Engineering For US ALL (E4USA) NSF EEC Grantees Conference October 2019 1
Overview ● Overview ● Curriculum ● Professional Development ● Partnerships ● Credit and Placement ● Research & Assessment ● Small Group Breakouts ● Final Questions 2
Introduction Dr. Darryll Pines University of Maryland 3
The National Problem • In 2007, a Carnegie Foundation commission of distinguished researchers and public and private leaders concluded that "the nation’s capacity to innovate for economic growth and the ability of American workers to thrive in the modern workforce depend on a broad foundation of math and science learning, as do our hopes for preserving a vibrant democracy and the promise of social mobility that lie at the heart of the American dream" 1 . However, the U.S. system of science and mathematics education is performing far below par and, if left unattended, will leave millions of young Americans unprepared to succeed in a global economy. – Reduction of the United States' competitive economic edge • Shrinking share of patents: Foreign competitors filed over half of U.S. technology patent applications in 2010. • Diminishing share of high-tech exports: – Lagging achievement of U.S. students • The 2012 Program for International Student Assessment (PISA) ranks the United States as 23rd in Science, 30th in Math, and 20th in Reading Literacy out of 65 OECD education systems. • In 2012, 54% of high school graduates did not meet the ACT's college readiness benchmark levels in math, and 69% of graduates failed to meet the readiness benchmark levels in science. – Essential preparation for all careers in the modern workforce – Scientific and technological literacy for an educated society
National Academy Studies Curriculum Call to Action Framework/Standards Implementation Development Development E4USA Advanced HS Course rollout “Now Includes Engineering” Curriculum K-12 Network: Refinement LingEngineering.org Professional Development Training NSF REF Norm Augustine C. Dan Mote Linda Katehi Assessments Evaluation 2018 2006 2008 2010 2012 2014 2016 2020
BS Degrees Awarded 144,106 Deans met with President In 2018 22.4% to Women 75,392 3.53% to African Americans 9.97 to Hispanic Americans 12.5% to Asian Americans Engineering Retention and graduation rates improved
National Enrollment in UG Engineering in the United States Enrollments started to soar
Changing the High School Engineering Landscape Imagine… • Engineering as a fundamental high school subject for all students • Bringing high school teachers and the engineering community into ongoing conversation in order to iterate on engineering course curricula • Clearing a pathway from high school into undergraduate and professional engineering programs • Ensuring high school students have fundamental engineering problem solving skills, which will help them in future studies, and in life…
E4USA: What is it? • A national pilot program for high school engineering course and database • Provides a standardized educational curriculum for pre- college students to learn and demonstrate engineering principles, skills and practices • Incorporates a authentic design- based experience • Has the potential for students to earn universally recognized and transferable engineering course credits at colleges and universities
Step 1 • Big Idea 1: Engineering and Society • Big Idea 2: Engineering Processes • Big Idea 3: Essential Engineering Content, Skills and Tools • Engineering Transfer Goals (Skills and Practices): • Students will be able to independently use their learning to ...1. Applying engineering methods to create or design systems, components or processes to provide viable and ethical solutions to complex problems.2. Justify decisions, processes, selections and/or actions.3. Collaborate effectively on a multi- disciplinary team.4. Communicate effectively for a variety of purposes and settings. • Assessment: The assessment will comprise both an end-of-course exam and project-based tasks that students will complete during the term of the course. The end-of-course exam will focus primarily on the Essential Engineering Content, Skills and Tools (Big Idea 3),while the through-course tasks will require students to integrate concepts from all 3 Big Ideas: Engineering and Society, Engineering Processes, and Essential Engineering Content, Skills, and Tools.
