The document describes several STEM education programs that aim to connect student design work to opportunities in STEM fields. It outlines programs in various states that partner schools with industry, involving thousands of students in engineering and biomedical projects. The document also lists high school STEM course pathways in areas like engineering, biomedical sciences, and technology. These courses guide students through the engineering design process and have them work on open-ended problems to design solutions.

1. Connecting the original design work of
students to opportunities and the national
STEM conversation

2. ILLINOIS
INNOVATION TALENT
PILOT PROJECT
30 Schools – 10 Industry
Partners
9 Schools – San Diego County
Engineering Projects in
4000 implementations
Community Service-
(750 Capstone
Learning Teachers - Eng and
BioMed)
35 Schools – 5 States

3. Pathway To Engineering
High School Program of Courses
three course minimum implementation over four years
* Introduction to Engineering Design
----3D solid modeling design design process, research and analysis, teamwork, communication methods, global and human impacts,
engineering standards and technical documentation
* Principles of Engineering
----- exposure to major concepts encountered in a postsecondary engineering introduction courses of study, engineering design problems,
problem-solving skills and application of research and design skills to create solutions to various challenges
Digital Electronics
-----combinational and sequential logic design, use of Boolean Algebra in circuit design, teamwork, communication methods, engineering
standards and technical documentation
Aerospace Engineering
-----design problems , aerospace information systems, astronautics, rocketry, propulsion, the physics of space science, space life sciences,
the biology of space science, principles of aeronautics, structures and materials, and systems engineering
Biotechnical Engineering
-----molecular genetics, bioprocess engineering, and agricultural and environmental engineering, engineering design problems related to
biomechanics, cardiovascular engineering, genetic engineering, agricultural biotechnology, tissue engineering, biomedical devices,
forensics and bioethics
Civil Engineering & Architecture
-----engineering and architecture principles and design aspects , statics and structures design and development of a property working in
teams, hands-on activities and projects to learn the characteristics of civil engineering and architecture
Computer Integrated Manufacturing
-----the history of manufacturing, a sampling of manufacturing processes, robotics and automation, Computer Numeric Control (CNC)
equipment, Computer Aided Manufacturing (CAM) software, robotics and flexible manufacturing systems
Engineering Design & Development (Capstone Course)
-----students will work in teams to research, design, test and construct a solution to an open-ended engineering problem The team
presents and defends their solution to a panel of outside reviewers at the conclusion of the course.

4. Biomedical Sciences
High School Program of Courses
* Principles of the Biomedical Sciences
-----human body systems and various health conditions including heart disease, diabetes, sickle-cell
disease, hypercholesterolemia and infectious diseases -- human physiology, medicine, research
processes and bioinformatics -- Key biological concepts including homeostasis, metabolism,
inheritance of traits and defense against disease
* Human Body Systems
-----interactions of body systems, communication, power, movement, protection and homeostasis,
design of experiments, investigation of the structures and functions of the human body, and use data
acquisition software to monitor body functions such as muscle movement, reflex and voluntary action,
and respiration
Medical Interventions
------the prevention, diagnosis and treatment of disease , a “how-to” manual for maintaining overall
health and homeostasis in the body how to screen and evaluate the code in human DNA; how to
prevent, diagnose and treat cancer; and how to prevail when the organs of the body begin to fail,
exposure to the wide range of interventions related to immunology, surgery, genetics, pharmacology,
medical devices and diagnostics
Biomedical Innovation (Capstone Course)
Students design innovative solutions for the health challenges of the 21st century as they work
through progressively challenging open-ended problems, addressing topics such as clinical medicine,
physiology, biomedical engineering and public health. They have the opportunity to work on an
independent project and may work with a mentor or advisor from a university, hospital, physician’s
office, or industry.

