1. Judith D’Amico Director of State and Corporate Relations Project Lead the Way EDUCATING THE 21 st CENTURY WORKFORCE OPAS Prepare Workgroup Project Lead The Way January 22, 2008

2. CONSIDER THIS FROM FORTUNE MAGAZINE, DECEMBER 10, 2007: King Abdullah of Saudi Arabia spending $12.5 billion for a graduate research university, endowed with $10 billion--as big an endowment on day one as MIT built in 142 years--to attract the best researchers in science and technology. The EU proposed new rules—If well educated with a job offer in Europe, a skilled worker can get a two-year renewable permit. The problem Europe is trying to solve: 85% of emigrating unskilled workers from developing countries go to Europe, but only 5% of skilled workers do so. HCL Technologies, (Indian infotech firm), noticed a major change in its best young employees. Until two or three years ago, few of them would work unless they were promised an overseas assignment. Now it's the opposite: They see India as most compelling source of excitement and opportunity, and don't want to be sent away.

3. We've known for a long time that this day was coming, and now it's here: Countries are finally realizing that their future prosperity depends not on natural resources or even on financial capital, but on human capital. Companies have been battling for years to attract and keep the best people. Now countries are engaging in the same fight.

4. NOW WE CAN TALK THESE STORIES MAKE THE DISCUSSION ABOUT THE COMPETITIVE EDGE REAL, SO NOW WHAT DO WE DO?

5. 5 What is Project Lead The Way? PLTW is a 501(c)(3) not-for-profit organization PLTW partners with public schools, higher education institutions and the private sector to grow the nation’s science, engineering, and engineering technology workforce.

6. 6 PLTW’s Curriculum: Aligns key learning concepts to national learning standards Includes: day-by-day lessons support and enrichment activities course vocabulary instructional resources including numerous PowerPoint presentations evaluation and assessment tools aligned to the key concepts

7. 7 The Focus of PLTW is Problem-Based Learning Students do authentic real-world work and may work in teams. Learning is contextual—not a disjointed series of concepts. Expectations are clearly articulated. Problems have unpredictable results. Activities and projects have predictable outcomes.

8. 8 Solve problems Cope with “failure” and try again Work in Teams Analyze information Communicate – verbally and in writing Manage Time to meet deadlines Think creatively and critically to solve problems. Understand and practice professional conduct. Understand how research is conducted and funded. Have fun while working hard Students Learn “Real World” Skills:

9. 9 Why Do We Need PLTW?

10. 10 Why Do We Need PLTW? 2000 1960 Our Workforce Has Changed. 20% Skilled 20% Professional 60% Unskilled 65% Skilled 20% Professional 15% Unskilled

11. 11 Why Do We Need PLTW? There are currently 1.3 M engineering/engineering technology jobs available in the U.S. without trained people to fill them. According to the Federal Government we will need 15 million engineers and technology workers by 2020.

12. 12 Research Complex Analysis Complex Design Development ManufacturingTest and Evaluation Routine Design Production Operation, Service, And Maintenance Distribution and Sales Requires Multiple Skills, Offers Multiple Pathways, Provides Multiple Opportunities Science and Technology in Our Society

13. PLTW Graduation Expectations Understand technology as a tool for problem solving. Understand the scientific process, engineering problem solving and the application of technology. Prepared for the rigor of college level Engineering or Engineering Technology programs. Understand, technological systems as they interface with other systems. Use the principles of mathematics in their application to problem solving. Communicate effectively using reading, writing, listening and speaking. Demonstrate the ability to work in teams.

14. 14 PLTW COURSES

15. 15 Design and Modeling The Magic of Electrons The Science of Technology Automation and Robotics Flight and Space Energy and Motion (Under development ) R Middle School Gateway to Technology

16. PLTW Classes in Action: Middle School

17. 17 Introduction to Engineering Design Principles of Engineering Digital Electronics Computer Integrated Manufacturing Civil Engineering/Architecture Biotechnology Aerospace Engineering Power and Energy (to be developed) Engineering Design & Development Note: Course program requires college entrance mathematics each year. Specialization Courses (HS offers 1 or more): Foundation Courses: Capstone Course: HS Engineering Program

18. PLTW Classes in Action: High School

19. 19 Foundation Course: Principles Of Engineering A Hands-on, project-based course that teaches: Engineering as a Career Materials Science Structural Design Applied Physics Automation/Robotics Embedded Processors Drafting/Design

20. 20 Foundation Course: Introduction To Engineering Design

21. 21 Foundation Course: Digital Electronics Design > Simulate > Prototype > Fabricate

22. 22 Specialization Course: Civil Engineering and Architecture Cuban Restaurant Soils Permits Design Structural Analysis

23. 23 Civil Engineering & Architecture Kearny Redesigns Their Classroom

24. 24 And a Neighborhood Park

25. 25 Aerospace Engineering Design and build an airfoil. Test it in a wind tunnel. Create a 3D solid model of the airfoil in AutoDesk Inventor. A Sample Project:

