A Report on the National Academy of Engineering and National Research Council Committee Two Year Study

Rollie Otto, PanelistFebruary 18 and 19Sacramento California

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.

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

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

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?

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

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

Curricula Review

Reasons for Teaching Engineering Diffusion of Materials Implementation and Costs Pedagogy Evidence of Diversity

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

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

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

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

Balancing STEMOr Is ItSMET?

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

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

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

STEM Literacy Now and FutureToday

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