ETIC Pre-college Program Proposal, Addendum 2007-2009 Biennium

OUS Campus: Oregon Institute of Technology

Proposal Title: Pre-Engineering Success through Project Lead The Way

Revised Budget Narrative:

The change in the original requested amount of $300,000 to $273,000 is accommodated by a change to the number of high school teachers that will be targeted for training in the PLTW curriculum. The original number of teachers was reduced from 50 to 44. Decreasing by 6 teachers results in the necessary decrease of $27,000 in the budget. The budget line items that this impacts are: Classroom teacher stipend, travel, lodging, and food for training and the associated equipment, supplies, computer software and hardware for these 6 teachers. Please see the attached budget revision for specifics (changes in teacher numbers are indicated by a yellow highlight).

Revised Amount Requested: $273, 000

Pre-College Proposal Budget, revised June 15, 2007 July 1, 2007 - June 30, 2009 ETIC Intermediate Leveraging Leveraging Leveraging Request # Item Description Cost each Totals ODE Grant OIT Industry Final 1 Salary Expenses a. Classroom teacher stipend $1,400 44 $61,600 $30,800 $0 $0 $30,800 b. Director (0.35 FTE) $19,250 1 $19,250 $0 $13,750 $0 $5,500 c. Assist Director (0.35 FTE) $17,850 1 $17,850 $0 $12,750 $0 $5,100 d. Admin Assist. (0.3 FTE) $11,005 1 $11,005 $0 $0 $0 $11,005 e. Master Teachers $4,750 6 $28,500 $28,500 $0 $0 $0 f. Evaluator (10% of grant total) $30,000 1 $30,000 $30,000 $0 $0 $0 Benefits (41% of 1b&1c) $15,211 1 $15,211 $0 $10,865 $0 $4,346 Benefits (61.2% of 1d) $6,735 1 $6,735 $0 $0 $0 $6,735 Subtotal 1 $190,151 $89,300 $37,365 $0 $63,486 2 Services & Activities

a. 3 University Faculty Travel to NY (2 trips) $750 6 $4,500 $2,250 $0 $0 $2,250

b. Classroom teachers travel $285 44 $12,540 $6,270 $0 $0 $6,270 c. Classroom teachers lodging $960 44 $42,240 $21,120 $0 $0 $21,120 d. Classroom teachers food $250 44 $11,000 $5,500 $0 $0 $5,500 e. Master Teachers travel $750 6 $4,500 $4,500 $0 $0 $0 Registrations $2,000 44 $88,000 $44,000 $0 $0 $44,000 Subtotal 2 $162,780 $83,640 $0 $0 $79,140 3 Equipment & Supplies Supplies a. IED course $450 17 $7,650 $3,825 $0 $2,869 $956 b. DE course $1,800 0 $0 $0 $0 $0 c. POE course $550 17 $9,350 $4,675 $0 $3,506 $1,169 d. CIM course $1,204 0 $0 $0 $0 $0 e. EDD course $0 0 $0 $0 $0 $0 f. GTT course $839 10 $8,390 $4,195 $0 $3,146 $1,049 Equipment a. IED course $584 17 $9,928 $0 $0 $7,446 $2,482 b. DE course $4,245 0 $0 $0 $0 $0 $0 c. POE course $17,804 17 $302,668 $0 $0 $227,001 $75,667 d. CIM course $46,693 0 $0 $0 $0 $0 $0 e. EDD course $1,250 0 $0 $0 $0 $0 $0 f. GTT course $13,187 10 $131,870 $0 $0 $98,903 $32,968 Computer Software a. general, all courses $4,000 34 $136,000 $136,000 $0 $0 b. DE course $1,250 0 $0 $0 $0 $0 c. CIM course $1,600 0 $0 $0 $0 $0 e. EDD course $914 0 $0 $0 $0 $0 f. GTT course $1,484 10 $14,840 $14,840 $0 $0 Computer Hardware $1,436 44 $63,184 $0 $0 $47,388 $15,796 Subtotal 3 $683,880 $163,535 $0 $390,259 $130,086 Totals $1,036,811 $336,475 $37,365 $390,259 $272,713 ETIC ASK $273,000

ETIC Pre-college Program Proposal 2007-2009 Biennium

OUS Campus: Oregon Institute of Technology

Proposal Title: Pre-Engineering Success through Project Lead The Way

Abbreviated Abstract:

The state-wide pre-engineering program entitled “Project Lead The Way” was introduced in Oregon two years ago. OIT, in its role as the nationally designated Affiliate University for PLTW in Oregon, hosted Oregon’s first-ever Summer Training Institute (STI) July, 2006 and is poised to offer the second STI July, 2007. Beginning fall 2007, there will be 35 teachers trained in 42 different PLTW courses from 12 high schools and community colleges. Results of this initiative to date have indicated that it is both sustainable and extensible. In order to move forward in the 2007-2009 biennium, we need to build off of our past successes by developing leaders in the existing high school teacher ranks. These leaders will act as “master teachers” to help train future teachers and to extend the PLTW model into middle schools. It is the vision of this initiative to place the PLTW program in ¼ of Oregon’s high schools by the end of the biennium.

