1. www.umbc.edu Engineers: Creating the World that Never Was National Charter Schools Conference July 1, 2013 Dr. Anne Spence Mechanical Engineering

2. www.umbc.edu NAE Committee on K-12 Engineering Education Engineering in K-12 Education: Understanding the Status and Improving the Prospects –Chaired by Dr. Linda Katehi, UC Davis –Published by NAE 2009 NAE, 2009

3. www.umbc.edu The Case for K-12 Engineering Education Improved learning and achievement in science and mathematics Increased awareness of engineering and the work of engineers Understanding of and the ability to engage in engineering design Interest in pursuing engineering as a career Increased technological literacy NAE, 2009

4. www.umbc.edu General Principles for K- 12 Engineering Education K-12 engineering education should emphasize engineering design K-12 engineering education should incorporate important and developmentally appropriate mathematics, science, and technology knowledge and skills K-12 engineering education should promote engineering habits of mind NAE, 2009

5. www.umbc.edu Emphasize engineering design Highly iterative Open to the idea that a problem may have multiple solutions Meaningful context for learning scientific, mathematical and technological concepts Stimulus to systems thinking, modeling and analysis NAE, 2009

6. www.umbc.edu Reflection How does your current teaching of science, mathematics and technology in K- 12 emphasize engineering design?

7. www.umbc.edu Mathematics, science, and technology Science concepts and inquiry methods support engineering design activities Mathematical concepts and computational methods support engineering design activities in analysis and modeling Technology and technological concepts –Illustrate the outcomes of engineering design –Provide opportunities for “reverse engineering” activities –Encourage consideration of social, environmental, and other impacts of engineering design decisions NAE, 2009

8. www.umbc.edu Promote engineering habits of mind Systems thinking Creativity Optimism Collaboration Communication Attention to ethical considerations NAE, 2009

9. www.umbc.edu Reflection How does your current teaching of science, mathematics and technology in K- 12 emphasize engineering habits of mind?

10. www.umbc.edu The Scope of K-12 Engineering Education Student exposure to engineering-related course work –First formal programs in the early 1990’s –Fewer than 6 million students have had some kind of formal engineering education –In 2008, 56 million students in K-12 Teachers involved in K-12 engineering education –18,000 have received pre- or in-service professional development to teach engineering-related course work –Small number of inititiatives NAE, 2009

11. www.umbc.edu Impacts of K-12 Engineering Education Improved performance in related subjects such as science and mathematics Increase technological literacy Improvements in school attendance and retention Better understanding of what engineers do Increase in number of students who pursue careers in engineering WARNING: limited reliable data available to support claims NAE, 2009

12. www.umbc.edu The Nature of K-12 Engineering Education Curriculum content Curriculum connections Professional development programs Diversity NAE, 2009

13. www.umbc.edu Reflection How do you tackle the issue of curriculum connections in K-12?

14. www.umbc.edu Policy and Program Issues Ad hoc infusion into existing science, mathematics, and technology curricula –Willingness of teachers –Access to instructional materials Stand alone courses –Electives or replace existing science or technology course –Extensive teacher professional development Fully integrated STEM education –Changes in structure and practice of schools NAE, 2009

15. www.umbc.edu Engineering Habits of Mind Collaboration – peer review; team assessments Optimism – reflect on opportunities Communication – oral; written; within teams Creativity – develop brainstorming skills Attention to ethical consideration – teams consider impact of designs STEM Standards

16. www.umbc.edu Engineering Design Process Apply process in interdisciplinary problem solving Use models in multiple subject areas Incorporate alternative viewpoints STEM Standards

17. www.umbc.edu Systems Thinking Explain how parts relate to each other, and how parts, or combination of parts, contribute to the function of the system as a whole (Elementary) Analyze how the individual parts function, how parts relate to each other, and how parts, or combinations of parts, contribute to the function of the system as a whole (Middle) Analyze the relationships among systems that are embedded within larger technological, social, natural, environmental, etc. systems (High) STEM Standards

18. www.umbc.edu Problem Solving Students apply multiple-solution approaches to problems to eliminate extraneous information Teachers generate problems that require the elimination of extraneous information and the identification of assumptions to arrive at solutions Students analyze problems to identify interdisciplinary solutions to global issues. STEM Standards

19. www.umbc.edu Reflection How do you approach problem solving in K-12? Is it a method? Is all information given?