Step 2 University Pledges
List of Schools 109 to date out of 366 schools Lipscomb University West Virginia University California State University, Fresno Syracuse University University of Delaware University of Tennessee, Knoxville Santa Clara University University of Louisville Lamar University Old Dominion University University of the Pacific The George Washington University Stony Brook University University of Wisconsin-Milwaukee Texas A&M University - Kingsville Ohio University University of North Dakota University of Maryland Arizona State University University of Toronto Clarkson University Rutgers University Grand Valley State University University of Idaho University of Massachusetts - Amherst Valparaiso University Lake Superior State University Arkansas Tech University New York Institute of Technology University of North Carolina, Charlotte University at Buffalo Tufts University University of South Alabama Oregon State University University of New Hampshire Hofstra University West Virginia University Institute of Wayne State University Technology University of Massachusetts - Dartmouth Iowa State University University of Portland Florida A&M/Florida State University Western Carolina University George Mason University University of Connecticut University of Alaska Fairbanks Western Michigan University California State Polytechnic University, City College of New York Mississippi State University Lawrence Technological University Pomona Trine University University of Virginia Michigan State University University of Wisconsin-Platteville University of Wisconsin-Madison The University of Akron Grove City College North Dakota State University Tennessee State University Virginia Tech University of South Florida The University of Notre Dame du Lac Florida International University University of New Haven St. Louis University Wichita State University Wright State University Temple University The University of Arizona The University of California, Irvine Virginia Commonwealth University James Madison University Johns Hopkins University University of Rochester The Citadel The College of New Jersey University of Washington Boise State University Tulane University Pennsylvania State University University of Kansas Rowan University The University of Texas at Austin Kettering University Morgan State University Embry-Riddle Aeronautical University, University of Colorado Boulder The University of Southern University of Kentucky State University of New York, ESF Prescott, AZ California University of Utah University of Denver University of Washington University of Alabama, Huntsville University of Mississippi Vanderbilt University University of Iowa North Carolina State University Western New England University University of the District of Columbia Marshall University Case Western Reserve University Purdue University University of Bridgeport Indiana University – Purdue Embry-Riddle Aeronautical University, University of New Mexico University, Fort Wayne Daytona Beach, FL Colorado School of Mines Stevens Institute of Technology
ADAM CARBERRY ANN MCKENNA BRUK BERHANE MATTHEW MILLER DARRYLL PINES LEIGH ABTS ETHAN EAGLE JAMES TIRUPALAVANAM JACKELYN KEVIN BRIANA COLLOFELLO GANESH ROSHWALB CALABRO O’NEAL JENNY KOUO STACY KLEIN-GARDNER MARNIE WONG MEDHA DALAL HOPE PARKER BEV KEN REID CHERYL TINA WATFORD BEAUCHAMP GRIESINGER KEMI LADEJI-OSIAS STEVE EFE
Summary • This is a Watershed " E ngineering 4 US All- E4USA " moment in time for our discipline and profession. • This will be disruptive to the historic K-12 education system. It will move engineering into the lexicon and content view of the educational system. • The time is now for us to act. • As engineering educators, we must be willing to • Collaborative with other K-12 partners (PLTW, CB, and others) • Be Global, and out front on engineering education issues • define the Advanced HS Course in Engineering curriculum framework • modify our first-year programs to grant credit and placement/exemption • modify our general-education curriculum to grant credit and placement for all • It is our choice, let’s not waste this incredible opportunity.
Curriculum Dr. Kenneth Reid Virginia Tech 15
Current status: ● Engineering For All - first of two courses ● Initial 2019 -20 course development complete: in revision ● Incorporated teacher input during summer PD Curriculum Development Team Participants 2-day development (College Park) ~10 (2 teachers) 2-day development (Virginia Tech) ~ 8 2-day virtual meeting/workshop ~ 8 (Constant) working meetings 16
E4USA Year-Long Curriculum Overview The curriculum is to be designed as a thirty week course focused on four “big ideas.” Unlike other Engineering offerings, this course is intended to provide design experiences and connections for students among fields of personal interest , not a technology focus or survey course. • Discover Engineering • Engineering in Society • Engineering Professional Skills • Engineering Design 17
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