Amount Requested: $300, 000 Awarded:

Campus ETIC Member: Dr. Martha Anne Dow

Title: President

Phone and Email: 541-885-1100 martha.dow@oit.edu

Program Contact: Dr. Tim Brower

Title: Professor

Address: Boivin Hall 3201 Campus Dr. Klamath Falls, Oregon 97601

Phone and Email: 541-885-1405 timothy.brower@oit.edu

Pre-Engineering Success through Project Lead The Way ETIC Pre-College Programs 2007 – 2009 Biennium

Accounting Contact: Boyd Mayer

Title: Accounting Manager

Phone and Email: 541-885-1628 boyd.mayer@oit.edu

Deadline for completed proposals: Friday, May 25, 2007 at noon. Email proposals to michele_vitali@ous.edu.

Date Stamp – for ETIC use Engineering & Technology Industry Council Oregon University System 18640 NW Walker Road #1065 Beaverton, OR 97006

Pre-Engineering Success through Project Lead The Way ETIC Pre-College Programs 2007 – 2009 Biennium

ETIC Solicitation of Campus Proposals Pre-College Programs

May, 2007 1) Program Information a) Program abstract In order to increase the number of high school graduates choosing college programs in engineering, engineering technology, or computer-related engineering, the state-wide pre-engineering program entitled “Project Lead The Way” (PLTW) was introduced in Oregon two years ago. Oregon Institute of Technology, in its role as the nationally designated Affiliate University for PLTW, hosted Oregon’s first-ever Summer Training Institute (STI) July, 2006 and is poised to offer the second STI July, 2007. Beginning fall 2007, there will be 35 teachers trained in 42 different PLTW courses from 11 school districts, 10 high schools and 2 community colleges operating at sites throughout Oregon. With Clackamas Community College (CCC) as a partner, a model has been developed where CCC acts as a magnet school, drawing in surrounding high school students to take PLTW courses. Please see the table in Attachment VII indicating partnering school districts, high schools, community colleges and associated teachers. The formula for success in this project is simple. It's all about building strategic partnerships among Oregon’s middle schools, high schools, community colleges, universities, business and industry to provide students with the rigorous, relevant, reality-based knowledge in science, technology, engineering and mathematics or STEM that is necessary to pursue engineering-related programs in college. Results of this initiative to date have indicated that the program is both sustainable and extensible. In order to move forward in the 2007-2009 biennium, we need to build off of our past successes by developing leaders in the existing high school teacher ranks. These leaders will act as “master teachers” to help train future teachers and to extend the PLTW model into middle schools. It is imperative to influence students at the middle school level (particularly young women) into thinking that there is a path for them at the high school level and beyond into college. Additionally, our community college model must be expanded to other CCs throughout the state. Thus, the “pathway” for students to go from middle school, high school, community college, then on to university will be paved. A major collaboration by the PI between previous ETIC grant funding and a current Oregon Department of Education Math and Science Partnership Title IIB grant is expected to continue and provides added benefits to the teachers of Oregon and helps the sustainability of the program. Both grants have common goals and leveraging funds have enhanced the capacity of each individual grant significantly. However, state-wide grants are not enough to sustain the program. An equally important piece of this partnership and collaboration is industry buy-in. Local industry surrounding these PLTW schools must step up and contribute through membership in the school’s industry advisory boards, equipment donations and grants. Please see the support letter from the chair of the 97 member Multiple Engineering Cooperative Program (MECOP) in Attachment IV.

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b) Program goals and outcome objectives “Pre-Engineering Success through Project Lead The Way” will support the Engineering & Technology Industry Council strategy of doubling the number of engineering and computer science graduates. This initiative aligns with the recommendations from the Oregon Pre-Engineering & Applied Sciences Initiative in all four published strategy areas, i.e., to Motivate and Prepare students to be successful, to Succeed in enrolling underrepresented populations, and to provide an important Pathway for students from middle school to community college and/or the university. The overall vision of this initiative is to place PLTW into ¼ of the 215 or so high schools in the state of Oregon by the end of the biennium (June 30, 2009). In order to succeed in this vision, three major goals must be accomplished:

1. Provide a summer training professional development opportunity to improve the content knowledge and teaching skills of middle and high school classroom teachers,

2. Develop a cohort of the high school teachers to become leaders and “master teachers” that will train future teachers and help recruit additional teachers within their satellite middle schools, and

3. Establish the capacity necessary to implement and sustain PLTW’s integration throughout Oregon.

Expected outcomes, associated with goals 1, 2 and 3 are to:

