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Articulation Agreements With High Schools Implementing Project Lead The Way (PLTW)

Kenneth Reid and Charles Feldhaus, Ed.D Purdue School of Engineering and Technology Indiana University Purdue University Indianapolis

Background:

Recently, the American Society for Engineering Education (ASEE) has embarked on an ambitious effort to promote and improve K-12 engineering and engineering technology education. Since 2003, the ASEE has created a new K-12 division dedicated to K-12 engineering education, created a guidebook for high school students called Engineering, Go for It! that was distributed to almost 350,000 secondary students, created an e- newsletter that reaches 10,000 secondary teachers, guidance counselors, and outreach program leaders, and created a survey to understand what secondary teachers think of engineering as an academic and career pathway for their students. Finally, ASEE brought together leaders from industry and higher education along with K-12 teachers for a Leadership Workshop on K-12 Engineering Outreach, held just before the ASEE 2004 Annual Conference and Exposition in Salt Lake City, Utah. A recent paper detailing the results of that conference and delineating guidelines for how K-12 engineering education works best and defines key challenges confronting the field was recently published. (1)

Clearly, there is a movement by the engineering and engineering technology communities to gain a better understanding of the K-12 issues that impact enrollment at post-secondary institutions, and to generate research to answer the question of how stakeholders from many levels – K-12 teachers, university professors, industry, and government representatives – can advance the state of engineering and engineering technology education. Coupled with the information from the aforementioned surveys, the ideas and suggestions from conference attendees and current research in the field of K-12 education, Dougless, Iversen and Kalyandurg (2004) have developed a set of six guidelines for improving K-12 engineering education and outreach:

1. Hands-on learning: Make K-12 science curriculum less theory-based and more context-based, emphasizing the social good of engineering and demonstrating how it is relevant to the real world 2. Interdisciplinary approach: Add a technological component to all subjects and lessons, and implement writing guidelines in math and science courses 3. Standards: Involve engineering in K-12 lessons that map to state standards for math and science. Further, states should follow Massachusetts and enact state standards for engineering 4. Use/Improve K-12 Teachers: Engage more K-12 teachers in outreach efforts and curriculum writing, and increase teacher salaries to attract the best technological minds to teaching “Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”

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Feldhaus, C., & Reid, K. (2005, June), Articulation Agreements With High Schools Implementing Project Lead The Way (Pltw) Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--15006