1. Project Lead the Way is seemingly the most prominent STEM-based curricular programs in the country. This approximately 10-minute presentation will offer a detailed introduction to this pre-packaged STEM-based curriculum for secondary schools, in addition to a brief exploration of alternative programs.

2. Pathway to Engineering Biomedical Sciences Program
PLTW Overview
Two high school curricular programs that are usually only partially implemented (i.e. three courses are offered):
Pathway to Engineering
2 Foundational courses
5 Specialization courses
1 Capstone course
Biomedical Sciences Program
4-course sequence to prepare students to pursue health sciences
The objective of PLTW is to increase the number of college students who pursue biomedical, engineering, technology, and computer science careers. At the high school level, there are two curricular programs that can be implemented towards this end: the Pathway to Engineering course sequence and the Biomedical Sciences Program. (A middle school Gateway to Technology program also exists). Most school sites that implement PLTW typically offer only three courses from either of the two programs. Only a portion of the students at SCHS would elect to pursue one or the other of these pathways. With a class size of ~350 students, it would apparently be impressive to be able to offer both of these programs. If PLTW was selected for implementation at Sage Creek, at least in the start-up phase of the school, we would most likely need to offer one or the other of these programs.

3. Biomedical Sciences Program
Principles of the Biomedical Sciences
Health conditions & treatment options
[d - Biological Lab Science (pending)]
Human Body Systems
Structure & function of organs & tissues
Medical Interventions
Disease prevention, diagnosis & treatment
Biomedical Innovation
Capstone course – independent project
The Biomedical Sciences Program consists of at least the first three courses listed here. In Principles of Biomedical Sciences, students are posed with a mystery surrounding the death of a mannequin and proceed through a series of lessons and activities to discover possible causes and potential treatment options. In Human Body Systems, students learn how to use data acquisition software to monitor body functions and they build organs and tissues on a model skeleton. In Medical Interventions, students follow a fictitious family over the course of their lives as they monitor how their health is influenced by predisposition, lifestyle choices, and medical interventions. Last, Biomedical Innovation is an independent study course in which seniors fulfill a sort of internship in a health-related agency outside of school. Of these courses, the two foundational courses are pending UC/CSU approval as lab sciences.

4. Pathway to Engineering – Foundations
Introduction to Engineering Design
Computer aided design
[g – Elective: Interdisciplinary; f – Visual Arts]
Principles of Engineering
Intro to engineering careers & skills
[g – Elective: Interdisciplinary]
Digital Electronics
Computer simulated circuits
[g – Elective: Math]
The Pathway to Engineering curriculum consists of at least the first two foundational courses listed here, plus either the third foundational course or one specialization course. All students begin with Introduction to Engineering Design where they use computer-based 3D modeling software to engage in the process of engineering design and the technical and non-technical skills that accompany it. In Principles of Engineering, students solve a variety of engineering challenges and document and share their solutions with other teams. In Digital Electronics, students design a variety of electronic circuits and run them using computer simulation software.

5. Pathway to Engineering - Specialization & Capstone
Aerospace Engineering
[g – Elective: Interdisciplinary]
Biotechnical Engineering
[g – Elective: Biological Science]
Civil Engineering & Architecture
Computer Integrated Manufacturing
[g – Elective: Other]
Engineering Design & Development
[d – Lab Science: Interdisciplinary]
Generally, PLTW schools offering the Pathway to Engineering curriculum offer one or two specialization courses that are taken in students’ junior year (often simultaneously with the Digital Electronics course). In Aerospace Engineering, students learn about aeronautics and flight, then move on to use 3D modeling software and subsequently design their own intelligent vehicles that might be capable of roaming other planets. In Biotechnical Engineering, students study genetics and biomedical engineering as they develop materials and processes that help support healthy living systems. In Civil Engineering and Architecture, students work in teams with 3D modeling software to design community-based building projects. In Computer Integrated Manufacturing, students learn about how things are made as they explore robotics, automation, and Computer Aided Manufacturing software. Finally, Engineering Design and Development is a capstone course for the Pathway to Engineering program in which seniors work with a team as they engage in an independent engineering research and development project of their choosing.

6. SIMPLIFIED STUDENT SCHEDULE
9th
10th
11th
12th
English X
Math
History
Science
Lang. / Arts
P.E.
PLTW
Foundations Course #1
Foundations Course #2
Specialization Course
Capstone Course
elective
Both the Pathway to Engineering and Biomedical Sciences programs consist of elective courses that are taught in conjunction with students’ traditional course load, although a few schools such as High Tech High have painstakingly infused the PLTW coursework across their curriculum and throughout every discipline. Schools wishing to become certified as PLTW sites offer at least four courses as shown here, and are thereby granted the opportunity to have their PLTW courses count for college credit. As can be seen here, thought will have to be given to graduation and college entrance requirements along with bell schedule options in order to afford students adequate time for elective options such as these.