1-a) Motivate high school students to become interested in technical careers and take the STEM courses required to prepare them for these careers,

1-b) Prepare high school students for advanced work in engineering by providing high-quality courses and appropriate technology (please see the 6 PLTW course outlines in Attachment VI, each course contains enough material to be taught for one full year),

1-c) Attract 10% above the national average of underrepresented populations to the PLTW pre-engineering courses,

2-a) Identify and mentor 4-6 high school teachers to become PLTW “master teachers” (a

master teacher is ultimately selected by the national PLTW organization if they excel in their classroom and participate in a national training program),

2-b) Attract at least 10 middle school teachers to receive training during the 2008 STI, 3-a) Position the affiliate university to be able to offer a yearly STI in at least six PLTW

courses, 3-b) Establish a model for partnerships between a community college, surrounding high

schools, satellite middle schools, and local industries, and 3-c) Formally certify half of the schools teaching PLTW courses (Please note that

certification is granted to a HS when they are teaching the PLTW curriculum as intended by the national model, including equipment support, counselor training, and with an active industry advisory board).

c) Reasons why this program is needed Enhancement to STEM education is needed because of the current pace of economic development in Oregon. Specifically, this education needs to focus on a way of thinking as well

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as explicit content and knowledge. For example, according to Intel 90% of the products they sell today did not exist last year. Globalization, employment shifts, shift from wage-based competition to skill-based competition in international labor are all having an impact economically. The ability to develop young minds to respond with this type of thinking is defined through engineering education. The pre-engineering PLTW model is all about teaching, thinking and learning. PLTW 's nationally developed curricula make mathematics and science relevant for students. By engaging in hands-on, real-world projects, students understand how the skills they are learning in the classroom can be applied in everyday life. This approach is called activities-based learning, project-based learning, and problem-based learning (or APPB-learning, for short). Research shows that schools practicing APPB-learning experience an increase in student motivation, cooperative learning skills, higher-order thinking, and student achievement. The key components of PLTW 's APPB-learning include:

• Focusing students on one project over an extended period of time, • Working cooperatively and effectively as a class or in small groups, and • Integrating mathematics, science, technology, and English language arts skills to solve

complex problems. The pipeline must extend into middle schools. The more young students that trained teachers (that is, PLTW trained middle school teachers in pre-engineering) can actively influence into thinking that there is a path for them at the middle school level, the more likely they will be to continue into high school and then into college. It is expected that identifying, mentoring, and cultivating young women in middle school will be a major recruiting strategy.

d) Target Audience: Grade Level(s) Subject Areas Recruitment Strategy

Teachers K6 - K12 & community college teachers

Math, Science, & Technology

Teacher conferences, established networks, counselor conferences

Students K6 - K12 All subjects Use STI trained teachers

Special needs/ under- represented populations

Females, all underrepresented populations

All subjects Use STI trained teachers

2) Evaluation, Assessment, and Dissemination a) Anticipated outcome measures and methods of measurement: For Outcomes 1-a, b, and c The assessment and evaluation will focus on the development of case studies that examine the extent to which participating teachers implement different levels of PLTW curricula into their course offerings. A continuum of implementation models is anticipated with some teachers only incorporating selected activities into a pre-existing course, while other teachers will be able to implement a full PLTW course that matches the course in which they engaged during the summer training activity. Data sources will include instructional documentation by teachers, observations of classroom teaching, and teacher reflections. Overall data on all of the teachers in the project include teacher pre and post testing across the different summer professional development course offerings. In addition, Part A of the Survey of Enacted Curriculum data on teacher practices and beliefs will be collected in a pre and post project setting. Classroom

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teachers will be given surveys to fill out documenting their course make-up. Finally, interviews with the participating teachers and administrators at their schools will be conducted to determine the extent to which PLTW courses are being systematically included in the coursework at these schools. For Outcomes 2-a and b The most motivated, knowledgeable and brightest classroom teachers will be identified during STI. Requirements to become a master teacher and time commitments will be related. Affiliate faculty will travel to the high school teacher’s site and informational meetings will be scheduled with satellite middle schools. For Outcomes 3-a, b and c By the end of the biennium, an economic model will be in place, nearly independent of grant funds. The national PLTW model encourages school districts to pay for their teachers to attend STIs. Recruiting additional community colleges throughout the state will be the primary responsibility of the PI and other affiliate faculty. Participation in state-wide meetings and conferences with high school and community college teachers and administrators will be regularly attended. The PI has built a professional relationship with the very supportive Professional and Technical Education (PTE) Deans Council group from community colleges of Portland, Clackamas, Mount Hood, Columbia Gorge, Chemeketa, Linn-Benton, Lane, Rouge and Klamath. In fact, the Dean from Linn-Benton serves as Oregon’s State Leader in the PLTW organization. Documentation of the increases in PLTW courses that are offered in the project schools will be collected. In addition, documentation from the national PLTW organization concerning national statistics will be collected. Keep in mind that the model of training is constant throughout the nation. This data will be valuable in projecting success in Oregon.