5. Gateway To Technology
Middle School Program, 9Week Units
Design & Modeling
-----solid modeling software design process, how design influences our lives, sketching techniques
and use of descriptive geometry as a component of design, measurement and computer modeling
Students brainstorm, research, develop ideas, create models, test and evaluate design ideas, and
communicate solutions
Automation & Robotics
-----mechanical systems, energy transfer, machine automation and computer control systems
problem solving, teamwork collaboration and innovation
Energy & the Environment
----impact on the environment, design and model alternative energy sources demonstrate energy
concepts and innovative ideas Students also evaluate ways to reduce energy consumption through
energy efficiency and waste management techniques.
Flight & Space
-----exploration of the science behind aeronautics, use course knowledge to design, build and test a
model glider, Simulation software is used to expose students to traveling and living in space.
Science of Technology
----how science has affected technology throughout history, applied physics, chemical engineering
and nanotechnology, exploratory activities and projects
Magic of Electrons
----- hands-on projects, the science of electricity, the behavior and parts of atoms, circuit design and
sensing devices, basic circuitry design, exploration the impact of electricity on our lives.

6. Dr. Paul Strykowski - Associate Dean for Undergraduate Programs - University of Minnesota
“Hands down, a student with decent grades and a solid experience in
Post-Secondary
a capstone design course would be at the top of my list for admission
to our engineering program …..However….”
Institutions
“…..Without a systematic process for reviewing original student design
and
work there is no way to incorporate the value of the work into the
Original Student
algorithm of college admissions or any other recognition process.
Without a standardized assessment tool to organize and evaluate
Problem Solving
any submitted work there can be no systematic process.”
Liz Kisenwether -PENN State
Dr. David Rethwisch - University of Iowa
and Design Works
Bill Leonard – Rochester Institute of Technology
Dr. Karen High – Oklahoma State University AP Studio Art is not based
Dr. Ken Reid - Ohio Northern University on a written examination;
Dr. Helgeson – St. Cloud State University instead, students submit
Dr. Mac Banks – Worcester Polytechnic Institute portfolios for evaluation at
And many others…. the end of the school year.

7. March 30th and 31st, 2010
University of Maryland – College Park

8. Engineering Design Process Portfolio : Element Titles
Component I: Identifying, Articulating, and Justifying a Problem
Element A: Identification and definition of the problem
Element B. Justification of the problem
Element C. Documentation and analysis of past and current solution
attempts
Element D. Identification, definition, and justification of solution
design goals, parameters and constraints
Dr. Leigh Abts
Component II: Generating an Original Solution
Element E: Demonstration of design process thinking and analysis
Element F: Application of mathematics, science, and engineering
principles
Element G: Demonstration of design viability
Component III: Constructing a Testable Prototype or Process Assessment Expert and
consultant
Element H: Demonstration of sufficiency of prototype design process
Element I: Demonstration of sufficiency of final prototype iteration Dr. Gail Goldberg
Element J: Demonstration of sufficiency of testing
Component IV: Analyzing Test Data
Element K: Analysis of the design based on testing
Element L: Documentation of end user and stakeholder evaluation
(external evaluation)
Component V: Reflecting and Formulating Recommendations
Element M: Reflection on the project design
Element N: Presentation of designer’s recommendations
Jay McTighe
Component VI: Documenting and Presenting the Project
Element O: Presentation of the project portfolio

9. How to connect the pieces
Interest from Post-
Secondary, Industry,
The Rubric Student Work and the Public Sector
60,000 Foot Goals
1 - Create a web-based, secure (IP issues) and standardized process for
building and posting student portfolios of original design work
2 – Create multiple, ongoing, Interactive, opportunities for recognition of
individual submissions
3– Create a means of identifying, extracting, documenting and distributing
noteworthy Innovation Portal events for all stakeholders

10. iPortal Team iPortal Team
Developing and Develop and Maintain
Maintaining Ongoing Output of
“Opportunity iPortal Stories and
Modules” and Reports
Relationships
Accessible directly
through student Sponsors & Partners
accounts
Students building online project portfolios based
around the rubric in a secure and instructor managed
environment

