power, Transportation (3 credits) CI / DSS Sec Ed 32102 3 Educ & Multicultural FoundationsETE 1020 3 EPT Systems Control Technology CI Sec Ed 4200 3 Reading, Writing & Technology

Construction (6 credits) Sec Ed 4210 3 Cognition & Eval of Student LearningETE 1040 3 Construction and Estimating SpecEd 4000 2 Education of Exceptional Individuals

PLTW ETE 22205,3 3 Civil Engineering & ArchitectureRelated Professional (7 credits)

ETE 10001 1 Orientation to ETE Communication Literacy (6 credits)

DSC ETE 3440 3 Science Tech & Modern Society CL Engl 1010 3 Intro to WritingCI ETE 5220 3 Program & Course Development CL Engl 2010 3 Intermediate Writing

University Studies (15 credits)

Related Technical (29 credits)ETE 2210 4 EE for Non-Electrical Majors

QI Math1210 4 Calculus IQL Math 1220 4 Calculus II BAI 3

Phys 2210 4 The Physics of Living Systems BLS4 0Phys 2220 4 Gen. Physics-Science & Engr.II BHU 3

BPS ENGR 2010 2 Statics BCA 3

ENGR 2030 3 Dynamics BSS 3Chem 1210 4 Principles of Chemistry I BPS 0 Filled by Phys 2220 - required for major

OR Bio 1610 4 Biology I 0 Exporation Req. (QL or Breadth)DHA 3DSS 0 Filled by SecEd 3210 - required for majorCIL Exams 0

1. ETE 1000 should be taken first fall semester of enrollment

2. ETE 3200 & 3300 to be taken fall of junior year. 3. Math is prerequisite for this course.

4. Must complete prior to Junior year.

5. PLTW Project Lead the Way

Upper Div. Credits for Graduation: 40

Engineering and Technology Education (T&E in STEM)Degree in Engineering and Technology Education

Composite Major (64 credits) Secondary Ed Certification (35 credits)

Total Credits for Graduation: 124

General Education (21 credits)

Electives (5 Credits)

Note: At least one other breadth course must be selected from University Studies Integrated courses (BAI-USU 1300,BHU-USU 1320,BCA-USU 1330 or BSS-USU 1340). The depth courses must be upper-division (3000 level).

Math Requirements

• Calculus I• Calculus II

Other Requirements

• Physics• Chemistry

• Statics• Dynamics

Reasons for Change

• Prepare the next generation of teacher who can truly teach engineering.

• Increase Rigor – Students from engineering and other majors would take a look at our course curriculum and move on.

• STEM Integration – Teachers with a skill set to do a better job with integrating science and math into engineering and technology.

Issues & Challenges

• Recruitment - We are working on the premise that: “If we build It, they will come”– math, science, engineering,

• Student Support for foundational courses (Calculus, Statics, Dynamics)

• Will this new breed of student be successful?

Thank You

Department of Engineering and Technology Education

www.ete.usu.edu