b) Evaluation resources: Here is where the partnership with Oregon Department of Education becomes an important asset. Dr. Edith Gummer, Ph.D. Director, Research & Evaluation Unit for the Center for Classroom Teaching & Learning at the Northwest Regional Educational Laboratory (NWREL) is acting as a partner and evaluator for the ODE MSP TIIB grant. This role will umbrella the evaluation herein. The Center for Classroom Teaching & Learning at NWREL provides research-based resources and services to enable educators to implement high-quality curriculum, instruction, and assessments that foster learning, performance, and achievement for all students. A second evaluation resource is Dr. Douglas Walcerz, President, Outcomes Assessment Solutions also known as TrueOutcomes. The TrueOutcome mission is to provide processes, software, and support services to create effective outcomes assessment and continuous improvement programs for higher education. TrueOutcomes is the company tasked to assess the national PLTW program and is under separate contract through the ODE grant for assessment in Oregon. The national PLTW evaluation answers the following questions:

1. Does PLTW attract students with a wide range of academic abilities, or is it only for students of the highest ability?

2. Do PLTW students take more math and science courses than non-PLTW students? Do they take more advanced courses? Do they perform better in those courses?

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3. Do PLTW students get better grades and higher standardized test scores than non-PLTW students?

4. Do PLTW students enroll in college, persist in their studies, and earn degrees at higher rates than non-PLTW students?

A number of these questions are beyond the scope of the current project, especially on a single project year reporting basis. However, questions 2, 3 and 4 are of considerable importance to the potential to bring PLTW courses to a wider audience of schools and districts in Oregon. The PI and evaluator will work with the schools of participating teachers to establish the processes by which the collection of baseline data on these indicators will be structured. In addition, the process of a longitudinal design of data collection for PLTW courses will be established. c) Formative evaluations: Concerning professional development of the teachers, pre and post-tests of content knowledge are given during the STI. Teacher on-site observances are conducted. Much of this is discussed above. d) Summative evaluations: Concerning goal 1 - At the end of the biennium, we will have data on the numbers of teachers that have received the professional development training at the 2006, 2007, 2008, and the enrolled 2009 STI (the 2009 STI occurs just after June 30, 2009). Concerning goal 2 – We will have the number of teacher leaders identified for “master teacher” and the numbers of middle school teachers involved in training. Concerning goal 3 – PLTW statistics suggest that for an affiliate university to “break-even” (that is no grant support), there needs to be at least 10 school districts actively pursuing PLTW certification. It is the derived goal of this initiative to break-even by the end of the biennium. e) Dissemination: A demonstrated track record of dissemination has been established over the past two years via:

• Teacher newsletters. An article was published in The Oregon Science Teacher (TOST) fall 2006 concerning STEM and the relationship with PLTW.

• Professional society conference attendance and publishing. The above article was enhanced and published in the conference proceedings of the Annual American Society of Engineering Educators (ASEE) conference, June 2007. The article is entitled, “STEM is not a Four Lettered Word,” and provided here in Attachment V.

• Use of the OPAS web site has been a valuable mechanism to get the word out. It is expected that each of these media will be used again during the upcoming period of performance. Presentations of the PLTW project at OSTA and OACTE annual conferences will be made by classroom teacher participants, staff and the PI. 3) Participating Organization a) Mission and history of responsible organization: Oregon Institute of Technology (OIT) is the only public institute of technology in the Pacific Northwest. Founded in 1947, OIT is accredited by the Commission on Colleges of the Northwest Association of Schools and Colleges, and is part of the Oregon University System. OIT’s mission is to provide degree programs in engineering (mechanical engineering, mechanical engineering technology, electrical engineering, manufacturing engineering