11. How is the Innovation Portal Concept Unique?
•Password protected accounts with online portfolio
builder software tools open to K-16 students and
teachers
•Single portfolio template designed directly around
the EDPPSR rubric
•a single password protected connection to multiple
student works for teachers & reviewers
•Direct connection to competitions, scholarship
possibilities and other opportunities related to
original problem solving works from the student
account
•Non-profit team dedicated to increasing the number
of opportunities and resources available directly
through the Innovation Portal
•Three year partnership with the University of
Maryland research team to validate and promote the
use of EDPSR rubric for public STEM Education use
•All accounts, and data are the sole property of the
students

12. Student Work
Opportunities

13. Starting Fall of 2011
U.S. Naval Academy
K-12 Schools +

14. http://innovationportal.org
Mark Schroll
mschroll@pltw.org

17. Your Innovation Portal “Dashboard”
Portfolios you have
created and for
which you are the
“administrator”
Create a New
Portfolio
Portfolios to which
you have been
invited as a
Collaborator,“Live”
Viewer, or Reviewer
Portfolios You have
invited OTHERS to
View, Review or
Collaborate upon

18. Building a Portfolio – HTML Tools

19. Step 1: Open a dialogue with someone about your portfolio
Step 2: Email them an invitation ( choose a role of Reviewer, Viewer or Collaborator)
Step 3: Use your dashboard to monitor and manage the connection

21. Reviewers see and comment on an active “snapshot” of the portfolio AT the
time the review request was made. These can be stored and reviewed at
anytime by the user or the reviewer.
A list of people that
have yet to ACCEPT
your invitation to review
A list of people that
have ACCEPTED and
are in process of
grading a snapshot of
this portfolio
A list of people that
have SUBMITTED
their comments and
grade values of the
portfolio “snapshot “
you sent them

22. Building a Portfolio – Tools and Resources

23. This entry would be likely to
receive a score of 3, based on
Access to Element-Specific the EDPPSR
Examples and resources (although some engineering educators who
applied the rubric to this entry considered a
during the portfolio building / score of 4, based on the treatment of the
sources for the justification).
editing process In this entry, the problem is presented
somewhat clearly and objectively, although
there is only some specific detail included as
elaboration.
Access to each Element-Specific The justification of the problem reflects the
concerns of several primary stakeholders (e.g.,
portion of the EDPPSR as you motorists, city governments, public safety
officials, manufacturers of traffic lights).
work Sources provided in support of the justification
are timely (all published within a year or two of
the time this engineering design project was
conducted) and generally credible, usually
taking the form of reports in respected news
publications or on major news networks.
While some of the information provided as
justification is of questionable objectivity, there
is enough objective detail to support (allow for)
the determination of at least a few measurable
design requirements.

24. Opportunities Listing Page
Choose an Opportunity
Does the Opportunity Require an Entry,
Submission, or Service Fee?
NO YES
E-commerce Interface
Enter Snapshot into Opportunity Provider
Dashboard & add to Student Dashboard
Notify OP and Student
System Updates Both Dashboards as portfolios step
through Opportunity timelines and processes

25. http://innovationportal.org

27. The Challenge…
“…..Without a systematic process for reviewing original student design
work there is no way to incorporate the value of the work into the
algorithm of college admissions or any other recognition process.
Without a standardized assessment tool to organize and evaluate
any submitted work there can be no systematic process.”
A well recognized engineering A single template for displaying
design process portfolio scoring student work designed around the
rubric scoring rubric and made
accessible to a reviewer

28. iPortal Team
iPortal Team
Developing and
Developing and Maintaining Ongoing
Maintaining Output of iPortal
“Opportunity Stories and Reports
Modules” and
Relationships with
supporters
Accessible directly
through student
accounts
Students building online project portfolios based
around the rubric in a secure and instructor managed
environment

29. ILLINOIS
INNOVATION TALENT
PILOT PROJECT
30 Schools – 10 Industry
Partners
9 Schools – San Diego County
Engineering Projects in
4000 implementations
Community Service-
(750 Capstone
Learning Teachers - Eng and
BioMed)
35 Schools – 5 States