Importance of Engineering Education


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Why it is important to teacher engineering to K-12 students.

Misconceptions and constructivism in the context of engineering and science education.

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  • How to grow our own talent – change in demographicsGraduation ratesFigure highlights the number of S&E baccalaureates produced represents an extremely small percentage of the students who begin 9th grade. The total number of degrees produced (19,600) is only 4% of the starting total 10 years previously – roughly the same percentage as was the case in the previous figure, between 1990 and 2000. The number of students who received S&E baccalaureates from CSU in 2007 was over 60% smaller than the number who enrolled in S&E disciplines as freshmen four years earlier. CCCS contributes significantly to the number of S&E baccalaureates, but this has been declining.  In 2007, over 32%, in 2000 over 48%. This is due to a 17% decline in the total of transfer student baccalaureates (6,400 in 2007, down from 7,700 in 2000) and a 58% rise in S&E baccalaureates earned by freshmen who graduated (13,200 in 2007, up from 8,300 in 2000).
  • Add pictures here (1. DYF institutes, 2. Hoopa Students, 3. DYF party)
  • Importance of Engineering Education

    1. 1. Teachers Institute IIYour Facilitators:<br />Beth Eschenbach, Ph.D.*<br />Jim Zoellick +<br />Erin Cearley*#<br />Lonny Grafman*<br />Andrea Allen*+<br />Steven Medina*<br />Assessment: Brandie Wilson, M.A.<br />Environmental Resources Engineering*<br />Schatz Energy Research Center+<br />Redwood Sciences Project#<br />
    2. 2. Outline for the Week<br />Monday <br />What is Design?<br />Buoyancy and Heat Transfer – Penny Boats & Save the Penguins<br />Tues. & Wednesday<br />Chemistry, Design and Hydrogen Fuel Cells<br />Thursday & Friday<br />Physics - Bridge Design<br />Thursday Afternoon & Dinner (4-7)<br />Work with local engineers to incorporate engineering into your own lesson plans<br />
    3. 3. Outline for the Day<br />Check In<br />Pre – Assessment<br />Why are we here?<br />Introductions & Expectations<br />Buoyancy Design Problem<br />Break<br />What is Design<br />Thurs. Assignment<br />Lunch<br />Heat-Transfer: Save the Penguins <br />Teamwork Discussion<br />How to use curriculum in your class?<br />Post-Assessment<br />Minute Paper<br />
    4. 4. The Shrinking Pie<br /><ul><li>Only 4% of 9th graders graduate in S&E
    5. 5. Up to 60% lost in college
    6. 6. 32% CCC transfers </li></ul>from Susan Hackwood, Board member of California Council on Science and Technology<br />
    7. 7. California’s racial diversification 2006-2020 projection<br />2006<br />2020<br />Source: Department of Finance.<br />from Susan Hackwood, Board member of California Council on Science and Technology<br />
    8. 8. Failure to achieve in education will have economic consequences<br />from Susan Hackwood, Board member of California Council on Science and Technology<br />Projected Change in Personal Income per Capita by State, 2000-2020<br />Source: National Center for Higher Education Management Systems (2005)<br />
    9. 9. The future of engineering depends on preparedness and interest of school children. We all must play a greater role in developing the future engineering student.<br />We need morebetter prepared K-12 STEM teachers.<br /><ul><li>National effort to “market and brand” engineering so students, teachers and parents will know what engineering is.</li></li></ul><li>Rather than focus on skills in math and science, we need to convey the excitement and impact of engineering.<br />Engineers Shape The Future!<br />Engineering Is Essential To Our Health, Happiness and Safety!<br />Engineers Make A World Of Difference!<br />Engineers Are Creative Problem Solvers!<br />
    10. 10. Summer 2007 - CSU Deans of Engineering request funding for CSU Engineering Academies to recruit (and retain) a larger and more diverse pool of engineering students.<br />Dec. 2007 - Proposal to Bring 20,000 New Engineers to California’s Workforce by 2014<br />Source:<br />
    11. 11. Project Goal<br />to facilitate the presentation of more engineering concepts in our region’s K-12 classrooms in order to expand and diversify the pool of incoming students who are well prepared and eager to enter as engineering majors.<br />Source:<br />
    12. 12. The Design Your Future: North Coast Engineering Academies has three components:<br />1.Teacher Professional Development<br />2. Co-Curricular offering of ENGR 215 Introduction to Design<br />3. Community Building: Teachers, Students, & Engineers.<br />3. Community Building: Teachers, Students, Parents & Engineers.<br />
    13. 13. Thank you to Principal Jennifer Lane, Teacher Forrest Stamper and the Hoopa Valley High School ENGR 215 class for trying our pilot course.<br />
    14. 14. Name Game<br />First person to learn everyone’s name in the room will get a $20 certificate to the HSU bookstore.<br />
    15. 15. DYF Teacher Institute Introductions & Expectations<br />Please state your name, what you are teaching this fall, and what you are hoping to get our of our institute this week.<br />
    16. 16. Design products and processes to meet needs and solve problems<br />Seek to understand the natural world<br />Math<br />and<br />Science<br />Engineering<br />Technology<br />Systems of products and processes<br />built from engineering designs<br />Adapted from Massachusetts Science and Technology/Engineering Curriculum Framework, <br />October 2006, page 81. by Richards, Schnittka& Donohue, ASEE 2009<br />Relationship between STEM Disciplines<br />
    17. 17. The engineering design process provides a framework for inquiry based learning<br />1. Identify the need or problem <br />2. Research the need or problem <br />8. Redesign<br />3. Develop possible solutions<br />7. Communicate the solutions<br />4. Select the best possible solution(s)<br />6. Test and evaluate<br />5. Construct a prototype<br />Massachusetts Science and Technology/Engineering Curriculum Framework, <br />October 2006, page 84. Adapted by Richards, Schnittka & Donohue, ASEE 2009<br />
    18. 18. Introduction to ETK<br />ETKs (Engineering Teaching Kits) were developed at Univ. of Virginia by Senior Engineering Students. ETKs include:<br />Teacher’s guide with unit overview<br />Review of relevant concepts<br />Plans for five 50 minute activity periods<br />Assessment instruments<br />You will receive paper & electronic versions of ETKs materials<br />
    19. 19. Today we will consider students’ misconceptions and take a constructivist approach to learning <br />
    20. 20. A body immersed in a fluid is subject to an upward force equal in magnitude to the weight of the displaced fluid<br />Archimedes supposedly derived this principle from noting that the amount of water spilled from his bath was equal in volume to the submerged part of his body<br /> and by Richards, Schnittka & Donohue, ASEE 2009<br />Let’s try it with buoyancy and Archimedes principle.<br />
    21. 21. Completely submerged objects with equal masses, but different volumes, will experience different buoyant forces.<br />In a more dense the fluid, the upwards force will be greater because the fluid displaced will weigh more.<br />More on buoyancy…Density Matters!!<br />
    22. 22. Design Objective: Using one piece of foil, design a vessel that will float and carry the highest number of pennies.<br />You have ____ minutes<br />Work in groups of ____ People<br />Make sure everyone gets to “touch”<br />
    23. 23. Minute Paper<br />What is the most important thing you have learned today?<br />What questions do you still have?<br />Feedback<br />