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technology, and civil engineering along with computer, software and embedded systems engineering technology), health technologies, management, communications, and applied sciences that prepare students to be effective participants in their professional, public and international communities. OIT’s track record on providing quality pre-college programs includes, Advanced Credit Program, Be Your Own College Coach!, DayDreamer Film Camp, Expanding Your World, GRAD: Graduation Really Achieves Dreams, High School Transition, I'm Going To College, Intel Oregon FIRST LEGO League, MATHCOUNTS, Tech Challenge Science Expo, TWIST: Teen Women In Science and Technology, Video Game Design Camp. b) Collaborative partners: Community Colleges – Clackamas CC, Columbia Gorge CC, Linn-Benton CC Dean of Technical Education, Fred Haynes, serves as the PLTW State Leader. Clackamas Educational Service District (CESD) - who serves teachers and students in 10 school districts in Clackamas County. Clackamas Technical Education Consortium (C-TEC) - whose mission is to encourage implementing changes in the educational system that assures access to professional-technical education for all students. Under the umbrella of C-TEC is Clackamas Community College, whose mission is to serve the people of the college district with high quality education and training opportunities that are accessible to all students. School Districts - As shown in Attachment VII. Northwest Regional Educational Laboratory (NWREL) - Dr. Edith Gummer, Ph.D. Director, Research & Evaluation Unit for the Center for Classroom Teaching & Learning at NWREL is acting as a partner and evaluator for the ODE MSP grant. Multiple Engineering Co-Op Program – Consortium of 97 engineering companies in Oregon that are poised to help with providing industry representation to high schools, and identifying donation and funding sources. Oregon Department of Education – An informal partner. ODE is indirectly partnering in this effort through the TIIB Mathematics and Science grant. Tom Thompson, is the primary contact. Project Lead The Way - is a not-for-profit organization whose mission is to increase the number of high school graduates choosing college programs in engineering and engineering technology. PLTW’s goals are to create dynamic partnerships between our nation’s universities and K-12 schools to prepare diverse groups of middle and senior high school students to be successful in engineering and engineering technology programs. In 1995, PLTW began introducing engineering and technology rich course content into the curricula of high schools in New York State and New Hampshire. Since then, the program has expanded to over 49 states across the country into middle schools, high schools and technology centers, exposing thousands of students to engineering and technology education programs each year. University Affiliate Professors – The university affiliate professors are key partners in this initiative. Please see the attached bios. Their names and the PLTW courses they teach are: Margaret Lee – Introduction to Engineering Design John Anderson – Computer Integrated Manufacturing Claude Kansaku – Digital Electronics & Gateway to Technology Tim Brower – Principles of Engineering & Engineering Design & Development

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4) Schedule Quarter Major Activities Major Milestones Responsibility/Dependency

2007 Jul-Sep

1) 2007 STI 2) Affiliate professor training in GTT & EDD

Offer 4 PLTW courses, IED, POE, DE, CIM ODE grant due

Project staff, Recruiting is complete NWREL

2007 Oct-Dec

1) Counselor Conference 2) Informational meetings throughout the state 3) OSTA conference

C-TEC, Project staff, various HS teachers, NWREL

2008 Jan-Mar

1) MSP national conference 2) Recruiting for 2008 STI 3) PLTW national conference

US Depart. of ED National PLTW, Project staff

2008 Apr-Jun

1) Recruiting for 2008 STI 2) Affiliate professor & master teacher training in NY 3) OACTE conference

Project staff, National PLTW

2008 Jul-Sep

1) 2008 STI Offer 6 PLTW courses, IED, POE, DE, CIM, GTT, EDD

Project staff, NWREL

2008 Oct-Dec

1) Counselor Conference 2) Informational meetings throughout the state 3) NSTA conference

Project staff, C-TEC, OIT, various HS teachers, NWREL

2009 Jan-Mar

1) MSP national conference 2) Recruiting for 2008 STI 3) PLTW national conference

Min. of 10 middle schools and teachers recruited

Project staff, US Depart. of ED National PLTW

2009 Apr-Jun

1) Recruiting for 2008 STI 2) Affiliate professor & master teacher training in NY 3) OACTE conference

4 master teachers identified and taking training

National PLTW, Project staff, HS master teachers

July 2009 STI

5) Budget Narrative The budget narrative consists of breaking out the budget items in the Pre-College Proposal Budget given in Attachment I. Included are salaries, services, activities, supplies and equipment. No indirect costs are taken consistent with the grant guidelines. All budgeted items support the project activities proposed herein. Leveraging of other funds is used to enhance the ETIC grant monies requested. PLTW provides all curricula free of charge to the teachers. Ground rules are that there will be 40 high school teachers and 10 middle school teachers trained over a 2-year period. They will get trained in the high school fundamental classes of Introduction to Engineering Design, Principles of Engineering and the middle school curriculum of Gateway to Technology courses. The courses of DE, CIM and EDD are shown for completeness. It is expected that certain schools may want to offer one of these courses instead of IED or POE depending on the school’s staffing expertise and community interest. The PI will balance funding based on the numbers presented in the budget table. It is assumed that we will offer the STI in July of 2008 and encumber all funds for the July 2009 STI before June 30th 2009. Leveraging estimates are given from the ODE grant, OIT, and industry contributions. It is expected that ODE will subsidize ½ of the training costs for the 50 teachers, OIT will give 0.25 FTE release time to the project director and co-director. Industry will be asked to supply 75% of the equipment costs for the various courses. Note: Budget shown in Attachment I - the intermediate totals reflect the cost per item multiplied by the number of participants. The 3 leveraging columns (ODE grant, OIT and industry) are then subtracted to give the final column indicating the ETIC request.