26. 26 Specialization Course: Computer Integrated Manufacturing

27. 27 Capstone Course: Engineering Design and Development Problem Solving in Teams Juried Presentations

28. Grade 9 English History Algebra I Biology Physical Ed. Grade 10Grade 11Grade 12 English History Geometry Chemistry English American History Algebra II Physics Foreign Language English 12 Gov’t/Economics Trig or Pre-Calculus Science 6 units6 - 7 units 6 units Foreign Language Sample Four – Year Schedule Introduction to Engineering Design Principles of Engineering Digital Engineering and/or Specialty course Engineering Design & Development

29. THAT IS HOW WE-- INSPIRE STUDENTS ENGAGE STUDENTS EDUCATE STUDENTS AND LEAD STUDENTS TO CAREERS

30. THE RELEVANCE QUESTION RELEVANT TO STUDENTS? RELEVANT TO TEACHERS? RELEVANT TO PARENTS? RELEVANT TO BUSINESS? RELEVANT TO COMMUNITY?

31. Reaching all Students ( 80 % HS ) What does High Rigor & High Relevance look like in a school curriculum ? Project Lead The Way is a model.

32. Evaluation 6 High Rigor Low Context High Rigor High Context Synthesis 5 Analysis 4 Application 3 Low Rigor Low Context Low Rigor High Context Understanding 2 Awareness1 12345 KnowledgeApply in discipline Apply across disciplines Apply to predictable real-world situations Apply to unpredictable real-world situations Application Model Adapted from W. Daggett Bloom’s Levels of Learning

33. From: Principles of Engineering Design and build a modifiable device that will launch a ping pong ball into a 10 inch bowl with 100% accuracy. On launch day the distance will be varied by the instructor within a range of 5 to 15 feet. High Rigor, High Context with Predictable Outcome This is Project/Problem Based Learning !

34. Evaluation 6 High Rigor Low Context High Rigor High Context Synthesis 5 Analysis 4 Application 3 Low Rigor Low Context Low Rigor High Context Understanding 2 Awareness1 12345 KnowledgeApply in discipline Apply across disciplines Apply to predictable real-world situations Apply to unpredictable real-world situations Application Model Adapted from W. Daggett Bloom’s Levels of Learning

35. From: Digital Electronics Design and build an electronic device to automatically measure the distance a person is away from the device. High Rigor, High Context with Unpredictable Results This is Project/Problem Based Learning!

36. Evaluation 6 High Rigor Low Context High Rigor High Context Synthesis 5 Analysis 4 Application 3 Low Rigor Low Context Low Rigor High Context Understanding 2 Awareness1 12345 KnowledgeApply in discipline Apply across disciplines Apply to predictable real-world situations Apply to unpredictable real-world situations Application Model Adapted from W. Daggett Bloom’s Levels of Learning

37. 37 PLTW’s NEW BIOMEDICAL SCIENCES CURRICULUM: Critical Component of the 21st Century Workforce

38. PLTW™ Biomedical Sciences Program Design is based on the successful PLTW Engineering Program to: Address the impending critical shortage of qualified biomedical science and health professionals. Prepare students for rigorous post-secondary education and training.

39. Biomedical Careers --- some examples --- Doctor Nurse Dentist Veterinarian Medical Technologist Pharmaceutical Scientist Biomedical Engineer Social worker Health Information Manager Pharmacist Ultrasound Technician Medical Technical Writer Radiologist

40. 40 Biomedical Sciences High School Courses Principles of the Biomedical Sciences Student work involves the study of human medicine, research processes and an introduction to bio-informatics Human Body Systems This course will engage students in the study of basic human physiology, especially in relationship to human health Medical Interventions Students will investigate various medical interventions that extend and improve quality of life, including gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care Science Research This capstone course gives student teams the opportunity to work with a mentor, identify a science research topic, conduct research, write a scientific paper, and defend team conclusions and recommendations to a panel of outside reviewers

41. 41 Year 1: Principles of the Biomedical Sciences Key Biological Concepts: Cellular basis of life Homeostasis Metabolism The Human Body and Medicine Inheritance of traits Defense against disease

42. 42 Course #2: Human Body Systems Engage students in the study of basic human physiology, especially in relationship to human health. Students will use LabVIEW ® software to design and build sensors, instruments and systems to monitor body functions.

43. 43 Course #3: Medical Interventions : gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care. Students will investigate various medical interventions that extend and improve quality of life, including:

44. Next Curriculum Area of Focus CREATION OF NEW COURSEWORK FOCUSED ON ENERGY AND POWER FOR BOTH MIDDLE SCHOOL AND HIGH SCHOOL PLTW CURRICULUM.

