Engineering in K-12 Education<br />STEM SUMMIT<br />February 19, 2009<br />Linda Katehi, <br />University of California, D...
Study Rationale<br />Concerns about the nation’s innovation capacity<br />Overall quality of U.S. K-12 STEM education<br /...
Study Goal<br />To provide carefully reasoned guidance to key stakeholders regarding the creation and implementation of K-...
Survey the K-12 engineering education “landscape”<br />Analyze the connections between engineering and the other STEM subj...
Study Process<br />Two-year “consensus study”<br />Oversight committee with diverse expertise<br />Five face-to-face meeti...
Findings:  Scale of Effort<br />K-12 engineering education is a small but growing presence in schools<br />About 6 million...
Findings:  Impact<br />The most intriguing possible benefit of K-12 engineering education relates to improved student lear...
As reflected in the near absence of pre-service education and the small number of teachers who have experienced in-service...
Findings:  Diversity<br />	Lack of diversity appears to be a serious issue for K-12 engineering education<br />Uneven port...
Findings:  STEM Education<br /><ul><li>Current STEM education and education policy do not reflect the natural, real-world ...
There is considerable potential value in increasing the presence of engineering in STEM education that addresses the curre...
Selected Recommendations<br />Recom#2<br />	Conduct research on how engineering design can be better connected to  science...
Recom#3<br />	Develop more impact data for existing and new K-12 engineering programs<br />Selected Recommendations<br />
Recom#4<br />Begin a national dialog, spearheaded by ASEE, on the preparation and certification of teachers of K-12 engine...
Selected Recommendations<br />Recom#5<br />	K–12 engineering curricula should be developed with special attention to featu...
Next Steps  ?<br />
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Engineering in K-12 Education - Linda Katehi

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Engineering in K-12 Education - Linda Katehi

  1. 1. Engineering in K-12 Education<br />STEM SUMMIT<br />February 19, 2009<br />Linda Katehi, <br />University of California, Davis<br />
  2. 2. Study Rationale<br />Concerns about the nation’s innovation capacity<br />Overall quality of U.S. K-12 STEM education<br />Student interest in STEM subjects<br />Size and diversity of the engineering “pipeline”<br />Unverified claims about the ability of K-12 engineering education to address these and other concerns<br />An incomplete picture of the status quo<br />How many programs, students, and teachers?<br />Trending up, down, flat?<br />Nature of these efforts?<br />Evidence for benefits?<br />How do kids learn engineering concepts and skills?<br />
  3. 3. Study Goal<br />To provide carefully reasoned guidance to key stakeholders regarding the creation and implementation of K-12 engineering curricula and instructional practices, focusing especially on the connections among science, technology, engineering, and mathematics education.<br />
  4. 4. Survey the K-12 engineering education “landscape”<br />Analyze the connections between engineering and the other STEM subjects<br />Review data on impacts<br />Report on the intended learning outcomes (e.g., vocational vs. pre-professional vs. general college) of the various initiatives<br />Study Objectives<br />
  5. 5. Study Process<br />Two-year “consensus study”<br />Oversight committee with diverse expertise<br />Five face-to-face meetings<br />Data gathering<br />Two workshops<br />Public comment period midway through<br />Five commissioned papers<br />Detailed content analysis of 15 curricula<br />External report peer review <br />Public symposium<br />
  6. 6. Findings: Scale of Effort<br />K-12 engineering education is a small but growing presence in schools<br />About 6 million K-12 students have experienced a formal K-12 engineering curriculum since the early 1990s<br />About 18,000 K-12 teachers have received professional development, almost all of it in-service<br />
  7. 7. Findings: Impact<br />The most intriguing possible benefit of K-12 engineering education relates to improved student learning, achievement, and interest in mathematics and science<br />Positive effects have been demonstrated, but not universally<br />Learning gains may be greater for minorities and low-SES students<br />The design process appears to be a key influence, in part by allowing iteration, giving students personal ownership of the content, and contextualizing math and science concepts<br />More research is needed to tease out specific causal relationships<br />
  8. 8. As reflected in the near absence of pre-service education and the small number of teachers who have experienced in-service PD….<br /> ……teacher preparation for K-12 engineering education is far less developed than for other STEM subjects<br />Findings: Professional Development<br />
  9. 9. Findings: Diversity<br /> Lack of diversity appears to be a serious issue for K-12 engineering education<br />Uneven portrayal of women and minorities <br />Bias in certain learning activities and examples<br />Few student demographic data being collected<br />Example: Largest program, PLTW, has only 17% female students<br />
  10. 10. Findings: STEM Education<br /><ul><li>Current STEM education and education policy do not reflect the natural, real-world interconnectedness of the four STEM components
  11. 11. There is considerable potential value in increasing the presence of engineering in STEM education that addresses the current lack of integration in STEM teaching and learning</li></li></ul><li>Selected Recommendations<br />Recom#1<br />Define and explore the implications of “STEM literacy” <br />….Mainline vs. Pipeline….<br />
  12. 12. Selected Recommendations<br />Recom#2<br /> Conduct research on how engineering design can be better connected to science inquiry and mathematical reasoning in curriculum and professional development<br />
  13. 13. Recom#3<br /> Develop more impact data for existing and new K-12 engineering programs<br />Selected Recommendations<br />
  14. 14. Recom#4<br />Begin a national dialog, spearheaded by ASEE, on the preparation and certification of teachers of K-12 engineering <br />Selected Recommendations<br />
  15. 15. Selected Recommendations<br />Recom#5<br /> K–12 engineering curricula should be developed with special attention to features that appeal to students from diverse backgrounds <br />
  16. 16. Next Steps ?<br />

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