7. Guaranteed Admissions – an example
Complete four PLTW courses with a “B” or better
Complete CSU a-g requirements
Maintain a 3.0 GPA
Pass Entry Level Placement Tests
Take the SAT or ACT
Often, universities will offer guaranteed admissions to students from feeder high schools who successfully complete the PLTW program. It is important to note that PLTW classes aren’t for everyone. While their hands-on nature is highly engaging, students who do not demonstrate interest or aptitude in math and science generally do not excel in Project Lead the Way coursework. Thus, to broaden the pool of college-bound PLTW graduates, students must be effectively groomed in elementary and middle school.

8. Local PLTW Schools
There are 34 high schools within a 50 mile radius of Carlsbad which have implemented the Project Lead the Way curriculum. Of these, 75% have offered only the Pathway to Engineering program, 20% of them offer both the Engineering and Biomedical Science Program, and one school on record – University City High School – offers the Biomedical Sciences Program alone. Patrick Henry High School in Del Cerro, San Diego, is a certified PLTW school that operates an Engineering and Design Academy which offers the Pathway to Engineering program, while the Santa Rosa Academy near Murrieta is a certified PLTW school that offers both programs. Closer to home, Mission Vista Dual Magnet High School in Vista, La Costa Canyon HS in SDUHSD, and Poway High School have all implemented PLTW programs at some point.

9. PLTW Program Requirements
Training & Support
Two-week / class teacher training
PLTW Virtual Academy
Continued training
Detailed manuals
Videos of lessons
Discussion forums
Costs
Participation fee
Teacher training
Equipment
Computer software
Activity kits
Consumables
To implement Project Lead the Way, each teacher must first attend one two-week teacher training class per course that they’re going to teach. Subsequently, teachers gain full access the PLTW’s online Virtual Academy, which contains detailed instructional materials, continued training, step-by-step videos, user forums, and more. Costs of the program(s) obviously depend on the number of classes offered and the number of students enrolled in each class. As an example, however, the typical non-recurring costs for the first three courses of the Biomedical Sciences Program is around $50,000-$60,000, which includes a $2,000 school participation fee, $4,000 per teacher for summer training, $2,400 for LabView computer software licenses, and $40,000-$50,000 for equipment. Annually, about $7,000 of recurring costs will be needed to pay for consumable items, participation and software license fees, and new teacher training. It’s important to note that adequate facilities will need to be available in order to successfully implement Project Lead the Way or any similar STEM-based elective program. Technology labs will need workbenches rather than desks, computer access and hardware must be capable of functionally running the software applications, two sinks need to be available in the room, and a refrigerator and freezer need to be accessible for the Biomedical Sciences program. Thus, both facilities and funding resources will need to be given substantial attention in order to implement PLTW.

10. Alternatives to PLTW Engineering by Design The Infinity Project
Elective courses culminate in capstone project
Three “Pathway Extensions” with themes:
General Science & Engineering
Robotics & Automation
Game Art & Design
The Infinity Project
Engineering Design
Four-module elective class
Electrical, mechanical, biomedical, and environmental engineering
Engineering Math
Engineering-related math applications
There are a few alternatives to Project Lead the Way’s engineering curriculum. The Engineering by Design program was developed by the International Technology and Engineering Educators Association (ITEEA). Similar to Project Lead the Way’s Pathway to Engineering, Engineering by Design offers a variety of hands-on elective courses that culminate in a capstone project. Students generally take an introductory course, Foundations of Technology, in their freshmen year, additional foundational and/or specialization courses during their sophomore and junior years, and a rigorous independent project-based capstone course in their senior year. Engineering by Design offers various themes for schools to adopt as their specialization courses: either a general science and engineering sequence, a robotics and automation theme, or a game art and design focus.
Alternatively, the Infinity Project was developed in 1999 through the Lyle School of Engineering at Southern Methodist University in Texas. It offers two elective engineering courses for students who have passed Algebra 2 and at least one year of lab science. Their hands-on course, Engineering Design, draws upon a specifically-designed textbook (Engineering our Digital Future) and incorporates four modules (Engineering our Digital Future, The Challenge of Roving Callisto, Engineering Earth, and The Human Machine). The Infinity Project’s Engineering Math course teaches students how math is applied to engineering concepts including robotics, structures, materials, electricity, and manufacturing.

11. Next Steps… Fall 2011-2012 Spring 2012 Summer 2013 Fall 2013
Visit STEM schools
Decide on program offerings
Ensure that technology labs are built into SCHS
Establish funding
Spring 2012
Register for program
Identify elective teachers
Purchase equipment, software & supplies
Summer 2013
Teachers attend training institute
Fall 2013
Blast off!
So the question is… what’s next?? First, we’ll need to decide on the precise way in which our school will actually embody its STEM-focus: Will we offer elective courses from Project Lead the Way or one of the alternative programs? Will we implement engineering curriculum, a biomedical sciences program, or both? In answering such questions, several of us will need to inquire with and visit a variety of schools that have implemented the programs under consideration. Simultaneously, architects and contractors will need to incorporate the specific needs of technology labs into the Sage Creek design, and funding sources to support such programs will need to be secured. This preliminary steps will need to be completed by next spring, at which point we will need to sign on with the selected program, select teachers for the courses, and begin the purchasing process for necessary equipment. In the summer of 2013, participating teachers will need to attend a training institute and familiarize themselves with the curriculum, instruction, and materials so that by the fall of 2013, we are ready for lift off!