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Item #1 Salaries - The salaries are broken down as follows: a) Middle and high school teacher’s Stipend while attending the 2-week training ( ½ leverage by ODE grant) - A stipend of $500/wk is given to each of teachers that participate in the STI and an additional $400 at the end of the school year if they provide the assessment information required in the grant. b) Project Director (0.35 FTE, 0.25 release time leveraged by OIT) - The project director is responsible for the overall coordination of the teacher recruitment, teacher support, ODE interaction, STI follow-up visits and all high school, school district, and community college certifications in order to teach PLTW courses. The director acts as the liaison between teachers, school district administrators and PLTW. There is no monetary compensation for this position from either PLTW or OIT. c) Assistant Project Director (0.35 FTE, 0.25 release time leveraged by OIT) - The assistant project director is responsible for the overall coordination of middle school activities in the grant e) PLTW Master Teacher (leveraged completely by ODE grant) - The stipend given to the 3 master teachers over 2-yrs provided by PLTW is for their 2-wk participation in the Oregon STI. It is expected that by the end of the biennium that we will have Oregon’s own master teachers. f) Project Evaluator (leveraged completely by ODE grant) – A professional evaluator hired through the Northwest Regional Educational Laboratory is necessary to fulfill the requirements of the ODE grant. Evaluation and assessment of this project will align with the ODE grant and certain “tail-gating” will result, hence, enhancing both grant activities. Benefits - The percentage used to determine fringe benefits for Oregon University System faculty is approximately 41% for unclassified employees and 62% for classified Item #2 Services & Activities – a) University Faculty (leveraged ½ by ODE grant) - In order to conduct the summer STI, 3 faculty are required to attend two days of training in NY during April 2008 and April 2009. b, c, d) Classroom Teachers travel, lodging and food while at the 2-week training (leveraged ½ by ODE grant) – The classroom teachers are provided with a room at the Shilo Inn in Klamath Falls which is within walking distance to the campus. e) Master Teachers (leveraged ½ by ODE grant) - Provides for 3 Master Teachers to attend the STI for 2 years. Registrations (leveraged ½ by ODE grant) - covers all teaching expenses with offering the 2-week STI including lunches throughout the stay. Item #3 Equipment and Supplies – There are costs associated with offering each PLTW course and are labeled herein as supplies, equipment, software, and laptop computers for the teaching faculty. It is assumed that the schools already have student computers capable of running the required software. The ODE grant can not buy equipment, hence, industry is shown to leverage the equipment totals by 75%. The school license for the AutoDesk Suite of software is required each year and costs $3995. This software is used extensively in IED and to a lesser extent in POE. Some schools have other negotiated agreements in place for this required software. Budget Summary: ETIC ask is $300,000. The ETIC share is 26% of the total budget while Industry is 38%, the ODE grant is 33% and OIT contributes 3%. Percentage reductions in the ASK are possible but will affect the number of Oregon schools impacted. The hands-on portion all PLTW makes implementation expensive. However, this is a most important piece of the model and cannot be neglected. I am willing to work to scheme and find alternate funding.

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Attachments

I. Budget II. Biographies III. OIT Letter of Commitment IV. Collaborative Partner Letters Multiple Engineering Cooperative Program Clackamas Community College, (signature pending) V. STEM is Not a Four Lettered Word VI. PLTW Curriculum Outlines for courses 1. Introduction to Engineering Design (IED) 2. Principles of Engineering (POE) 3. Computer Integrated Manufacturing (CIM) 4. Digital Electronics (DE) 5. Gateway to Technology (GTT) 6. Engineering Design and Development (EDD) VII. Participating School Districts, Schools, and Teachers

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Attachment I. Budget Pre-College Proposal Budget July 1, 2007 - June 30, 2009 ETIC Intermediate Leveraging Leveraging Leveraging Request # Item Description Cost each Totals ODE Grant OIT Industry Final 1 Salary Expenses a. Classroom teacher stipend $1,400 50 $70,000 $35,000 $0 $0 $35,000 b. Director (0.35 FTE) $19,250 1 $19,250 $0 $13,750 $0 $5,500 c. Assist Director (0.35 FTE) $17,850 1 $17,850 $0 $12,750 $0 $5,100 d. Admin Assist. (0.3 FTE) $11,005 1 $11,005 $0 $0 $0 $11,005 e. Master Teachers $4,750 6 $28,500 $28,500 $0 $0 $0 f. Evaluator (10% of grant total) $30,000 1 $30,000 $30,000 $0 $0 $0 Benefits (41% of 1b&1c) $15,211 1 $15,211 $0 $10,865 $0 $4,346 Benefits (61.2% of 1d) $6,735 1 $6,735 $0 $0 $0 $6,735 Subtotal 1 $198,551 $93,500 $37,365 $0 $67,686 2 Services & Activities