45. Energy & Power: A Course for PLTW High Schools and Middle Schools A full year course will be developed in Energy and Power for high schools and a 9 week unit of study for middle schools. The course will contain at least the following content: Fossil Fuels Bio Fuels Solar Energy Nuclear Energy Geothermal Energy Power Systems Energy and Power Conversion Systems Experts from industry and higher education will be engaged to identify the key learning concepts as well as project/problem themes intended to show that students have learned the key learning concepts.

46. 46 Professional Development

47. 47 Ready for core training Ready for teaching Gateway To Technology (Middle School) Principles of Engineering Introduction To Engineering Design Digital Electronics Computer Integrated Manufacturing Civil Engineering/Architecture Aerospace Engineering Biotechnology Engineering Design and Development Biomedical Science (under development) Core Training Summer Training Institute Self- Assessment & Pre-Core Training Continuous Training 3 Phase Professional Development

48. 48 Who Does Well in PLTW? And How Do We Know?

49. 49 What Students do Well in PLTW? The student who is: Creative- Likes to design things. In the upper 80% of their class A hands-on learner. An underachiever who might get “hooked” by an interesting project- based class. Interested in computers, science, or technology. Good in math and science.

50. STUDENT COMMENTS PLTW is a better learning experience because you are self-motivated. The learning that comes when it doesn’t work is just as valuable as the learning when it does work. You think differently because you cannot just look up the answers. You have to come up with the solution. It is more critical thinking. Though I’m not pursuing an engineering degree, the problem-solving skills learned are important no matter your field.

51. Teacher & Principal Comments: Our teachers recognize that the same skills emphasized in PLTW classes make a student successful in any class. (Diane Lashinsky, Administrator, The Innovation School) I am excited to see PLTW courses challenging students with good problems that require strong math, science, and analytical skills. As an engineer teaching these kinds of things to high school kids is as good as it gets. (Craig Devine, PLTW Teacher & Former Engineer.)

52. Business Comments: I hired four PLTW students right out of high school. They came to us with real-life job skills and their work has been used in successful proposals, products, and systems installations. This program is a win for everyone involved. (Andrea L. Mann, Ph.D. President, Mann Wireless, Ltd.)

53. Business Comments: We are an electronics manufacturing facility, so the idea of PLTW fits well into what we do. It is exciting to us that our local school has embraced the technology field, and that local students can finally look at us, know what we do, and want to be part of it. (Peg Murphy, Director HR, Espey Mfg. & Electronics Corporation)

54. 54 Research Findings

55. 55 Research Data Key Findings based upon 450 PLTW students 80% of PLTW seniors plan on attending college or community college versus 65% nationwide. 54% plan to study engineering or engineering technology versus 10% nationally. 19% plan on attending Community College or Technical School. 85% student retention rate in 2 nd year of Engineering or Eng. Tech. versus 40% nationwide.

56. 56 PLTW Grad’s Education Plans (excludes non-college bound grads) Engineering = 68% = 7X the National Average Non-Science = 20% Undecided = 12%

57. How are PLTW students doing when compared to other Career/Technical students at High Schools That Work (HSTW) schools?

58. PLTW Students’ Mean Scores vs. a Random Sample of CTE Students from Similar Fields Source: Southern Regional Education Board Research Brief, September 2007

59. Comparison of PLTW Students’ Mean Scores with a Random Sample of Students from ALL CTE Fields Source: Southern Regional Education Board Research Brief, September 2007

60. Comparison of PLTW Students Course- taking Patterns to Other CTE Students Source: Southern Regional Education Board Research Brief, September 2007 4 Yrs College Math 4 Yrs College Science

61. Percentages of Students Planning Post-Secondary Study Source: Southern Regional Education Board Research Brief, September 2007

62. 62 University Partners

63. 63

64. 64

65. 65 PLTW Across the Nation

66. Nationwide Participant Growth 1997 - 2006 1996-1997: 11 Schools 2004-2005: 800 Schools 2006-2007 : 1600+ Schools 2007-2008: 2300+ Schools

67. 67 National Partnerships & Recognition

68. 68 National Recognition PLTW program is recommended as the model curriculum for creating “K-12 rigorous curricula, standards and assessments based on world-class standards.” “Students participating in PLTW courses are better prepared for college engineering programs.” National Academy of Engineering, National Academy of Science and the Institute of Medicine October 2005

69. Received endorsement of the American Aerospace Industry Association (AIA) in December, 2006 as offering “proven curriculum and teacher professional development” with “the potential to increase the quantity and quality of engineers and engineering technologists graduating from our education system.”

70. 70 National Academy Foundation National Academy Foundation has partnered with PLTW to establish 14 Engineering Academies nationwide

71. Innovative Technical Activity in Academics Project Lead The Way, Inc. and San Diego State University Education Program of the Year -2007

72. Visit our Website for more Information WWW.PLTW.ORG Judith D’Amico, Director State and Corporate Relations Western Region judithdamico@comcast.net