20. www.umbc.edu Effective Teacher Preparation and Professional Development Content professionals teach courses Introduce engineering principles Focus on the design process Make science/mathematics connections Conduct ongoing training Train counselors Teacher Preparation

21. www.umbc.edu Preparation of K-12 Teachers Elementary school teachers –Very little science and mathematics –No introduction to engineering Secondary teachers –BS/BA in discipline (mathematics/science) –Technology education Few mathematics and science skills Cannot connect engineering to science and mathematics Teacher Preparation

22. www.umbc.edu Innovative Preparation of K-12 Teachers at UMBC Elementary school teachers –Elementary STEM Education program –Cross-disciplinary –More courses in mathematics/science –Introduction to engineering Secondary teachers –BS Engineering and Technology Education –Mathematics through differential equations –Physics and chemistry –Statics, mechanics, fluids, design Teacher Preparation

23. www.umbc.edu Middle and high school curriculum Mathematics and science English and social studies Foreign language Technology education –No longer wood shop/metal shop –Not always making math/science connections Curriculum

24. www.umbc.edu Engineering in the Curriculum: Middle and High School Requires trained teachers Satisfies Technology Education requirements Challenging to find quality teachers Example programs –Project Lead the Way –Engineering by Design (ITEEA) –The Infinity Project –INSPIRES –Others? Curriculum

25. www.umbc.edu Example: Project Lead the Way Curriculum Project and problem based learning Curriculum tied to national standards in science, mathematics, technology education Middle school – 6 units High school – 4 year program Co-requisite mathematics College credit for engineering National college credit exams Curriculum

26. www.umbc.edu Over 97% of seniors in PLTW ® courses plan to attend a university, college, or community college, compared with 67% for average seniors. True Outcomes Annual Assessment Report 2007-2008 80% say they will study engineering, technology, or computer science 0 20 40 60 80 100 College Going Rate Seniors in PLTW ® courses Average Seniors Curriculum

27. www.umbc.edu Engineering Outside the Curriculum: Middle and High School Encourages professional mentors Example programs –FIRST Robotics –VEX Robotics –Junior Engineering Technical Society (JETS) –Future City –ACE Mentor Program Curriculum

28. www.umbc.edu Engineering in the Curriculum: Elementary School Teachers are intimidated by concepts Design process can be simplified Science, technology, engineering and mathematics (STEM) are more easily integrated Early exposure to engineering careers Example programs –Engineering is Elementary (MOS) –Children Designing and Engineering (TCNJ) Curriculum

29. www.umbc.edu Example: Engineering is Elementary Curriculum Promote learning and teaching of engineering and technology Research based curricular materials for grades 1-5 Integrate engineering and technology concepts and skills with elementary science lessons Storybooks, lesson plans Curriculum

30. www.umbc.edu Research Findings EiE students –Are more likely to identify engineering items related to the design of all types of technology –Have a better understanding of the engineering design process –Have a better understanding of what a process is and how it is a type of technology EiE

31. www.umbc.edu Research Findings Teachers strongly agree that –EiE units are well designed –EiE units fit into the required curriculum rather than being another thing to teach –EiE units are well matched to the level of the students –EiE units work well with all students –EiE units have changed the way that they teach EiE

32. www.umbc.edu Engineering Outside the Curriculum: Elementary School Encourages professional mentors Example programs –FIRST LEGO League –Jr. FIRST LEGO League –Engineering Challenges (BMI) –Sea Perch (MIT) Curriculum

33. www.umbc.edu If we build it, will they come?

34. www.umbc.edu History has shown Most engineering majors have a family member who is an engineer Few women are interested Engineering is often not portrayed as a viable career We must change the message … Students

35. www.umbc.edu Changing the Conversation (NAE) Engineers make a world of difference Life takes engineering The power to do Because dreams need doing Students

36. www.umbc.edu Reflection How will you incorporate engineering education in your teaching?

37. www.umbc.edu http://www.egfi-k12.org/

38. Clicking on For Teachers

39. www.umbc.edu http://www.engineergirl.org/

40. http://www.teachengineering.org

41. Contact Information Dr. Anne Spence Dept of Mechanical Engineering UMBC aspence@umbc.edu 410-455-3308