a. 3 University Faculty Travel to NY (2 trips) $750 6 $4,500 $2,250 $0 $0 $2,250

b. Classroom teachers travel $285 50 $14,250 $7,125 $0 $0 $7,125 c. Classroom teachers lodging $960 50 $48,000 $24,000 $0 $0 $24,000 d. Classroom teachers food $250 50 $12,500 $6,250 $0 $0 $6,250 e. Master Teachers travel $750 6 $4,500 $4,500 $0 $0 $0 Registrations $2,000 50 $100,000 $50,000 $0 $0 $50,000 Subtotal 2 $183,750 $94,125 $0 $0 $89,625 3 Equipment & Supplies Supplies a. IED course $450 20 $9,000 $4,500 $0 $3,375 $1,125 b. DE course $1,800 0 $0 $0 $0 $0 $0 c. POE course $550 20 $11,000 $5,500 $0 $4,125 $1,375 d. CIM course $1,204 0 $0 $0 $0 $0 $0 e. EDD course $0 0 $0 $0 $0 $0 $0 f. GTT course $839 10 $8,390 $4,195 $0 $3,146 $1,049 Equipment a. IED course $584 20 $11,680 $0 $0 $8,760 $2,920 b. DE course $4,245 0 $0 $0 $0 $0 $0 c. POE course $17,804 20 $356,080 $0 $0 $267,060 $89,020 d. CIM course $46,693 0 $0 $0 $0 $0 $0 e. EDD course $1,250 0 $0 $0 $0 $0 $0 f. GTT course $13,187 10 $131,870 $0 $0 $98,903 $32,968 Computer Software a. general, all courses $4,000 40 $160,000 $160,000 $0 $0 $0 b. DE course $1,250 0 $0 $0 $0 $0 $0 c. CIM course $1,600 0 $0 $0 $0 $0 $0 e. EDD course $914 0 $0 $0 $0 $0 $0 f. GTT course $1,484 10 $14,840 $14,840 $0 $0 $0 Computer Hardware $1,436 50 $71,800 $0 $0 $53,850 $17,950 Subtotal 3 $774,660 $189,035 $0 $439,219 $146,406 Totals $1,156,961 $376,660 $37,365 $439,219 $303,718 ETIC ASK $300,000

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Attachment II. Biographies JOHN C. ANDERSON, PE

Academic Rank - Associate Professor, Manufacturing & Mechanical Engineering Technology Department, Oregon Institute of Technology, appointed September 2004 Education: University of South Carolina, Bachelor of Science, Mechanical Engineering, May 1981, University of South Carolina, Master of Science, Mechanical Engineering, December 1982 Recent Academic Experience: September 2004- Present Oregon Institute of Technology, Associate Professor, Manufacturing & Mechanical Engineering Technology , Develop and teach manufacturing courses, develop curricula for Manufacturing graduate program, develop lab facilities. Program Director for Manufacturing Engineering Technology. August 2000- August 2004 Purdue University, Assistant Professor, Mechanical Engineering Technology / Computer Integrated Manufacturing Technology, Developed and taught manufacturing courses, developed plastics lab and 2 new upper class level courses in MET and CIMT. Most Industrial Experience: July, 1996 - Present John Anderson Engineering, Consultant – Process and machine design for manufacturing, Wrote PLC program for large material handling system to manufacture water tanks, wrote and delivered training programs for safety and electrical maintenance for Michelin, Kal Kan, and other companies. July, 1990 – July 1996 Elk Corporation, Various operations management and engineering positions including Project Manager, Engineering Manager, Plant Manager. Designed, constructed, and started up a pilot plant to produce new polyurethane foam backed roofing shingle. Managed technical work and modifications for start up of asphalt roofing shingle plant. Professional: Professional Engineer (Mechanical) (NV Lic. # 12303) Publications: Authored or Co- Authored over 15 peer reviewed papers Consulting / Patents Consultant to industry in manufacturing processes and operations, and automation

Provisional Patent awarded “An Innovative Approach to Visualization of Stress”

Tim L. Brower, Ph.D. The management and success of the grant and partnership is the responsibility of the Project Director, Dr. Tim Brower. Dr. Brower is the Department Chair for Manufacturing & Mechanical Engineering & Technology at OIT. He has served as faculty advisor for the student sections of the American Society of Mechanical Engineers (ASME) and the Society of Automotive Engineers (SAE). Since the inception of Dr. Brower’s tenure at OIT six years ago, he has been active and successful in promoting pre-college outreach programs. Evidence of this comes from the various programs that he and his students have conducted. Several examples follow: In July of 2001, Dr. Brower coordinated OIT’s first-ever Technology Space Camp (Brower, 2002). High school students spent time in classes learning about the engineering aspects of low gravity phenomena and ultimately designed an experiment that the OIT NASA Reduced Gravity Student Opportunities Program students took to Houston, Texas in August 2001 to fly on the KC-135 aircraft (Brower and Hefty, 2001). In May of 2000 and 2001, Dr. Brower and his ASME “male students” teamed with the Society of Women Engineers (SWE) “female students” to host a “Women in Engineering” day at OIT (Brower and Cornachione, 2001). During the day the college students and Dr. Brower conducted demonstrations and design activities to encourage the female students to choose engineering as a career path. Recent applicable publications follow: 2007 Brower, T., “STEM is Not a Four Letter Word,” 2007 ASEE Annual Conference, Honolulu, HI, June. 2006 Brower, T., “Can a BSMET and a BSME Program Co-Exist within the Same Academic Department,” 2006 ASEE

