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High school science education has evolved in recent years to embrace not only natural and life sciences but also technology and engineering courses that represent careers of the future. Is it time to adapt Massachusetts public university admissions standards to mirror this expanded view of science education? Presented at a meeting of the Massachusetts Board of Higher Education on December 6, 2011.
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Board of Higher Education Meeting | December 6, 2011
Science Standards Alignment
Appointed by Commissioners
Charged to consider high-impact strategies to eliminate disparities in college-going rates
Four key strategies since spring 2011 Statewide implementation of MassCore Alignment between admissions and MassCore
requirements Early assessment Communications
Recommendations
College Participation Advisory Group
Science Standards Alignment
Subjects MassCore Standards BHE Admissions Standards
English 4 years 4 yearsMath 4 years 4 years (eff. Fall ’16)
Science
3 years lab-based sciencescience and tech/engineering
3 years, 2 with labnatural/physical sciences
History/Social Science
3 years2 years, including 1 course in U.S. History
Foreign Language
2 years of the same language
2 years of the same language
The Arts 1 year --
Other
5 additional “core” courses in business education, career and technical education, health, technology
Additional learning opportunities, e.g., AP, dual enrollment, online, work-based learning, senior project
2 electives from the above subjects or from the Arts & Humanities or Computer Sciences
Current Standards: MassCore, Admissions
Science Standards Alignment
Change the admissions standard in science to require three years of lab-based science, including the natural and physical sciences and technology/engineering (STE).
Implement revised science standard in two phases: Phase One ▪ Effective for those applying to begin university in the 2012-2013
school year ▪ Require three STE science courses including two with a lab
Phase Two▪ Effective with the high school graduating class of 2016 ▪ Require that all three STE courses be lab-based
Recommendation
6
Science Standards AlignmentClose Relationship of Science and Technology/Engineering
“Exponential advances in knowledge, instrumentation, communication, and computational capabilities have created mind-boggling possibilities, and students are cutting across traditional disciplinary boundaries in unprecedented ways. Indeed, the distinction between science and engineering in some domains has been blurred to extinction.”
―Charles Vest, 2006
Science Standards Alignment
MA STE Framework since 2001
National Research Council (NRC) Framework for New Science Standards (July 2011) Includes engineering & technology as strand equivalent
to natural & physical sciences
Incorporates design practices with inquiry practices
26 states leading development of Next Generation Science Standards based on NRC
Inclusion of Engineering
Scientific Inquiry Engineering DesignAsk a question Define a problem
Obtain, evaluate and communicate technical information
Obtain, evaluate and communicate technical information
Plan investigations Plan designs and tests
Develop and use models Develop and use models
Design and conduct tests of experiments or models
Design and conduct tests of prototypes or models
Analyze and interpret data Analyze and interpret data
Use mathematics and computational thinking
Use mathematics and computational thinking
Construct explanations using evidence
Design solutions using evidence
Engage in argument using evidence
Engage in argument using evidence
Adapted from A Framework for K-12 Science Education (NRC, 2011)
Science Standards Alignment
Thinking Analytically: Common Practices
Science Standards Alignment
Example technology/engineering principles:▪ Engineering design to create and test technological products▪ Analysis and purposeful application of materials and
manufacturing processes▪ Structure and function relationships▪ Analysis, modeling and design of technological systems▪ Analysis of tradeoffs, constraints and optimization
Reflected in our state learning standards
Similar principles reflected in NRC/NGSS
Each About Principles of a Field
Science Standards Alignment
What are they about? Academic learning – concepts and principles
What do students do? Laboratory-based – design, model, test, analyze, etc.
Where do these classes reside? From 9th grade introductory engineering… … to upper-level electives:▪ Robotics, Environmental Engineering, Biotechnology
In science, science & technology/engineering, and/or technology education departments
Engineering Courses as Science Credit
Science Standards Alignment
Requires an aligned system
For K-12, ESE has aligned policies and requirements to ensure rigor of high school science courses:▪ Standards▪ Licensure▪ Assessment
Which high schools are taking advantage of:▪ Designing, implementing, and approving
technology/engineering courses as science credit
Ensuring Academic Rigor
* Approval by school (guidance & department) and/or district (school committee)
BiologyChemist
ryEarth
Science PhysicsTech/Eng
High School Standards
Course approval* (for lab-based science credit)
Assessment (MCAS end-of-course)
NA
License & HQT
Science Standards Alignment
Ensuring Academic Rigor
Science Standards Alignment
This adjustment to the state university admissions policy: Will help convey a similar conception of college
readiness in science for K-12 and higher education
Will recognize high school technology/engineering courses that are designed, offered and taken for science credit
Without this recognition schools and students see this as a large disincentive to offer and take tech/eng courses in high school
The Last Piece of an Aligned System
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