2. Why are we here? 1.The Skills Gap “84 percent of respondents indicate that there is a skills gap in their organization now” -ASTD Public Policy Council

3. Why are we here? 2.Soft Skills Gap “employers are observing a lack of critical soft skills—such as communication, collaboration, creativity, and critical thinking” -ASTD public Policy Council

4. 2 Goals 1.To tell you about my class (my equipment, my curriculum) 2.To go over some important aspects of Project Based Learning that we can apply to any class with any equipment or curriculum.

5. The Buck Institute

7. PBL is HARD… but worth it! It is not something you can assign and expect results in 3-4 weeks. Students have very little experience with the 4 C’s (communication, collaboration, critical thinking, creativity)

8. Who Designed it? Course was purchased from Amatrol Inc. Not a Salesman!

9. Structure of the Course Phase 1 Safety / Responsibility / Teamwork (2 Weeks) Phase 2Modules (4 Weeks) Phase 3Master Project (10 Weeks) Cycle repeats next semester

10. The Beauty of the Structure “Experts” work together toward a common goal!

11. The Beauty of the Structure They MUST work together Positive Interdependence, Face-to-Face Interaction

12. Collaboration “Working together” doesn’t just happen. Every Wednesday in my class is focused on soft skills SkillsUSA PDP and CRC are good resources

13. The Beauty of the Structure Direct application: Module  Master Project How many things do we “learn” and never use again?

14. Characteristics Course Promotes Teamwork & Responsibility (not copy and paste) Not your typical “Lab” Setting

15. Modules: Mechanical Fabrication

16. Modules: Measurement Tools

17. Modules: Machine Tools

18. Modules: Print Reading

19. Modules: CNC

20. Modules: Robotics

21. Modules: Electrical Control

22. Modules: Pneumatics

23. Modules: Residential Wiring

24. Modules: AC/DC Electrical

25. Modules: Mechanical Drives

26. Modules: CAD

27. Modules: Computer Control (PLC)

28. Modules: Mechanical Drives 2

29. Modules: Thermal Science (Year 2)

30. Modules: Structural Systems (Year 2)

31. Modules: Alternative Energy (Year 2)

32. Master Projects Designing for the following areas: ConstructionSmart House Project ManufacturingAutomated Can Crusher EnergySolar Panel Project TransportationHovercraft Project Agri-science Automated Hydroponics BiotechnologyErgonomic Workstation

33. Master Projects: Hovercraft

34. Master Projects: Automated Can Crusher

35. Master Projects: Smart House

36. Master Projects: Solar Powered Vehicle

37. Year 2 – New Projects Once the base curriculum is in place, we can keep on expanding if we can purchase more master projects. Steam Powered Catapult Automated Drawbridge Mag-Lev Train FMS Workcell Desalination Plant

38. Master Projects don’t just Happen All Projects need to have a good guiding question / objective / target / purpose www.bie.org has a great resource for this http://bie.org/object/document/pbl_essential_elem ents_checklist www.bie.org http://bie.org/object/document/pbl_essential_elem ents_checklist Amatrol provides this with their master projects

39. Master Projects don’t just Happen Individual and Group Accountability (Great Resources from the www.bie.org)www.bie.org Students evaluate each other and their own work http://bie.org/objects/cat/student_handouts

40. Master Projects don’t just Happen Grade for Content and 21 st Century Skills Students NEED a rubric of at least (1) 21 st century skill (collaboration) and they need to see it constantly! http://bie.org/objects/cat/rubrics

41. Master Projects don’t just Happen Have each student keep an engineering notebook! If you don’t like NB’s, don’t do PBL Force those students to look back at their progress VEX Robotics has a pretty good example

42. Master Projects don’t just Happen Team Meetings – Brainstorming – Think Time

43. Year 3/4 Students will leave the classroom with an industry based “SolidWorks” or “NIMS” certificate Students go out into the community with internships

44. Where we are going… hopefully GREAT RESOURCE!!! https://www.cteonline.org/curriculum/browse? st=STEM&f[_type][]=curriculum_project https://www.cteonline.org/curriculum/browse? st=STEM&f[_type][]=curriculum_project

45. Who does this course apply to? Engineering Technology provides a structure that is challenging and rigorous enough for students going to University as well as students going into a trade.

46. Engineering Technology and Common Core/NGSS We are Interviewing Buy your GRADE! We are reading a lot of technical manuals We are doing research We are creating our own assignments We are writing research papers We are being creative, not cookie cutter!

47. www.consumermath.org offers a yearly subscription to an online banking system www.consumermath.org Students earn money and at the end of the semester can purchase their grade. Students receive payckhecks, get raises, are fined, receive bonuses, pay taxes & union dues, pay bills, etc.

48. Paychecks

49. Buy Your Grade Students want to keep on learning. They have an incentive to do more than what is required. They are learning life skills

50. A Little more on Amatrol Amatrol works with leaders in industry and creates training programs for their needs. They then bring this expertise into our classroom Strong networking

51. Post-Secondary Alignment Supply Chain Management & Supply Chain Technology articulation w/ RCC Norco Looking at a possible dual enrollment relationship with MSJC A-G Credit Year 1 – G Credit Year 2 – D Credit

52. Women in STEM www.iwitts.org This is the most legitimate source I have come across in 3 years. Going to the conference in June

53. Questions Purchasing – Klein Educational Classroom Management – Mr. Russo Administrative – BUSD jrusso@beaumontusd.k12.ca.us

54. Outline Project Based Learning Structure of the course The beauty of the structure Characteristics the course promotes Modules / Master Projects Who the course applies to How it relates to common core Post-Secondary Alignment