Annual Conference, Chicago, IL, June. 2002 Brower, T., "Technology Space Camp," 2002 ASEE Annual Conference & Exposition, Montreal, Canada, June. 2001 Brower, T. and Cornachione, H., "Women in Engineering Technology: Where Are They?" Session 3249, 2001

ASEE Annual Conference & Exposition, Albuquerque, N.M., June. 2001 Brower, T. and Hefty, M. "A Mechanical Engineering Technology Senior Project Aboard NASA's Weightless

Wonder," ASEE 2001 CIEC Conference for Industry and Education Collaboration, San Diego CA, Jan 30-Feb 2.

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Margaret Lee Instructor October, 2002 – Present Oregon Institute of Technology

Instructor in Department of Mechanical and Manufacturing Engineering and Technology, focusing on CAD/CAE, instrumentation and controls. Duties include course content and assessment development, student academic advising, member of Affirmative Action Committee, faculty advisor to student chapter of American Society of Mechanical Engineers. Most recent Industry Experience: Software Product Development and Project Management, March, 1996 – October, 2002 Private Consultant

Business and management lead overseeing development of industry-specific work completion and collaboration software applications. Duties include project management, engineering domain expertise, new business development, and client management. Academics Bachelor Industrial Engineering. September, 2002 Georgia Institute of Technology Masters Business Administration June, 1985 Northern Illinois University Masters Systems Engineering March, 2006 (expected) Portland State University

Claude I. Kansaku

Computer Systems Engineering Technology Associate Professor

Education: M. S. Computer Engineering, University of Southern California, 1986 B. S. Electrical Engineering, University of Southern California, 1983 Academic Experience

2003 – present Associate Professor, Computer Systems Engineering Technology, Oregon Institute of Technology

1998 – 2003 Assistant Professor, Computer Systems Engineering Technology, Oregon Institute of Technology

Other Academic-Related Programs

• Co-organizer of the 1-day inaugural IEEE Education Society Oregon Chapter Workshop on “Educational Activities and Practices at Oregon Engineering Institutions” (2005)

• Co-developed and delivered a 2½-day workshop on a model “High Altitude Balloon Satellite” program for NASA Oregon Space Grant affiliates (2005)

• Co-developed and delivered workshops on “Sharing teaching tips” and “using course websites” for OIT’s inaugural Showcase on Teaching (2004)

• Instrumental in implementing OIT's first Learning Community involving a cohort of first-year CET students. Taught courses along with an interdepartmental faculty team. Currently serving as academic advisor for all Learning Community students. (1999 – 2002)

• Author, "CSET Learning Community: Connecting Students, Faculty, and the Future" (The Strategic Post, published February 2000)

Most recent Industrial/Professional Experience

1993 – 1998 MICOM Communications/Nortel, Simi Valley, CA • Hardware Development Group Manager • Principal and Senior Member, Technical Staff

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Attachment III. OIT Letter of commitment

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Attachment IV. Collaborative Partner Letters

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May 25, 2007

RE: ETIC Pre-College May 2007 Proposal

Dear Grant Administrator:

As Dean of Technical Career Education at Clackamas Community College and co-chair of the Clackamas Technical Education Consortium (C-TEC), I would like to voice my full support for funding the continuation of Project Lead The Way. Since last summer, three instructors have been trained; Mike Mattson, Craig Anderson, and Julie Korfhage, and they have taught three courses since September 2006. Along with serving area high schools by dovetailing curriculum, these classes have produced great student interest and a high level of involvement. At high school conferences, parents reported that their kids “just want to talk about their current engineering project.” Last March, the students were able to showcase their term project for the C-TEC committee members at a breakfast meeting. Their pride and excitement was very much in evidence that morning. The model that we have adopted has been very successful; it not only supports pre-engineering curriculum for high school students, but also enables them to bank credits toward the day that they will enroll in college. The Project Lead the Way program has exceeded our expectations, and we are projecting upwards of 80 students to participate this coming year. We welcome the opportunity to enhance existing relationships, further the integration of these courses, and promote new partnerships within our district.

Sincerely,

Scott Giltz Dean of Technical Career Education Clackamas Community College

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